While examining the various forms and structures of assistive technology assessment we have to remember a very simple concept, that there is no one all encompassing assessment technique for anything. Research in all forms of education has shown that we must diversity our assessment techniques to meet the needs of all of our students, there is no one size fits all for anything in education. Despite the fact that all of the various forms of assessment that I examined share many similarities I don't think that a school could simply say, for example, that we follow the SETT framework and that's it. That flies in the face of everything that we have discussed and learned about designing a plan that is in the best interest of our students and their potential for learning. I think the best alternative is to maintain these techniques as frameworks, structures that allow for modification and incorporation of other strategies rather than simply adopting one as the only technique used.
In comparing the various models, its obvious that they have been built off of each other as each seems to share a number of strengths as similarities. All of the models focus on the development of plans built by a team rather than an individual and the consultations and discussions within the team. Another strength is that these teams are made up of a wide range of individuals including teachers, parents, administrators, and the students themselves. This inclusion of all stakeholders means that any plan that is developed is a shared responsibility among the team, creating ownership and accountability. Part of these plans that is also shared and essential is that the technology is appropriate for the activity that the student is participating in. An advantage that we are seeing today is that with the widespread use of handheld technology one tablet is capable of doing what in the not too distant past a wide array of various technologies would have necessitated.
The large number and variety of these structures and frameworks shows two things. One is that they are necessary and are being used in the day to day lives of our students. They have proven to be effective and beneficial to the students who are using assistive technology and in the creation of the individualized education plans of these students. The other is that we do not have one plan or technology that works for all of our students. We must continue to work towards developing and incorporating the various technologies that are becoming available for our students that will help them to succeed in our classrooms and beyond.
Tuesday, 6 May 2014
Assistive Technology Assessment Techniques
Assistive Technology
Assessment Techniques
11. SETT Framework
- The purpose of the SETT
Framework is to aid in the creation of an individualized education plan
for the student. The framework
allows the team to focus on four specific areas, the student, the students
environment, the tasks required for participation and the assistive
technology that will enhance the students learning environment. The questions that are a part of the
SETT framework are designed to
encourage the members of the planning team to create the best possible
plan for the student.
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Links:
2. Matching Person and Technology
·
The
purpose of the Matching Person and Technology (MPT) model is to take into
account the various factors that influence the accessibility of technology for
a student. In determining the
appropriate assistive technology for a student a large number of factors do
come into play, including expectations, economics and preferences for different
forms of technology.
Links:
3. Lifespace Access Profile
- “The purpose is to provide a
“client-centered, team-based collection of observations that point to next
steps in a comprehensive program utilizing technology” Target audience for
the LAP is those with severe/profound disabilities. The LAP consists of an
assessment protocol that evaluates the individual’s current abilities
across five domains: Physical Resources, Cognitive Resources, Emotional
Resources, Support Resources, and Environmental Analysis.”( www.homemods.org/resources/pages/ATAssess.shtml)
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Links:
4. Human Activity Assistive
Technology
·
The
Human Activity Assistive Technology approach places its “emphasis on the
interrelationships among numerous dynamic elements, including; 1. home and
school environments, 2.the student’s personal perceptions, and 3.resources
available to the student. All of the elements guide the functional response of
the school team.”( www.slideshare.net/mjmax/assessment-models-assistive-technology)
Links:
5. Education Tech Point Framework
·
The
Education Tech Point Framework is “based on a process associated with the
delivery of vocational rehabilitation services. The developers of the model
propose that the model integrates AT into the special education service
delivery process.”(http://www.abledata.com/abledata.cfm?pageid=160377&ksectionid=160164&atlitid=178338)
Links:
Wednesday, 30 April 2014
Links, Sites and other Cool Stuff
Different links, apps and sites are often passed through schools but are lost as quickly as they appear. This will be my repository so i wont forget. Twitter is a great means of finding out about new apps, technologies and research.
- f-st.co/d6Bl4b1 Lego Story Starter Program
- ti.me/1ciL3jd 25 ipad apps for kids
- ti.me/1g7rmxN helping unfocused boys succeed
- https://www.filamentgames.com/ Great science related games
Wednesday, 23 April 2014
Presentation Night
Group #1:New Apps for Learning Disabilities
Group#2:Top Free Apps in Special Education
Group#3: Apps that enhance performance of individuals with extreme autism
Group#4: Learning about Apps to support students with learning disabilities; My Group :)
Group#5: Executive Function
Group#6: Exciting new apps for LD
- Using Ibooks students can use the app to recieve the information in the book in a variety of ways. Verbal, tactile, visual.
