THANK YOU AND GOOD-BYE

A Blogger's Insight:

FINAL THOUGHTS AND GROWTH

Before entering to Cabrini College for my Master's of Education, I took a similar course of Assistive Technology at Kutztown University.  So when I was told I had to take this course, I was hesitate that I would already know most of the information.  Due to this, I would be extremely bored and felt that I had nothing else to learn.  Man was I wrong!!  I do stand by the fact that I knew a lot of the information coming into the course already, however what I took out of blogging is more than just a grade, IT'S A GIFT!

I have learned so much about assistive technology that I did not know before.  I am able to inform anyone of the process behind selecting and implementing assistive technology, as well as, the ability to select APPROPRIATE types of AT for each individual student.  What I use to believe is not something appropriate is now something I advocate against to others who I discuss the matter with.  I can not express the amount of knowledge I have integrated into my tool kit and all of the strategies, tips, procedures, and feedback that have expanded my experience and LOVE for teaching.  The other students' blogs have also given me so many AWESOME ideas on how to integrate AT into the curriculum using both low- and high-tech tools and strategies!!

Again I can not express my gratitude enough.  Blogging was more than just a project is was an experience worth more than a grade!

IT WAS PRICELESS! 



AT and College

A Blogger's Insight:

AT Implementation in College

 

 

How to get access to assistive technologies in college:

 

Once you’re in college, the Americans with Disabilities Act take over the responsibilities of provided students with accommodations to ensure that they receive an equal opportunity. 

 

 1. By law students must self-identify as having a disability in order to receive accommodations.

2. Students must present documentation of their disability.

3. Every college has different requirements, so ask them lots of questions and start gathering this information as soon as you can (Some require additional paperwork from a doctor).

4. Requested accommodations must be “reasonable.”

5. A university is not required to provide academic adjustments or additional aids and services under specific circumstates.

 

REFERENCES:

 

Rabinovitz, R. (n.d.). Retrieved from http://www.ncld.org/adults-learning-disabilities/post-high-

              school/getting-access-assistive-technology-college?start=1 

RESOURCES

RESOURCES

Assistive Technology Implementation: Working Together to Make a Measurable Difference

Complete instructional module of AT implementation that includes strategies and forms.

 

http://www.texasat.net/users/0011/Implementation%202013/Implementation%20speaker's%20notes.pdf

 

 

Assistive Technology Model Operating Guidelines

 Complete guidelines of implementation plans available

 

http://www.otap-oregon.org/Documents/AT%20Model%20Operating%20Guidelines.pdf

 

University of Kentucky Assistive Technology Project

Tools for implementation

 

http://edsrc.coe.uky.edu/www/ukatii/

 

PROJECT VIDEO

 

Making It Work: Effective Implementation of AT Guide

Video presentations of specific steps of AT implementation process

 

http://setbc.org/setbc/topics/effective_implementation_of_assistive_technology.html

Learned Helplessness is for the Dogs!!

A Blogger's Insight:

Learned Helplessness?!

Learned Helplessness is the condition of a human or animal that has learned to behave helplessly, failing to respond even though there are opportunities for it to help itself by avoiding unpleasant circumstances or by gaining positive rewards.  

HOW DOES THIS HAPPEN?!?

 

Students who tend to be unsuccessful several times in a row, start to believe that they will always be unsuccessful.  They also feel that is that is the case, why are they putting in so much effort just to receive unwanted results?! 

 

Personally, I feel that learned helplessness should be for the dogs.  No student should feel that they are going to be unsu-cessful all of the time.  It is the teachers job to help the student(s) which areas they thrive in and which areas they just may need more practice in.  If students are consistently failing or not reaching the desired progress, something must be not working as effectively as it should be.  Sometimes, it may be the student - whether it is their behaviors, attitudes, or tendencies - or it could just be the circumstances students face on a daily basis.  Whatever the reason may be, students need to see some sign of process.  Think about yourself!! If you have ever tried to lose weight in the past and day after day you see no sign of change and yet you know you have been really making strides, you eventually give up and start to feel hopeless. This is how students feel. 

To decrease feelings of learned helplessness there are 3 strategies that

will help teachers incorporate to divert learned helplessness

 with their students within the classroom?  

 

*Define success as improvement.  Avoid defining academic success as performing at a pre-established level or in comparison with other students.

 

* Model how to manage failure and setbacks in a constructive way

“This is not working. What is another way that I can do this?” 

OR

 “What is another strategy that I can try?”

 

*Praise your students and be specific, not global (e.g., “Good job”), explicitly telling the child the particular skill or behavior that you are praising.

 

REFERENCES:

 

Reyes, C. (n.d.). Retrieved from http://www.edarticle.com/article.php?id=1842



A Blogger's Insight:

Integration of AT in the home and classroom!

Below are two different types of scenarios where assistive technology is integrated into both the home and in the classroom.  First, WATCH BOTH! Then, identify the type of assistive technology and whether or not it can be integrated further and/or in different ways.

 

WITHIN THE CLASSROOM   

 

WITHIN THE HOME

 

Both videos are WONDERFUL, resourceful and informative!

Okay, it is your turn!! Comment NOW

 



Integrating AT into an IEP

A Blogger's Insight:

How to Integrate AT into an IEP

As required by IDEA, assistive technology may be integrated into the student's IEP in one or more of three areas (if needed):

 

1. In the annual goals and short term objectives)

2. In related services section

3. In the supplemental aids and services section

 (ALL to support the student in the least restrictive educational environment)

 

FIRST investigate the role AT may have in helping the student performance during instruction and assessment

THEN Curriculum, state standards, and skills should be taken into consideration

NEXT consider the academic, as well as, non-academic tasks/activities the student will need to completing to achieve the goals and objectives

THEN consider, any and all, forms of effective supports and materials that may aid in the success of the student

FINALLY Brainstorm No/Low- to High-Tech TOOLS and STRATEGIES to complete tasks across environments

 

References:

 

Smith, D. (n.d.). Retrieved from http://www.education.com/reference/article/steps-ndividualized-

                   education-program-IEP/ 

Low-Tech & High-Tech Adaptations

A Blogger's Insight:

Low-Tech & High-Tech Adaptations that Assist Students with Math Computations

Let's view some of the low- and high-tech adaptations that can be utilized to effectively assist students with math skills/problems that we have been discussing throughout this entire module:

              Calculators 

                        Pencil Grips

Math Manipulative Aids : Pattern Blocks

              Fraction Pieces

               Computers