Philosophy of Technology
Skylar Darish
“Fairness does not mean everyone gets the same. Fairness means everyone gets
what they need” (Riordan). Many educators are pushing for the use of technology in
education, especially for students with disabilities. Technology can help to level the
playing field by providing necessary accommodations and modifications for students
with disabilities. This can be done through Universal Design for Learning (UDL),
Assistive Technologies (AT), or even during Response to Intervention (RTI). Universal
Design for Learning, Assistive Technologies and Response to Intervention are used to
help meet the common goal of educational activities as stated by Joy Zabala in her
PowerPoint on UDL, AT, and AIM. “The common goal of all educational activities must
be increasing achievement and producing outcomes that enable competition and
cooperation in a global world ( Joy Zabala Powerpoint on UDL, AT, and AIM).”
“(UDL) or Universal Design for Learning is an educational approach to
curriculum and instruction that uses technology to enable students with diverse learning
needs to be successful in the classroom” (ISTE PowerPoint). The purpose of UDL is
clearly stated in Chapter 5 of Thuze. “The goal of universal design is to proactively value
differences—that is, to anticipate learners' differences before they enter the classroom so
that we can support their academic performance before they fail. This is consistent with
McLeskey and Waldron's (2007) description of the goal of special education as "making
differences ordinary." As a result, we need not only to recognize diverse learners in our
classrooms but also to respond to their needs before they fail. Universal design for
learning is a specialized application of universal design and is an approach that holds
considerable promise for meeting the needs of diverse learners.”
In order to respond to learners’ needs before they fail, general education teachers
must plan their classrooms to make them accessible to all students before the year has
started. UDL includes customizing one’s classroom to meet the needs of all learners. This
is a framework that stemmed from Universal Design in Architecture to make buildings
accessible for all individuals, including those with disabilities. In the classroom, I believe
that it is important to incorporate technology in my teaching to meet the needs of all
students. Before the school year starts, I will consider UDL and make it my goal to have
three ways to differentiate instruction and try my best to target every student in my
classroom. I will do this in three of the following ways: 1) adding screen readers to all
computers in the classroom, 2) allowing all students to use the MySript Calculator or the
talking calculator during math, and 3) when doing running records, I will have students
practice on the one minute reader software. The one-minute reader software has the
students read a paragraph and then it assesses what level the student is at. It then provides
books for students to read to help improve their reading. This is a great way to meet the
needs of all learners and even challenge the more advanced students because it allows
students to read books at their own level. Planning how to incorporate Universal Design
for Learning in the classroom before the school year starts is something that I will do as a
first year teacher.
Although UDL may include assistive technologies, it is not the same as assistive
technologies. As defined in IDEA, assistive technology is “any item, piece of equipment,
or product system, whether acquired commercially off the shelf, modified, or customized,
that is used to increase, maintain, or improve functional capabilities of an individual with
a disability (PowerPoint AT Overview Fall 2012). Assistive technologies are determined
on an individual basis of a student and must be written on the student’s IEP in order to be
provided to the student. As specified in chapter 3 of Thuze, “assistive technology is
implemented with the goal of helping somebody with a disability complete tasks in a
manner that is easier, better, or more independent than is otherwise possible” (Chapter 3,
Thuze). Although assistive technologies are used to improve the functional capabilities of
students with disabilities, as teachers, we must take into account the consideration issues
of using assistive technologies. As explained in chapter 3, we must be familiar with the
technologies that we provide our students. “It is important of being aware of the
complications of assistive technology and how we need to know these so that we are able
to best help our students” (Chapter 3.4). As teachers, it is mandated in the Tech Act as
well as No Child Left Behind that we provide assistive technologies to students in the
classroom as well as on assessments. Therefore, I believe that we must familiar ourselves
with the technologies that we provide to our students. I will do this by staying up to date
with current technology and attending seminars, conferences, and watching webinars as
stated on my professional development plan. I will also use the technology consultant at
my school to help me learn how to use the technologies. This is important so we can help
our students learn to the best of their abilities.
When deciding on assistive technologies for students in my classroom, I plan to
use the SETT framework. The SETT framework includes the student, the environment,
the task, and tools already available to the student. First, I will take the student into
consideration. I will look at the student’s strengths and weaknesses as well as the
student’s family background. Then I will take the environment into consideration.
Looking at the educational setting and what is affordable and can be provided to the
student. After, I will look at the task that needs to be completed as well as the tools that
the student already has available. Based on all of these aspects, I will then collaborate
with other professionals to determine what assistive technologies can best fit the needs of
the student. Assistive technologies should be considered after knowing a student,
compared to UDL, which should be done to customize and make the classroom
accessible to all learners. The next component is Response to Intervention.
