Professional Development Goals for Growth: Assistive Technology
Vanessa Goldey
Professional development is such an essential process when becoming a teacher, because
as teachers, we need to best educate ourselves so that we can best educate our students. The
more knowledge and understanding that I have as a teacher will only help me to provide more
for the students in my classroom. Technology is so important today, that my education needs to
encompass technology so that I am able to understand it to the best of my ability, and use it in
the classroom to help the students to learn with the best of their abilities. After self assessing
myself on technology standards, I am able to realize my strengths and weaknesses when it comes
to using technology in the classroom. I decided to focus on my weaknesses so that I can learn a
lot more through this process, and create a goal that I can learn a lot from reaching.
Standard VI deals with Assistive Technology in the classroom, which is something that I
know nothing about. Throughout my technology studies, I have learned that technology is an
awesome tool to enhance instruction and integrate with content areas, but I never took the time to
realize that technology can also be a huge aid with specific student learning needs. There are
many students today that have special needs that have to be addressed and accommodated. I
have finally realized that technology provides many programs and tools that can help me reach
these students in need. My goal is to find a lot more about assistive technology by ‘identifying
and analyzing resources that can accommodate individual student learning needs.’ The second
indicator for this standard requires me to ‘apply assistive technology to the instructional process
and evaluate its impact on learners with diverse backgrounds, characteristics and abilities.’ By
researching and finding appropriate programs that can be assistive technology, I will be able to
continue working towards my goal when I become a teacher, by applying and evaluating my
findings within the classroom. I think that because this goal will support my professional
development, I will have to continue working towards it and learning about assistive technology
when I get into the classroom. It would be impossible for me to learn and find everything about
it now, but by having a goal, I can be constantly working on it and finding new ways that are
beneficial to my students in particular. Also by having an open mind and a desire to make
assistive technology a strength of mine, I will be motivated and focused on learning new ways to
help students in need. Although I am not confident or competent with assistive technology at all,
I am confident that I will be able to work towards, and eventually reach my goal of being
competent and using it in the classroom to benefit my students.
By working towards my goal with assistive technology, I plan to serve many people. First of
all, I will be able to serve myself by gaining knowledge about technology that I had never
ventured in before. Any knowledge of technological use and how it can help students is good
knowledge. By surrounding myself with various resources and ways that they can be used, I will
be able to help myself to be a better teacher. Not only will this goal help me to help myself, but I
will also be able to serve my students. This is why this goal means so much to me, because if I
can help students in need, then I will do whatever it takes to find a way to help them. By
learning more about specific technological programs that are designed to help these students, I
will be able to use them within my classroom to make education more equitable and
differentiated for these special students. Depending on the students in my future classroom,
reaching my goal can allow me to serve a particular student or even a group of students who all
have special needs. By immersing myself in this new knowledge and discovering more about
technology, I hope to help all the students with special needs in my classroom the best way that I
can. Finally, I can also use the knowledge I will gain from reaching my goal to help other peers
and colleagues. When finding meaningful and useful resources, I can relay this information onto
other teachers and associates so that they might be able to help their students with special needs.
I believe that if a program is used with a particular students, and it works really well, they the
news should be shared with other teachers so that they have the opinion and the know-how to use
the same programs with a student who could really benefit from it.
Resources/Emerging Technology/Professional Practices:
1) Definition of assistive technology: (Dictionary.com)
Assistive technology is a generic term that includes assistive, adaptive, and rehabilitative
devices and the process used in selecting, locating, and using them. AT promotes
greater independence for people with disabilities by enabling them to perform tasks
that they were formerly unable to accomplish, or had great difficulty accomplishing,
by providing enhancements to or changed methods of interacting with the technology
needed to accomplish such tasks. Although, Cook & Hussey (2001)[1] report this term
is usually not used for rehabilitative devices and for devices that able-bodied find
useful. According to disability advocates, technology is often created without regard to
people with disabilities, creating unnecessary barriers to hundreds of millions of
people.
