In the Article “Assistive Technology: What Every School Leader Should Know”, Dyal, Carpenter, & Wright talk of the importance of choosing the right Assistive Technology for the student. Can you come up with ideas of using the technologies and programs we have discussed in class as a form of Assistive Technology to meet the needs of various types of disabilities with regard to each of your areas of interests?
On page 107 of the article by Hasselbring and Glaser, the authors talk about how predictive text software enables students with disabilities that have writing difficulties to “better compete academically in regular classroom settings.” Do you feel this is true or does the student take the easier route by letting the software choose the words for him/her? The motive behind my question is aimed at the concept like whether or not spell check hurts or helps our students. Students become reliant on the software and as a result don’t know how to spell without the technology. If after using the technology to learn how to express their ideas, will the student be able to repeat the understanding, without the technology?
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On page 106 of the article by Hasselbring and Glaser, the authors discuss how technology has proven to be an effective method for teaching students with learning disabilities because things such as the Internet, multi-media tools, and comminucation technologies can help students engage in activities that focus on real-world situations. What are some ways you could use these technologies to help students with learning disabilities in your own classrooms (i.e. English, history, early childhood education, special education)?
ReplyDeleteHasselbring and Glaser point out that inadequate teacher training and high cost are two barriers that limit the use of assistive technology in the classroom. Do you feel that if money was not an issue, that teachers would be more willing to learn how to incorporate these devices into their classrooms?
Dyal, Carpenter, and Wright discuss that when choosing a device, the team must make sure that the student and the teacher know how to use it so that the device is not abandoned. What are some other issues teachers and parents may need to look at before deciding on the right device for the individual student?