This power-up serves as an introduction (or refresher) to assistive technology
focus on the exploration of one assistive technology device or program that would support the needs of a student with a disability in your classroom. In the application activity, you will identify a specific student need and an assistive technology device to address the student’s need in a classroom/instructional context. This power-up will support your ability to better meet the needs of students with exceptionalities in general or special education settings and aligns with the ATR area of Teacher Knowledge of Students.
By the end of this power-up experience, you will be able to use one assistive technology device or product (low or high tech) to meet the specific needs of a student with a disability within the classroom or instructional context.
Connections to Program Learning Outcomes, Standards, and the Aspiring Teacher Rubric
Program Learning Outcome: #MLFTC_DTP_DDM1.I.b, #MLFTC_DTP_DDM1.I.c
INTASC: 1e, 2h, 7k
1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs. 2(h) The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs. 7(k) The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.
Aspiring Teacher Rubric: This power-up connects with your professional experience focuses on the Aspiring Teacher Rubric in the area of Teacher Knowledge of Students.
Technology outcome: P2
Completion of the application activity (linked or pasted into the assignment template).
Meets Expectations in all areas of the power-up assignment rubric (rationale, application activity, classroom practices, research connections, personal reflection).
Watch Intro to Assistive Technology from The Center on Technology and Disability
Read “Overcoming barriers: Use of assistive technology to access curriculum.”
Review the presentation “Assistive technology tools to meet student needs in the classroom.”
Review “Assistive Technology Tools to Meet Student Needs - Resource List.”
Respond to the application activity prompts.
Respond in writing, video, or any preferred presentation style to the following prompts:
Describe the student’s specific need (academic, behavioral, communication, physical, etc) that you are addressing with the assistive technology.
Describe the assistive technology device and how it supports the specific need of the student with a disability.
Describe how the student would use the device (in the classroom or within a specific lesson) and how it enhances learning, behavior, communication, etc.
Analyze the benefits and challenges associated with using this assistive technology device.
If you have any images from the classroom (no student faces, please) using the assistive technology, this would contribute to the evidence of your ability to use AT in your classroom.
Center on Technology and Disability. (n.d.). Assistive Technology Tools to Meet Student Needs - Resource List. Retrieved September 10, 2021, from https://www.ctdinstitute.org/sites/default/files/file_attachments/AT-TechTools-Plante-CTD.pdf.
Center on Technology and Disability. (2017). Intro to Assistive Technology from The Center on Technology and Disability. Retrieved September 10, 2021, from https://www.youtube.com/watch?v=Z-1ZM4J2aSw&t=222s.
Center on Technology and Disability (CTD). (2019, March 25). Assistive technology tools to meet student needs in the classroom. Center on Technology and Disability (CTD). Retrieved September 10, 2021, https://www.ctdinstitute.org/library/2017-08-24/assistive-technology-tools-meet-student-needs-classroom.
Floyd, K., Galyon, C. L., & Floyd-Norris, K. (2020). Overcoming barriers: Use of assistive technology to access curriculum. TEACHING Exceptional Children, 52(6), 436–439. https://doi.org/10.1177/0040059920936135