“The review of literature reveals that there is currently more unknown than known
about RTI” (Kavale & Spaulding, 2008). Response to Intervention is a new intervention
model that is commonly being used in schools across the United States, but it is not a one
size fits all model. Rather, “ RTI is a multi-tiered approach to providing services and
interventions to struggling learners at increasing levels of intensity” (Kavale &
Spaulding, 2008). With the implementation of RTI, the number of students in special
education has decreased. RTI is not a universal program; there are many different
variations of RTI implemented from school to school throughout the United States.
Therefore, as schools are trying to figure out the best way to implement RTI, there are
many challenges yet benefits that come a long with this collaboration. RTI generally
follows a three-tiered model. In tier 1, the student receives instruction in the general
education classroom. If the student is not responding to this instruction then, he or she is
moved to tier 2. In tier 2, the instruction is more intensive with a specialty teacher in
small groups. If the student is still not responding to instruction in tier 2, he or she is
moved up to tier 3. Tier 3 is the most intensive instruction. Students are continually being
monitored and evaluated to see how they are progressing. The article, “RTI Tier
Structures and Instructional Intensity” discussed the benefits of small group instruction.
“In more intense instruction students are given not only more time to learn, but also more
opportunities to practice or demonstrate their growth and learning” (Mellard, McKnight
& Jordan, 2010). One way that I am going to incorporate technology into RTI is for
assessing students. Another way that technology can help to benefit RTI instruction is for
the students who may not need to be in tier 2 but without the necessary accommodations
or assistive technologies they may look like they need to be in tier 2. An example of this
is if a student is struggling with written expression. Maybe the student is strong in oral
expression and can formulate ideas orally but when it comes to writing, the student
struggles. Providing this student with dragon dictation and keeping them in tier 1 to
challenge the student rather than instructing them in tier 2 is a way that technology can
help to assist the student. For example, a good analogy is to think of a pair of reading
glasses. Someone with reading glasses uses them as a way to see, without them, they
can’t see. This is similar to a student who struggles with reading. For example, if the
student needs a screen reader to complete an assignment but doesn’t have the screen
reader available, then it’s like taking glasses away from a person who needs them to see.
Therefore, it is important that we provide students with the necessary accommodations
and modifications during RTI or Response to Intervention.
The difference between Universal Design for Learning and Assistive
Technologies is that UDL is thought about before even knowing the students. The general
education teacher plans to customize his or her classroom to make it accessible to all
learners. Assistive Technologies are written on a student’s IEP and provided to the
student after knowing the student. I see UDL as the big overview, then AT and RTI fit
underneath UDL. Assistive technologies can be used as a UDL in the classroom. For
example, teachers can put screen readers on all computers in the classroom and make it
accessible to all students. One way that they are all similar is that collaboration is key for
all. Professionals must collaborate and stay up to date with research when incorporating
UDL in the classroom, deciding on assistive technologies for students, and planning for
RTI. All are key aspects to considering how to use technology in schools.
To conclude, as special education teachers it is important to advocate for our
students as well as teach our students how to advocate for themselves so they can be
provided with the necessary assistive technologies. It is also important to collaborate with
the general education teachers to make them aware of how technology can be used to
help special education students in the classroom. As a teacher, I believe that this quote
pertains to the use of UDL, AT and RTI, therefore, I am going to hang this quote up in
my classroom to help me to remember to advocate for students in special education.
“Fairness does not mean everyone gets the same. Fairness means everyone gets what they
need” (Riordan).
Sources
Access for All Students, 2e, Pearson, Beard/Carpenter/Johnston, 2011
Johnson, E. S., & Smith, L. (2008, January). Implementation of Response to
fffffffIntervention at Middle School. Council for Exceptional Children, 46-52.
Kavale, K. A., & Spaulding, L. S. Is Response to Intervention Good Policy for Specific
fffffffLearning Disability? Learning Disabilities Practice, 23(4), 169-179.
ISTE Powerpoint from Class
Mellard, D., McKnight, M., & Jordan, J. RTI Tier Structures and Instructional Intensity.
fffffffLearning Disabilities Practice, 25(4), 217-225.
Zabala, J. (n.d.). UDL, AT, and AIM: Complementary Supports for the Achievement of
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All Students. In National Center On Accessible Instructional
dfdsafdsafdMaterials. N.p.: CAST.