2) Factors to consider when selecting Assistive Technology
(The place to start the evaluation is by considering the functions the child needs to
perform and cannot because of impairment. The physicians, teachers, and therapists
currently working with the child, as well as family members and friends who are
around the child on a daily basis, can provide very valuable information about
functional problems and potential solutions.)
Cognitive Factors
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Diminished Cognitive Abilities
Learning Disabilities
Attention Deficits
Sensory/Perceptual Deficits
Memory Deficits
Abstract Reasoning Deficits
Problem-Solving Deficits
Motor Factors
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Voluntary Motor Deficits
Involuntary Motor Deficits
Fixed Posture & Positioning Deficits
Recurring Purposeless Motion
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Motor Paralysis
Low Muscle Tone
Rigidity
Spasticity
Tremors
http://www.pluk.org/AT1.html#4 - ASSISTIVE TECHNOLOGY EVALUATION
Individual Functional Analysis
3) Assistive technology Information (http://www.pluk.org/AT1.html#2)
Environmental Control. Independent use of equipment in the classroom can be achieved for
students with physical disabilities through various types of environmental controls, including
remote control switches and special adaptations of on/off switches to make them accessible (e.g.
velcro attachments, pointer sticks).
Robotic arms and other environmental control systems turn lights on and off, open doors, operate
appliances. Locational and orientation systems give people with vision impairments information
about where they are, what the ground nearby is like, and whether or not there is a curb close by.
Augmentative Communication. Every student in school needs some method of communication
in order to interact with others and learn from social contact. Students who are nonverbal or
whose speech is not fluent or understandable enough to communicate effectively may benefit
from using some type of communication device or devices. Communication devices include such
things as symbol systems, communication boards and wallets, programmable switches,
electronic communication devices, speech synthesizers, recorded speech devices, communication
enhancement software, and voiced word processing.
Assistive Listening. Much of the time in school, students are expected to learn through listening.
Students who have hearing impairments or auditory processing problems can be at a distinct
disadvantage unless they learn to use the hearing they have, or they develop alternative means
for getting information. Hearing problems may be progressive, permanent, or intermittent. Any
of these impairments may interfere significantly with learning to speak, read, and follow
directions. Assistive devices to help with hearing and auditory processing problems include:
hearing aids, personal FM units, sound field FM systems, Phonic Ear, TDDs, or closed caption
TV.
Visual Aids. Vision is also a major learning mode. General methods for assisting with vision
problems include increasing contrast, enlarging stimuli and making use of tactile and auditory
models. Devices that assist with vision include screen readers, screen enlargers, magnifiers,
large-type books, taped books, Braillers, light boxes, high contrast materials, thermoform
graphics, synthesizers, and scanners.
Mobility. Individuals whose physical impairments limit their mobility may need any of a
number of devices to help them get around in the school building and participate in student
activities. Mobility devices include such things as self-propelled walkers, manual or powered
wheelchairs, and powered recreational vehicles like bikes and scooters.
Computer-Based Instruction. Computer-based instruction can make possible independent
participation in activities related to the curriculum. Software can be selected which mirrors the
conceptual framework of the regular curriculum, but offers an alternative way of responding to
exercises and learning activities. Software can provide the tools for written expression, spelling,
calculation, reading, basic reasoning, and higher level thinking skills. The computer can also be
used to access a wide variety of databases.
Social Interaction and Recreation. Students with disabilities want to have fun and interact
socially with their peers. Assistive technology can help them to participate in all sorts of
recreational activities which can be interactive with friends. Some adapted recreational activities
include drawing software, computer games, computer simulations, painting with a head or mouth
wand, interactive laser disks, and adapted puzzles.
Self Care. In order to benefit from education, some students require assistance with self care
activities like feeding, dressing, and toileting. Assistive devices which assist with self care
include such things as robotics, electric feeders, adapted utensils, specially designed toilet seats,
and aids for tooth brushing, washing, dressing, and grooming.
