Assistive Technology and Universal Design

Respond to ideas in Chapter 3 of Illinois Assistive Technology Guidance Manual about Assistive Technology and Universal Design, specifically how each functions in the realm of Free Public Education and/or Common Core State Standards.  What experiences can you draw upon (work, family, field experiences) that inform your position?

Universal Design emphasized that every classroom has a variety of learners and abilities, and a teacher needs to be able to create and meet goals with her class as a whole but also needs to consider every individual student. Assistive technology relates to this because it is a tool that can help teachers with making accommodations for students who need them. They are not interchangeable, but they do go hand in hand. UDL is meant to ensure that students receive multiple representations of curricular content that are best suited for the individual, are engaged in curricular activities and are allowed to present evidence of their learning with whatever strategy is best for them. AT does not lay out expectations like this, but it helps teachers and students to meet these expectations. 

I have only spent 60 hours observing in special education school and classrooms. In that time, I learned a substantial amount about Assistive Technology. Many autistic children (and adults) who have trouble communicating are able to use technology as their voice. Whether they are nonverbal or do not want to talk, they can use a tablet or a cellphone as their voice. At one school, the tablets were actually referred to as "your voice" - teachers would tell students use your voice or use your words, and using the tablet is what they meant. These devices helped students to reach levels that they likely would not be able to reach otherwise. I have also see assistive technology used for students who are below grade level. Many schools pull students from class to have reading or math intervention time at computers. They use programs that are intender to catch student up with their grade level. 

Look at this lesson. Note the author's reflection. What does she say about the design and implementation.

The author really seems to like her lesson. Everything that she says is positive. She believes that going over the goals for students will help them understand what they should be focused on doing during the lesson. 

Browse the CAST Exchange for your grade and content level. Search specifically for lessons in which authors have written reflections and use technology tools/sites. Consider these questions:

• How do the lessons engage diverse learners?  

I looked at a lesson for PreK students on counting sets of 5. The lesson tarts with singing a song, then goes to a game with rolling dice. The teacher actually said to split the class into groups based on their math skill level and provide them with entirely different materials. This activity can engage all types of learners because there is movement, hand on experience, interaction and listening, along with written material. 

6. Select a technology tool to add to your curation. Try it. Write review.

I found a tool called book creator. It's purpose is to allow students of all ages o create and publish their own books online. I think that this is a great tool to teach technology and to work on literacy. I recall making my own books all throughout early childhood and elementary school, and being able to do it on a computer or tablet would be a nice change for students and teachers.