3.

4 Adaptive and Assistive Technology - facilitate the use of adaptive and assistive technologies
to support individual student learning needs.
______________________________________________________________________________

The ITEC 7445 Assistive Technology Implementation Plan documents the actions I took to
support the learning of an elementary IEP student in need of intense reading interventions.
During the Assistive Technology field experience, I identified various assistive technology tools
and strategies that teachers can use to be more inclusive and supportive of the needs of
students with disabilities. I collaborated with co-teachers supporting the implementation plan
to ensure effective execution of the plan. I also trained all participating parties, including the
student and family members, to use Microsoft Immersive Reader to support students reading
goals.

The ITEC 7445 Assistive Technology Implementation Plan demonstrates my ability to

facilitate the use of adaptive and assistive technologies to support individual student learning
needs. Engaging with the Iris Center online module (2010) highlighted the power of assistive
technologies (AT) for learners in need of extra layers of support. This learning inspired me to
develop an assistive technology implementation plan for Shane*, a student with reading
disabilities that limited his access to grade level text. To solve this problem, I meet with our RTI
specialist and collaborating teacher to review his IEP goals. I discovered that he was working to
improve his fluency and reading comprehension of grade level text using repeated readings as
his current intervention strategy. Then, I begin researching digital tools that could deliver this
intervention more efficiently. I consulted my professional learning network along with past
coursework to narrow the search down to Microsoft Immersive Reader.

First, I trained Shane and his homeroom teacher on effective use of Immersive Reader.
Next, I supported his teacher’s incorporation of the tool into his IEP and daily coursework. As
an extended layer of support, I also trained Shane’s* family and explored ways they can
support his use of Immersive Reader at home during virtual learning. Shane completed
repeated readings using Immersive Reader, daily. He would then complete a similar task with
me each week to assess his growth. I gathered fluency and comprehension data points on a
weekly basis throughout implementation of the assistive technology plan. The assistive
technology tool, Immersive Reader empowered Shane to access grade level content while he
acquires skills for improving his reading skills.

The AT Module afforded me the opportunity to learn about various assistive technology
devices as well as strategies that teachers can use to be more inclusive and supportive of the
needs of students with disabilities. It also motivated me to explore instructional technology
tools and web-based apps that could be used to support adaptive learning needs of students in
the future. Training teachers, students, and parents on the effective use of Immersive Reader to
support the student’s IEP goals improved my ability to facilitate assistive technology trainings. It
also informed my practice as a technology coach in the role of observer and collaborative
planning partner. As a result, I am better prepared to support our school improvement plan
when observing and evaluating progress of initiatives related to adaptive and assistive
technology priorities.

This module was an echoing reminder of my philosophy that all students can and will learn
when given the appropriate tools and opportunity to do so. It also increased my enthusiasm
about the vast capabilities of web-based tools to support the diverse needs of all learners.
Sparking my curiosity to research tools specific to the needs of my school’s DSE population that
will hopefully be implemented in the upcoming Fall virtual learning environment. When I next
use assistive technology in the virtual learning space, I will provide both LIVE and recorded
training sessions. This would increase the level of support and expand the impact of the training
to other teachers, students, and families.

The Assistive Technology Implementation Plan ensured the consistent and ongoing use of
Immersive Reader to support the needs of Shane’s IEP goals positively impacted his outlook on
learning and reading goals. According to the data, he consistently improved his ability to read
fluently and independently on grade level. This impact can be further assessed by his parents’
report of increased confidence and willingness to work independently when attempting grade
level tasks.

References:

The IRIS Center. (2010). Assistive Technology: An Overview. Retrieved from

http://iris.peabody.vanderbilt.edu/module/at/