EDSP-505LE - Equitable Learning with Assistive Technology in the Classroom - SNHU
EDSP-505LE - Equitable Learning with Assistive Technology in the Classroom - SNHU
Embedded Files
Course Description and Goals - From the Sylabus
Course Description and Goals - From the Sylabus
Assistive technology (AT) in the classroom enables students with disabilities to become independent, successful learners. With a focus on mild to moderate student needs, this course provides teachers with ideas for implementing quality AT to enhance teaching and learning in all content areas, as well as promoting organizational skills, engagement, and positive behavioral skills for students with disabilities.
Upon completion of this course, participants will be better prepared to:
1. Use provided prompts specific to the use of assistive technology to describe assumptions and insights of practitioners, researchers and self, including how the information relates to professional educational practice.
2. Design a new lesson plan to incorporate an assistive technology tool or resource for use with students.
3. Prepare an activity to collaborate with colleagues on increasing access and use of assistive technology.
4. Develop an implementation plan for a student to use assistive technology.
5. Develop a staff presentation to challenge the status quo related to the use of assistive technology with learners.
6. Document, in writing, benefits and limitations of assistive technology tools and resources for learners.
syllabi_OL-5034-Fa23.pdf
Assistive Tools for All Students
Assistive Tools for All Students
This course asked us to create a slide deck to showcase a few assistive tools that teachers could use for students. Many students with ADHD and within the Autism Spectrum struggle with breaking large tasks into smaller more manageable pieces. Lucid Chart and Lucid Spark are tools that can help with that. Additionally, students that struggle with executive functions can benefit from making lists and keeping notes about items that they may forget. In this deck, I also showcase Google Keep and Evernote. (1.1.6, 2.1.3.3)
Coordination with Student Support Team
Coordination with Student Support Team
This class asked me to document and reflect upon my work with a student support team addressing finding assistive technology that would help a student to access their education. We had a new student move to our district with Nystagmus and Ocular Albinism. These issues affect the student's vision as well as sensitivity to light. While working with the IEP team, we were able to come up with some low-tech actions that would help this student as well as a plan to enable some embedded accessibility functions that are built into the the student's Chromebook. A plan was put in place to help train this student on how to use these functions effectively and independently. This is an ongoing process that will be readdressed and revised throughout the school year. (1.1.6, 2.1.3.3)
Lesson - Fitting parts of the water cycle together.
Lesson - Fitting parts of the water cycle together.
Using theories for supporting all student in the integration of technology including Assistive Technology and Universal Design for Learning, I modified this lesson that I used to use for teaching middle school science about the water cycle.
There are several aspects that allow all learners the choice to access the material in multiple ways as well as choice for the student to demonstrate their learning in a way that best suits their ability and learning style. (1.1.6)
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