Jenneth Oliveras
10/8/12
Dr. Wilson
Assistive Technology Assessment Questions
1.
What should Ms. Adelaide know about assistive technology and how it is used by
students with disabilities?
-Assistive technology can help students with disabilities meet their Individual Education
Plan(IEP). Examples of what students can do with assistive technology include
communication, accessing materials, moving throughout the school, and performing
academic tasks.
-Assistive technology (AT) comes from two sources- devices and services. Devices are
anything other than a medical device that can improve the functioning of a child, whether
big, small, expensive or free. Two examples of devices are rubber pencil grip and a PDA.
Services are anything that assists the child with a assistive technology device. Two
examples of services are providing training for the use of an AT device and replacing the
device as needed.
-Ms. Adelaide is going to be trained on how to use the AT device, how to rearrange the
physical environment for the device to be used, and how Terry can use his device in all
environments.
2. What are the school's responsibilities regarding assistive technology?
-Schools must make sure that assistive technology is available in order for all students to receive
free appropriate public education. There should be an expert of assistive technology available in
the Individual Education Plan (IEP) team who can teach other teachers about AT as well as
research more options. Schools must have a consideration process where all people associated
with the student should provide information for the IEP. During the IEP, goals, objectives,
remediation, and compensation need to be considered. Determining a student’s need for AT is an
individualized process.
-When AT is needed, schools need to develop written plans and determine who will be
implementing the AT. A subgroup of the IEP team, known as the Implementation Team will
obtain the technology and develop many troubleshooting strategies. The Implementation Team
must monitor the student’s progress and determine who will maintain the equipment.
-Information must continually be gathered in order to see what is or is not working. The student
must find the AT helpful, engaging, and it must be helping the student perform better in tasks.
Once information is gathered, teachers must evaluate it to determine whether or not the AT
technology should be purchased, modified, or monitored.
3. What can classroom teachers do to help their students fully succeed in their use of
assistive technology?
-Teachers must understand their students’ strength s and weaknesses, attend meetings, and
participate in AT training. They must monitor their students’ progress as well as make
accommodations when needed such as more practice time and how to have as much efficient use
of time as possible.
-They also must encourage AT use by learning how to use it and incorporating it into the day.
There must be easy access to AT in the classroom and teachers must familiarize other students
about the use and importance of AT.
-Finally, teachers must collaborate and communicate by seeking support from others, researching
any questions they might have, work closely with the IEP team, and communicate the pros and
cons of AT technology.
More Questions
1. Name at least three items that could be considered AT and describe how those devices
could support a student with a disability in the classroom.
-Three items that can be considered AT are pencil grippers, calculators, and headphones.
Pencil grippers can help support student dexterity. Calculators can help students who struggle
with a learning disability in math. Headphones can help students who may have an auditory
disability learn better in the classroom.
2. Explain two reasons why it is necessary to consider AT for students with disabilities.
-AT has the possibility of improving a student’s quality of education and their quality of life.
It gives students multiple means to meet their goals and complete their work.
3. Why is it important to consider both AT devices and services?
-It is important for students not only to have the AT device but also the services that will
support the students’ learning.
4. Describe three responsibilities of the Implementation Team.
-They must develop troubleshooting strategies, obtain the technology, and modify the
technology as needed.
5. List three outcomes the Implementation Team can determine by evaluating a student's
assistive technology.
-The technology is being used routinely with success. The technology is used only once in
awhile. The technology has been abandoned.
6. Imagine you are a seventh-grade general education language arts teacher and a student
in your class has an upcoming IEP meeting. What types of information should you
gather ahead of time to contribute to the discussion of the student's AT needs? Name at
least four.
-The student’s strengths
-Areas of needs
-Levels of functioning
-Accommodations that have been tried
7. During the meeting suggested in the example above, the IEP team recommends AT for
the student. As a general education teacher, describe your role in the AT
implementation and evaluation processes.
-Remember that resources and supports are available.
-Gather feed back during the evaluation process based on classroom-based content on the
student’s expected performance.