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    Smithn Atmoduleinitialthoughts

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    The most important thing for teachers to know about assistive technology is the student. An understanding of the purpose for the assistive technology can help a teacher understand the need. A school's responsibility is to assess the student's assistive technology needs.

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    Smithn Atmoduleinitialthoughts

    Uploaded by

    api-241633155
    17 views1 page
    The most important thing for teachers to know about assistive technology is the student. An understanding of the purpose for the assistive technology can help a teacher understand the need. A school's responsibility is to assess the student's assistive technology needs.

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    smithn-atmoduleinitialthoughts

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    The most important thing for teachers to know about assistive technology is the student. An understanding of the purpose for the assistive technology can help a teacher understand the need. A school's responsibility is to assess the student's assistive technology needs.

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    17 views1 page

    Smithn Atmoduleinitialthoughts

    Uploaded by

    api-241633155
    The most important thing for teachers to know about assistive technology is the student. An understanding of the purpose for the assistive technology can help a teacher understand the need. A school's responsibility is to assess the student's assistive technology needs.

    Copyright:

    © All Rights Reserved
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    AustinSmith

    ATModuleInitialThoughts

    Themostimportantthingforteacherstoknowaboutassistivetechnologyandhowitisusedbystudentsis
    thestudenthimself.Allofthefancybellsandwhistlesofassistivetechnologytoolsdonogoodiftheyare
    notfittedproperlytothestudent.Tothatend,theteachershouldknowwhatlearningdisabilityorlearning
    gapastudenthasandthetechnologythatheorsheisequippedwithtohelphimorherovercomethatgap.
    Anunderstandingofthepurposefortheassistivetechnologycanhelpateacherunderstandtheneedforthat
    technologyandkeephimorherfromtheopinionthatitisextraneous.Inanidealsituation,ateachershould
    notneedtohaveanintimateunderstandingoftheworkingsoftheassistivetechnologysolutionsincethe
    studentsshouldbetheoneusingthetechnologynottheteacherinmostcases.

    Theschoolsresponsibilityconcerningassistivetechnologyistoassesstheassistivetechnologyneedsof
    thestudentandprovidehimorherwiththeappropriatelevelofsupporttoaccessthecurriculumwithout
    overstepping.Aschoolneedstoprovideadequateassistivetechnologyserviceforastudenttoaccessthe
    curriculumtothebestofhisorherabilitieswithoutprovidingsomuchtechnologyastocreateadistraction
    forthestudentatquestionorforotherstudentsintheclass.Aftertheschoolhasidentifiedandassessedthe
    levelofassistivetechnologyrequiredforastudent,theresponsibilitybecomesmonitoringtheprogressof
    thestudenttoensurethatheorshecontinuedtoreceivetheproperlevelofsupport.Atthatpoint,the
    schoolshouldbeabletoreacttodecreasesupportwhenastudentprogressesoraddadditionalsupportsif
    thestudentcontinuestostruggle.

    Thebiggesthurdlethatclassroomteachersmayfaceintheirstudentsuseofassistivetechnologysolutions
    isallowingstudentstousetheirassistivetechnologysolutionsinasnaturalamanneraspossiblewithout
    drawingundueattentiontothestudentorthetechnology.Theclassroomteachermustalsotakecaretonot
    planlessonsorrequireassignmentsthatcannotbecompletedbyspecialeducationstudentswiththe
    assistivetechnologythattheyhaveattheirdisposal.

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