Alternative and Processing Computer Access Methods
(http://www.pluk.org/AT1.html#2)
Input:
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Alternate keyboards
Interface devices
Joysticks
Keyboard modifications
Keyboard additions
Optical pointing devices
Pointing and typing aids
Switches with scanning
Scanners & optical character recognition
Trackballs
Touch screens
Voice recognition
Processing:
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Abbreviation/expansion and macro programs
Access utilities
Menu management programs
Reading comprehension programs
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Writing composition programs
Writing enhancement tools (i.e. grammar checkers)
Output:
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Braille displays and embossers
Monitor additions
Screen enlargement programs
Screen readers
Speech synthesizers
Talking and large print word processors
4) General Software Ideas:
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Age appropriate software
Cause and effect software
Hand-eye co-ordination skills software
Diagnostic assessment software
Mind mapping software
Study skills software
Symbol-based software
Touch typing software
Customization of graphical user interfaces to alter the colors and size of desktops, shortcut icons, menu bars and scroll bars.
Spell checkers and Grammar checkers
Scroll wheels on mice remove the need to locate the scrolling interface on the computer
screen.
Footmouse - Foot operated mice.
5) Eyesight/Reading/Below Grade Level Disabilities:
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Keyboards with lowercase keys
Keyboards with big keys.
Large print keyboard with high contrast colors (such as white on black, black on white,
and black on ivory).
Large print adhesive keyboard stickers in high contrast colors (such as white on black,
black on white, and black on yellow).
Embossed locator dots help find the ‘home’ keys, F and J, on the keyboard.
Large monitors.
Adjustable task lamp, using a fluorescent bulb, shines directly onto the paper and can be
adjusted to suit.
Screen magnifiers
Screen readers
Self-voicing applications
Optical character recognition. Converts the printed word into text, via a scanner.
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Braille translation. Converts the printed word into Braille, which can then be embossed
via a Braille embosser.
Text-to-speech and Speech-to-text
Copyholder holds printed material in near vertical position for easier reading and can
adjusted to suit.
Closed circuit television (CCTV) or video magnifier. Printed materials and objects are
placed under a camera and the magnified image is displayed onto a screen.
Refreshable Braille display. An electronic tactile device which is placed under the
computer keyboard. A line of cells, that move up and down to represent a line of text on
the computer screen, enables the user to read the contents of the computer screen in
Braille.
Electronic Notetaker. A portable computer with a Braille or QWERTY keyboard and
synthetic speech. Some models have an integrated Braille display.
Braille embosser. Embosses Braille output from a computer by punching dots onto paper.
It connects to a computer in the same way as a text printer.
Perkins Brailler. To manually emboss Grade 1 or 2 Braille.
6) Hearing/Reading Disabilities:
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Modified cassette recorder. To record a lecture, own thoughts, ideas, notes etc.
Desktop compact cassette dictation system. To allow audio cassette playback with the aid
of a foot pedal.
Fusers produce tactile materials, for example diagrams and maps, by applying heat to
special swell paper.
Scanner. A device used in conjunction with OCR software. The printed document is
scanned and converted into electronic text, which can then be displayed on screen as
recognizable text.
Standalone reading aids are integrate a scanner, optical character recognition (OCR)
software and speech software in a single machine, working without a separate PC.
Audiometer
7) Assistive Technology Application:
Positioning. In the classroom, individuals with physical disabilities may need assistance with
their positions for seating so that they can participate effectively in school work. Generally,
therapists try to achieve an upright, forward facing position by using padding, structured chairs,
straps, supports, or restraints to hold the body in a stable and comfortable manner. Also
considered is the student's position in relation to peers and the teacher. Often, it is necessary to
design positioning systems for a variety of settings so that the student can participate in multiple
activities at school. Examples of equipment used for positioning are side lying frames, walkers,
crawling assists, floor sitters, chair inserts, wheelchairs, straps, trays, standing aids, bean bag
chairs, sand bags and so forth.
