Assistive Technology Use with Students

The important part of any lesson plan is that students are able to acquire the knowledge and implement it in order to proceed to the next level. When students are challenged physically in such a way that the acquisition is hampered, the understanding educator realizes that certain revisions are necessary. To that end, assistive technology has made it possible for students with many types of disabilities to become successful participants.

Lesson plans for English Literature at first seem as if there is nothing that can be done differently. Yet upon investigation, one finds that there is a wide array of technologies, including software for literacy and cognitive support, physical access options, vision and communication technologies. These would provide much contrast to previous lesson plans that were personally written for classes taught by me. For instance, simply modifying keyboards and switches or having a text-to-voice program is simple enough to make reading the short stories assigned or the written essays possible for a student with physical or communication challenges. In the video, Assistive Technology: Enabling Dreams, one student with cerebral palsy mentions, in a very clear intelligent voice, that she is only able to function as a college student because of voice activated technology, her wheel chair, and her cell phone.

In order to design revisions to the lesson plans, it might be wise to check the IEP written for that student to see exactly what specific needs are required, and gather other relevant information. Meeting with the student to identify and attempt a workable solution, including trials of suggested methods. After developing an implementation plan, it would be easier to adapt the various lessons and integrate for that particular student (Randle,2009). Also taking into consideration would be the environment that would surround the student, in the classroom and in the school at large, as well as out of school. For instance, is the necessary technology available? What are the curricular needs of the student? Will they be supported by peers and staff with assistance?

Lesson plans should consider and include disabled students, to a point. Sometimes the mind is still active enough to be challenged and results in important contributions to society (i.e. Stephen Hawking). What a shame that due to a physical disability, or other challenge, that an education would be denied to those who could benefit, when the only thing that is needed is a few modifications or adaptations of existing technology, especially when there is higher level functioning present or discernible. Suggestions of further implementations might include: conversion of reading materials and exams to alternative forms, captioning and transcribing class lectures and discussions, using optical devices or FM systems.

Evaluation of the implementation requires assessment to determine if the technology was a match to the student's need, if there was effective training to use the technology for the student as well as the staff or teacher, and looking at the results at regular intervals in order to observe improvement in student output. It could very well require further revision in the lesson plan to achieve success. And as it is required by law to allow students with disabilities the right to obtain an education in the least restrictive environment, it is the responsibility of the entire team to provide strategies which will enable these students to live their life to the fullest.

Ellis, Ken. (2005). Assistive Technology: Enabling Dreams [Video File]. Retrieved from: http://www.edutopia.org/assistive-technology-enabling-dreams-video.

Randle, K. (2009). Introduction to assistive technology. Retrieved from: http://www.setbc.org/setbc/curriculum/at_intro.html.

Department of Disability Services (2012). Faculty Guide: Adaptive Technology Service. Retrieved from: http://disability.tamu.edu/facultyguide/ats.