Throughout
the years, technology has changed rapidly. It has changed how students learn,
especially students with disabilities. The “Enabling Dreams” video has made me
reflect on the many types of assistive technology has to offer to disabled
students. With the help of assistive technology, students with disabilities are
able to do their homework, communicate, move around school and other places,
participate in other curricular activities, and more importantly, it opened
more opportunities for them. As an educator, I would do my best to accommodate
disabled students with my lessons and activities in class with whatever
assistive devices I can get for them to use.
Every day
many students with physical, sensory, or cognitive disabilities face barriers
to learning. Students with motor disabilities may not be able to hold a pencil
to write answers on a test or compass to do on a math lesson. Students with
learning disabilities may not be able to decode words in printed text. Assistive
technology (AT) is available to help individuals with many types of
disabilities — from cognitive problems to physical impairment (Stanberry & Raskind,
2009).
With
personal effort, support from others and appropriate tools (such as assistive
technology), students with learning disabilities can be more successful in
school, at home, and at work. When considering assistive technology in any
situation, the focus should be on what the device or software does for a
person, not on the device or technology itself. Assistive technology is only a
support to “get the job done” more independently. It can reduce a student’s
reliance on parents, siblings, friends and teachers, helping the transition into
adulthood, fostering self-esteem and reducing anxiety (Steele-Carlin, 2011).
Many
teachers have consistently worked to provide alternative ways of learning for
students who learn in different ways. The impact of technology on education has
been profound. Computers have become an essential literacy tool in our society.
When assistive technology is appropriately integrated into the classroom,
students are provided with multiple means to complete their work and focus on
achieving academic standards (Stanberry & Raskind, 2009).
Within the
classroom, we as teachers are slowly becoming accustomed to the possibilities
that assistive technology will allow our students and us, as educators to
accomplish. Within the classrooms we are seeing microphones being employed,
Smart Boards, airliners and other wireless technology broadening and adding
depth to our lessons. However, we still seem reluctant to empower our students
as a whole. For one reason or another I've seen teachers, rather than take the
time and effort to incorporate student usage of assistive technology, almost
shun it. It is similar to how we see manipulative used in some classrooms.
Almost every teacher has some. It's a proven method of presenting a concrete
representation to students and has produced remarkable results. Yet, usually
they sit in a closet or a corner gathering dust. When asked why it's not used
more in your instruction or student activities, typically the answer revolves
around a lack of experience in usage or failed attempts in the past. Teachers,
not all but many are simply content keep their instruction status quo rather
than explore and push their own understanding and pedagogy. I think technology;
particularly assistive technology is treated similarly. Teachers are unfamiliar
with it, have tried it once or twice with mixed results and therefore thrown it
to the side because it makes them feel uncomfortable.
After
watching this video a couple of things come to mind. First of all, there are
students with so much unlocked potential because they don't have access or the
knowledge of the assistive technology that could be the missing link. Assistive
technology enables one to do things that they were previously incapable of.
Most people use them to speed up daily tasks, to make life easier. For some
students, assistive technology is about access to the opportunity to learn.
Access and opportunity to be as successful and to learn and demonstrate
learning alongside their peers.
Teaching
students with disabilities is a challenge, but it is important to always keep
them involved in the classroom. Having a lesson plan that helps the
student feel or become more involved in everyday learning is important for
their development. In the video, the students were included in
"general" classrooms, and were encouraged to participate. George
Rhemet, a teacher who is shown in the video, states that by having the students
exposed early to AT, the students will be more prepared to communicate and to
learn in the classroom setting. As they progressively master the AT at
hand, they will be able to handle lessons more easily (Enabling Dreams, 2005).
It is important to expose children with disabilities to assistive
technology at an early age. With early exposure, they are able to gain
more experience with the devices, and it makes it easier for transitioning into
a "general" classroom and out of the resource rooms.
Being
involved in the classroom could mean the world to someone who has a
disability--this could be achieved by simply revising lesson plans, to
accommodate those with disabilities. Accommodating a child with a
disability may take time and may be a little challenging, but by doing so, you
are able to help the child become more prepared for life. Learning in a
classroom with students without disabilities is important for development.
By having access to AT, students are able to carry out the daily learning
routines, assignments, and are able to communicate with the teachers and
students around them--it helps them to become more involved and successful.
Accommodations for students with disabilities may fall under more time
allotted, specific instruction, and even group work. With AT, any task
becomes "do-able". Something as simple as a modified pencil can help
a student with a disability (cerebral palsy) gets through a day in school.
Revisions
and accommodations also need to appropriate for the students with disabilities.
For example, special worksheets could be provided to the students.
The work must be appropriate for the student and must also be relevant.
Teachers need to work with parents and the student's doctors to collect facts
about the child's disability. By knowing the extent of the disability,
teachers may plan the lesson ahead of time--they will be able to decide which
lessons will require special instructions, one-on-one time, group work,
pre-recorded audio, etc. Not all revisions will be applicable to more
than one student, because not all disabilities, though they may be categorized
under the same section, are the same. Each student may or may not take to
the revisions, so it is important to get to know the individual first.
Revisions
to any lesson may take time--the teacher needs to consider the capabilities of
the student, with or without any form of AT. Though students with
disabilities may have AT access, teachers still need to consider many other
aspects. In the video, teachers make special revisions to lesson plans
and accommodations for students with disabilities; College student Susanna
Sweeney-Martini utilizes a laptop to complete her assignments, a cell-phone to
complete emergency calls, and a motorized wheel chair to help her get around
school and other places. Teachers are able to accommodate her into
lessons by allowing her to use a voice recognition program to complete her
assignments; high school student Lucas Bratcher uses a customized horn (musical
instrument) to fulfill his musical passion. With his joystick operated
horn, he is able to participate in the school band. The AT enables him to
dream/aspire to attend college on a music scholarship; and elementary school
students Carlos, Adrian, and Amy use AT that help them to communicate with
those around them. Since they are unable to speak, they need to use
devices that will help them to convey messages. The AT available to them
helps them to explore more learning opportunities, and a chance for them to
have a voice. As witnessed in the video, it is empowering in an
educational setting but also in a person's life.
Technology
changes the way teachers teach, offering educators effective ways to reach
different types of learners and assess student understanding through multiple
means. It also enhances the relationship between teacher and students. When
technology is effectively integrated into subject areas, teachers grow into
roles of adviser, content expert, and coach. Technology helps make teaching and
learning more meaningful and fun.
Reference
Stanberry,
H. & Raskind, H. (2009). Assistive
Technology for kids with Learning Disabilities: An Overview. Retrieved
from: http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
Steele-Carlin,
M. (2011). Assistive Technology in the
Classroom: Helping Challenged kids get the most from Learning. Retrieved
from: http://www.educationworld.com/a_tech/tech/tech086.shtml