Access. In order to participate in school tasks, some students require special devices that provide
access to computers or environmental controls. The first step in providing access is to determine
which body parts can be used to indicate the student's intentions. Controllable, anatomical sites
like eye blinks, head or neck movements, mouth movements may be used to operate equipment
which provides access to the computer. Once a controllable, anatomical site has been
determined, then decisions can be made about input devices, selection techniques (direct,
scanning), and acceleration strategies (coding, prediction). Input devices include such things as
switches, alternative keyboards, mouse, trackball, touch window, speech recognition, and head
pointers. Once computer access has been established, it should be coordinated with other systems
that the student is using including powered mobility, communication or listening devices, and
environmental control systems.
PUBLIC PROGRAMS (http://www.pluk.org/AT1.html#6)
Schools (IDEA, Part B)
Under IDEA, assistive technology devices can be used in the educational setting to provide a
variety of accommodations or adaptations for people with disabilities.
This program mandates a free, appropriate public education for preschoolers, children and youth
with disabilities. An Individualized Education Program (IEP) is required for all children with a
disability. These children are entitled to special education, related services or supplementary
aids. If the IEP team determines that assistive technology is required for a free, appropriate
public education, then it must be provided at no cost to the child. The technology must be
included in the child's Individualized Education Program (IEP). Parents have a right to be
involved and should help to develop the IEP goals which may include technology. For help in
getting assistive technology in the IEP, call the TAPP Focus Center on Assistive Technology at
1-800-222-7585.
The IDEA also lists the services a school district may need to provide in order to ensure that
assistive technology is useful to a student in the school setting. The law defines assistive
technology service as: "any service that directly assists an individual with a disability in the
selection, acquisition, or use of an assistive technology device." This service includes all of the
following possibilities:
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evaluation of the technology needs of the individual, including a functional evaluation in
the individual's customary environment;
purchasing, leasing, or otherwise providing for the acquisition of assistive technology
devices for individuals with disabilities;
selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or
replacing of assistive technology devices;
coordinating and using other therapies, interventions, or services with assistive
technology devices, such as those associated with existing education and rehabilitation
plans and programs;
assistive technology training or technical assistance with assistive technology for an
individual with a disability, or, where appropriate, the family of an individual with
disabilities;
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training or technical assistance for professionals, employers, or other individuals who
provide services to, employ, or otherwise are substantially involved in the major life
functions of individuals with disabilities.
State Operated and Supported Schools (Chapter I)
This program provides federal assistance to help educate children with disabilities who are
enrolled in state-operated and state-supported programs. Federal funds must be used to pay for
services that supplement a child's basic special education program, such as construction and the
purchase of equipment. For more information, contact your State Department of Education.
Section 504 of the Rehabilitation Act of 1973
Section 504 provides a civil-rights mandate that requires accommodations for students who have
disabilities such as orthopedic impairments, but who do not qualify for special education
services. It denies federal funds to any institution, including a school, whose practices or policies
discriminate against individuals with disabilities. This legislation has resulted in a number of
outcomes, including various actions to remove physical barriers to education, which may
incorporate assistive technology. For more information, contact the nearest regional Office of
Civil Rights or the State Vocational Rehabilitation Agency.
State Programs for Children with Special Health Care Needs
These programs provide and pay for services for eligible children. CSHCN programs vary
widely from state to state in the services they offer, the number of children served, and the
requirements for eligibility. Some CSHCN programs do pay for assistive technology devices
when no other funding source is available and the equipment is necessary for health-related
reasons. Most CSHCN programs are run by the state health agency. To contact CSHCN, ask
information for the telephone number of the state health agency.
Tobii ATI: (http://www.assistivetech.com/) “Technology solutions to help
people with disabilities lead more independent lives.” This organization provides
ideas, resources, and tools to help those who have special needs.
Assessment and Curriculum Software
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Standards:
MTTS:
Standard I: Technology Information Access, Evaluation, Processing and Application
Access, evaluate, and process information efficiently and effectively
Standard VI: Assistive Technologies
Understand human, equity, and developmental issues surrounding the use of assistive technology
to enhance student learning performance and apply that understanding to practice.
