Adaptive/Assistive Technology Video: Enabling Dreams

I teach ESL learners and a couple of kids that have learning disabilities so I’m trying to find A/AT that can benefit them. They need a lot of help with vocabulary, so perhaps a portable dictionary (which shows pictures too) that they can use to look up new words and which gives the correct pronunciation that they can listen to. They’ll expand their vocabulary and as they grow familiar with these sight words and new words, they won’t be as dependent to it. I know it will just be an excellent tool, empowering them with their learning and at the same time giving them that needed boost to their self-esteem that they can do it themselves. Some talking word processors would be good also. Assistive/Adaptive Technology doesn’t have to be high-tech all the time. It can be middle or low-tech as simple as modification for a better pencil grip and clearing areas in the classroom providing accessibility for a student using a wheelchair. To better design an activity to include disabled students, I will have to consult and collaborate with the student’s Homeroom and Special Ed teachers and study their IEP. This way I know what their limitations and learning goals are. I need to talk to the parents too and get them involved. They can provide valuable input. I can then proceed to do the modifications needed by changing one or more aspects of the activity that the class will be doing to include my disabled students.

Teachers must revise lesson plans to include disabled students to comply with the Individuals with Disabilities Education Act (IDEA), and I think it’s the right and humane thing to do. Our students have different learning capabilities and we must meet their different learning needs. We are setting these kids up for failure if we don't do something to accomodate their varied learning needs. We want all our students to succeed and be proud of what they've accomplished and not be left behind. I’m all for putting an extra effort to help these kids reach their optimum potentials.

To assess the appropriateness of the accommodations, I’ll have to make sure that the revised activities I’m doing for the inclusion of these students are age or developmentally appropriate, if the time factor to do the activity is enough (or too little), if they have the needed area/ space where to do the activity, if there are adequate materials or equipment for it and finally, the students’ response/reaction to the activity. Was it too easy for them? Was it difficult? Did they like the activity? Our students learned from us each day as we learned about them also.