- Paperport notes:
- Book Creator: Great for using in various educational environments, levels. French, music, ELA, Math and others. Allows users to create and edit ebooks including text, graphics and audio
- I really agree with the idea that mobile devices allow freedom within the classroom. Its something that I try to take advantage of on a daily basis with my students and have seen first hand the positive effects that it can have.
Group#2:Top Free Apps in Special Education
- Really interesting, easy to follow and present information slide. www.canva.com
- Im going to be teaching science next year, science 360 looks really cool.
- I like that this group included some apps outside of the "norm". Apps for things like writing and math are very common and easy to find. An app for science and one for creating soothing sounds that can help students relax and balance themselves are great for all teachers, not just those of us teaching specific subjects.
Group#3: Apps that enhance performance of individuals with extreme autism
- Precursor Skills: I've been in classrooms where teachers put technology in front of students and assume that they either already know how to use it or will teach themselves. I like that this app introduces students step by step on how to use the technology.
- I think that some of these apps (fluid2) may be helpful for students who are not on the autism spectrum. The calming and self regulation is a skill that many children need to be taught at a young age, whether their on the spectrum or not.
- Have to find out more about app smashing?
- Really like using wordle, kids love making them for different things(social studies, ELA)
Group#4: Learning about Apps to support students with learning disabilities; My Group :)
- It was great working with my group because we all came from different schools, environments and backgrounds but we were able to find some common practices and experiences when it came to implementing mobile tech.
- We all took different apps from the webinar that we thought were going to be helpful in our individual classroom and listening to the enthusiasm towards the technology that we all share.
- I really think that its important that we take our experiences and knowledge that we gain in classes like this and take them back to our schools so we can support our fellow educators and the students in our school.
Group#5: Executive Function
- Unfamiliar with executive function, looking forward to learning more about what it is.
- Seems to be mostly about our abilities of self-management, makes sense why ADD, OCD and Autism are on the list for people who display issues with this.
- Its great that we can load an Ipad with apps that are geared towards the specific issues that these students are experiencing. A lot different than the one textbook fits all teaching and learning of the past.
- Interesting that the schools have the technology but they cannot access the schools network, seems to defeat the purpose. That's one of the problems of only having centralized tech support rather than an individual in the school that can make adjustments that would allow the devices to access the network.
- mmm cookie video, great way to end the presentation.
Group#6: Exciting new apps for LD
- The number of different learning disabilities that we have been able to discuss and focus on tonight is a testament to the abilities of these technologies and the leaps forward that we have been able to make towards helping these students succeed. I never would have thought about looking for apps to help with dyslexia.
- It becomes more obvious from every class, discussion and interaction that one of the major things missing from our implementation of technology is the lack of up front and follow up PD when it comes to implementing technology.
- I liked the breakdown of apps by price, important if your taking it to administration looking for funding or extra support.
- Prizmo looks interesting and had not been reviewed yet, im going to to have to check it out for my classroom.
- Its nice to see how the technology is allowing students to succeed on the academic side but also the huge difference it makes in their self-confidence.
- With all of these new apps and tech i'm going to have to include a day of "teaching tech" to my start of the year routine.
Wednesday, 9 April 2014
Sunday, 6 April 2014
Day 1
Over the course of this degree one of the things that I have grown to appreciate are the classes that give me something that I can take directly back to my school to share with my colleagues, things that we can incorporate into our daily lessons and techniques and tools that we can use to make learning easier for all of our students. While I was unfamiliar with the term Universal Design for Learning, the more that I have read, and from the discussion in class it is something that I was already familiar with. I think being able to share with the staff at my school will help us continue and expand our focus on inclusion. When we hear inclusion we often think of students with obvious special needs and designing plans and finding technologies that benefit them. I think that UDL reminds us to continue looking and working towards ways to make learning more accessible for all of our students.
I've already begun sharing the things that I have taken from this course with the other teachers in my school, including working with another teacher to use the app placemat to find an app that will help one of our students with a degenerative disease use an ipad for his writing in class. We haven't found the perfect one yet but feel were on the right track where before we were having trouble even getting started.
I've already begun sharing the things that I have taken from this course with the other teachers in my school, including working with another teacher to use the app placemat to find an app that will help one of our students with a degenerative disease use an ipad for his writing in class. We haven't found the perfect one yet but feel were on the right track where before we were having trouble even getting started.
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