Standard VII: Professional Growth
Develop professional practices that support continual learning and professional growth in
technology
NETS:
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
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understand and use technology systems.
select and use applications effectively and productively.
troubleshoot systems and applications.
transfer current knowledge to learning of new technologies.
By researching assistive technology, I have found many resources and tool that I can use
to not only learn more about how to properly help students with special needs, but also specific
programs and software that can assist me with helping them. My plan is to be very familiar with
all of this information, so I know when something is appropriate to use, and exactly how to use
it. By knowing how to aid specific disabilities, I will have the right tools to provide for them to
make their instruction better and more accommodating. One of the resources that I found was a
student evaluation form that can help me to figure out exactly what the student needs in order for
them to have a good education. By evaluating students with special needs, I will be able to
determine what is best for that student. I plan to apply all of this information when I get into the
classroom in order for there to be equity among the students, so that everyone has the same
opportunity to succeed. I have researched and found many tools that can assist with the same
disability, so my goal is to test out all of the tools to see which works the best and the most
effectively.
I know I am working towards my goal when I actually use the resources and tool that I
have researched. By making a checklist, I will be able to see what I have tried and what I still
want to try in the classroom. By using all of the resources I found, I will be able to evaluate
them and see which are beneficial and which are not. The resources that I have already
identified and listed above will help me immensely to reach my goal. Now that I am more
familiar with technology provides, I will be able to use things that I had never previously known
about. My research not only tells me programs that I can use, but it also tells me how to apply
things and how to work with a student that is disabled. Also, by looking through laws and
regulations, I am more familiar with the students’ rights and what I need to do to give my
students what they are supposed to have. By using all of the information that I have found, I will
be able to reach my goal of being more familiar with and using assistive technology in the
classroom. I have already reached part of my goal, which was to find out more about what
assistive technology is and how to use it. The rest of my goal will be carried out when I have a
classroom of my own, so that I can see what works with the students and what doesn’t. A
reasonable time frame would be 1-2 years after being in the classroom. After 2 years, I will have
the opportunity to use and test out much of the knowledge I have just gained. If I am not able to
reach my goal in that time, I will keep working towards it as I gain more and more experience in
the classroom. 1-2 years is a hopeful time frame, but if I haven’t reached my goal in that time, I
will continue working towards it until I am very comfortable and knowledgeable with assistive
technology. As a teacher, my learning never stops, so even if I do reach my goal early, I hope to
further my goal to keep learning and applying this kind of technology in the classroom. I will
never be able to know everything and do what is perfect, so throughout my teaching career, I
hope to gain more and more understanding as I have the opportunity to experience more
situations where assistive technology is needed. Also, because technology is such a huge part of
the world today, I hope to keep learning as new programs and processes are invented and
provided for me to use. What’s the point in having all of this assistive technology if no one is
going to use it? I plan to take full advantage of the technology that is available to me in order to
help as many students as I can.
Evaluating myself is very crucial for me to know if I am approaching my goal, and when
I have finally reached it. I know that I will be reaching my goal the more assistive technology I
introduce and use in the classroom. By trying different things that I have researched, I will be
more knowledgeable and more comfortable with using new technology. It is very important to
try all that I can so I can help the needs of my students as best as I can. Also, by using a variety
of tools, resources, and programs, I will know exactly how they work, which will let me know
what works best and what does not work so well. I will know that I have reached my goal when
I have tried and evaluated all of the tools that I have found. I will also know when I have
reached my goal when I am comfortable and confident when using assistive technology. By
making a checklist and a comments section, I will be able to see what I have tried out and what I
still need to work with. By adding comments and details after I have used what I have found, for
example how it works, what I did, and if it helped the student or not, I will be able to use this
technology to the best of my ability. When I have reached my goal, I will know how to help
individual students’ needs the best way possible, with the best resources available.