Technology Assessment: Enabling Dreams

Creating Opportunities for Students with Disabilities.  The video focused on the capabilities of the persons with disabilities.  Assistive Technology (AT) was introduced to aid in the development of their capabilities.  Although the subjects in the video had physical disabilities, they all have the same dreams and aspirations as any capable person.  AT provided opportunities for the physically challenged to develop their cognition and skills.  Students used computers for all writing: note taking, reports, tests, etc.  Wheelchairs were used to provide mobility between classes.  Using AT, a student with limited hand movement was able to control the valves on a modified horn.  Without it, he would only be able to play a single note.  AT opens opportunities for persons with disabilities.  When they do take the opportunity, they flourish and move forward like everyone else.

Scherer (2004) gives a detailed look at assistive technology’s major role in our education system.  “Inclusive education has been made possible in large measure through the existence of educational technologies and assistive technologies.”  A study conducted by Gillespie (2012) shows a direct link between positive cognitive development with AT.  “Results show that AT have been used to effectively support cognitive functions relating to attention, calculation, emotion, experience of self, higher level cognitive functions (planning and time management) and memory.”

Accommodation/Modification in Science Lessons.  In my capacity as a seventh grade science teacher, will assist a student with a disability where ever and when ever I can.  After we identify the challenges facing the student, we can accommodate and/or modify lessons to meet the student’s needs.  If AT is already provided, such as a computer, it would be easy for me to provide electronic copies of notes and lectures.  For test taking, I can also provide electronic copies for summative assessments.  If the student requires other AT, I can bring up the discussion with our school team (grade level, administration and SPED coordinator).

Assessing the Accommodation/Modification.  In the event accommodations and/or modifications are required, I would need to conduct frequent formative assessments and carefully monitor summative assessments.  I will frequently check the student for understanding or if there are any areas where the AT is not working as it should be.  Next, I would need to monitor the student’s academic progress.  I will need to gage the student’s potential to that of the expectations which would have been identified and communicated to the student earlier on.

Using Assistive Technology.  To discuss the topic of assistive technology, I am fortunate to know persons with disabilities using assistive technology.  The first person that easily comes to mind is my sister-in-law.  She is one of the brightest persons I know.  She has a masters degree in communications, emphasis in marketing.  Immediately after her graduate studies, she interned at the White House under President Clinton.  She had many career avenues following her internship.  After weighing all of her options, she decided to return home and used her skills to work for the people of Guam.  When I asked her why she came back to Guam, she replied “I want other people (with disabilities) to have the same opportunities I had.”

My sister-in-law has a rare disease that affects her nervous system.  She has limited use of her arms, legs and partial hearing.  There are various assistive technology devices to aid in her everyday living.  e.g. motorized wheelchair, hearing aids, iPad, etc.  During her college years in Springfield, Illinois, she was independent as any normal college student.  The motorized wheelchair afforded her independence in movement.  It allowed her to travel throughout the campus with ease.  I can recall my own college experience where I had classes back to back and they were on opposite sides of the campus.  There were many times I had to briskly walk between classes.  I cannot imagine my sister-in-law not having the motorized wheelchair.  Mobility is a necessity in the campus setting.

Because of her diminished hearing, she uses a hearing aid.  It helped her to listen to lectures and collaborate with her peers.  She told me there were some classes where the instructors were soft spoken.  Fortunately her hearing aids were adjustable to compensate for the low volumes.  Recalling my college years, I had classes where the students numbered near 100.  Siting in the back of the class was a challenge.  Although the instructor would speak in a loud manner, there were times he/she would face the board to write and speak at the same time.  I could barely make out the words he/she would say.  Hearing is importing in the traditional classroom setting.

With limited use of her hands, the act of holding a pen/pencil is challenging for her.  Instead, she uses a laptop to take notes or write in class.  She coordinated with her instructors ahead of time for tests.  Most of them provided an electronic copy of the test for her to take on her laptop when the test was administered.  Some of her other classes allowed a research paper to take the place of a test.  In either case, both required her ability to write onto a medium acceptable to the instructor.  The laptop provided that platform.

I cannot imagine my sister-in-law NOT having any assistive technology devices during her college years.  Although the human body is able to adapt to challenges, there are many circumstances where assistive technology is required to aid in a person’s physical, social or intellectual development.  My sister-in-law inspires me in many ways.  First and foremost is her ability to overcome any challenge given to her.  I hope to be as successful as she is when I grow up.

References

Ellis, K. (2005). Technology Assessment: Enabling Dreams. Edutopia, http://www.edutopia.org/assistive-technology-enabling-dreams-video

Scherer, M. J. (2004). Connecting to learn: Educational and assistive technology for people with disabilities. American Psychological Association, xiv (pp. 59-71).

Gillespie, A., Best, C., O'Neill, B. (2012). Cognitive Function and Assistive Technology for Cognition: A Systematic Review. Journal of the International Neuropsychological Society, 18 (pp. 1–19).