Jonathan Hammett
ED 505
February 12, 2012
Assistive Technology
Reviewing the materials for Assistive Technologies (AT), I began to realize the
number of students I have taught who used assistive technologies. The Individuals with
Disabilities Education Improvement Act of 2004 (IDEA '04) defines an assistive technology
device as "any item, piece of equipment, or product system, that is used to increase, maintain, or
improve the functional capabilities of a child and specifically excludes a medical device that is
surgically implanted or the replacement of such device" (e.g., a cochlear implant) (IRIS Center
for Training Enhancements, 2010). While these technologies range greatly from simple oversized writing tools to a motorized wheel chair with assistive communication devices, my
experience has shown many teachers will immediately be resistant to this notion simply by
the word “technology”. The complexity of these assistive technologies typically varies with
the severity of the student’s specific learning disability or disabilities.
Recalling some of my experiences with mild to moderate special needs students in
the mainstream math class, I have had very intelligent students who were good at math but
could not write well enough to keep up with notes and examples in class. Early on, I would
scan and make a digital copy and a hard copy of notes per their individualized education
plan (IEP). With the improvements in technology, I am now able to use Interwrite software
with either the smart board or smart pad http://www.einstruction.com/ to provide copies
of notes. Another feature with this software and others that are similar, Interwrite
software allows one to record a movie of my work and up load it to my blog. Parents and
students can access this outside of the classroom with just an internet connection and no
special software other than QuickTime or Windows Media Player. In other core classes
such as English or History, one student was allowed to bring his personal laptop to take
notes while another student was provided an alphasmart or dana http://www.neodirect.com/ .
I haven’t taught a student with a severe disability in my fifteen years of teaching. I
have interacted with one student. He was confined to a motorized wheel chair that he
could control speed and direction with a joystick
http://www.usmedicalsupplies.com/Jazzy-614-HD-ElectricWheelchair.htm?utm_medium=base&utm_campaign=base&utm_source=google . One of
the IEP requirements would allow him to leave early from one class in order to get to his
next class. Many times when the aide would let him “drive”, he thought it was funny to try
and drive away as if he were trying to get away from her. I would see him coming down the
hallway big smile on his face and the aide not too far behind him. Not only was he confined
to a wheel chair, he also had to use a communication device. Many times when I would go
to one of our special education teacher’s room, he would be in there practicing with the
device http://www.enablemart.com/Catalog/Communication-Software . The special
education teacher’s room was across the hallway from me so I got to see him everyday. He
would like to be next to me in the morning for morning hall duty.
There are so many advances in technology from when I was a high school student.
A good friend of mine in high school was legally blind and made better grades than I did
and was amazing to be around. I remember him in my math class and he would have his
math test in braille. He would use his braille machine to write his answers and it sounded
like one of those ancient typewriters. As a teacher, I have had to teach a couple of visually
impaired students. One of the main issues was getting tests ready early enough for them to
be converted to braille http://www.enablemart.com/Catalog/Braille-Embossers/Romeo25 . I would have to send these to a central location and the test would come back to the
inclusion teacher in time for the scheduled test day. With advancements in technology, it
seem more reasonable for schools to have the ability to convert documents to braille locally
without having to send them to a central location. However, many school systems cannot
afford to have this at every school in their district.
When one considers the broad range of assistive technologies from simple items to a
complex set up such as a wheel chair, communication device, and visual communication
device; schools are continuously having to adapt their surroundings to meet different
needs at any given time. The IEP team works on the student’s plan to serve them and if
necessary, collaborating with those trained in assistive technologies. These components
are put together to offer the greatest chance for the student’s success.
References
The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Over-view.
Retrieved on February 12, 2012 from
http://iris.peabody.vanderbilt.edu/at/chalcycle.htm