Assistive Technolgy

Assistive Technology

There is one type of learner whose needs may be consistently overlooked or inadequately provided for.  That is the needs of the learner with disabilities.  It is important to ensure that students with disabilities and their families have equal access to curriculum and instruction.  Students with disabilities have Individual Education Plans (IEPs) that uniquely describe their needs and educational interventions and accommodations.  The goals set through the IEPs also ensure that the learners are continually striving to meet goals and not remain stagnant. Assistive Technology is a culturally responsive way to meet the needs of learners in the 21st Century.

Linc and Gold (2017) state, “Assistive technology (AT) enhances the ability of individuals with disabilities to be fully engaged in activities at home, at school, and within their communities-especially for children with developmental disabilities (DD) with physical, sensory, learning, and/or communication impairments” (p. 1).  Two assistive technology devices/resources that can be instrumental in the learning of students with disabilities is the Lexia Core5 and the ActivTable.

The Lexia Core5 is a technology-based literacy program that provides differentiated instruction for grades Pre K-5.  The Lexia Core5 “provides explicit, systematic, personalized learning in the six areas of reading instruction, targeting skill gaps as they emerge, and providing teachers with the data and student-specific resources they need for individual or small-group instruction” (lexialearning.com). Some of the ley features of the Lexia Core5 are that it “engages and motivates students in a game-like environment, provides progress-monitoring data without administering a test, and is accessible via iPad, Android tablets, Chromebook, browser, or download” (lexialearning.com).

The second assistive device is the ActivTable.  “The ActivTable offers more than 200 activities, including sequencing, sorting and categorization, labeling, timelines and pairing. It empowers students to lead their own learning, which drives engagement, participation and creativity in the classroom” (activtable.com) Teachers have the ability to create lessons with the ActivTable ActivityBuilder that are engaging and can be used by single or multi-users.

Kennesaw State University is leading the way in providing resources and environments for stakeholders to understand the assistive technologies available to students.  In 2015, Kennesaw opened a  Universal Design for Learning lab. “It houses more than 60 technologies, applications and devices to make learning easier. The lab’s resources range from low-tech, clear colored overlay sheets that make it easier to read to the latest three-dimensional computer-simulated learning environments using virtual reality headsets” (news.kennesaw.edu). The devices within the lab are all culturally responsive because they are not able to be used to be students with disabilities, but those with exceptionalities and language learners.

References

Kennesaw State University. (2018). Designed to share. Retrieved from http://news.kennesaw.edu/stories/2017/universal_design_learning_lab.php

Lexia Learning-A Rosetta Stone Company. (2018). Lexia Reading Core5. Retrieved from https://www.lexialearning.com/products/core5

Lin, S. C., & Gold, R. S. (2017). Assistive Technology Needs, Functional Difficulties, and Services Utilization and Coordination of Children with Developmental Disabilities in the United States. Assistive Technology: The Official Journal Of RESNA, 1-7. doi:10.1080/10400435.2016.1265023

Promethean Limited. (2017). ActivTable Activity Builder. Retrieved from http://activtable.com/

Purposeful Assessment

Purposeful Assessment

     Identifying proper assessments for student intervention can be difficult. Teachers, counselors, psychologists, and stakeholders, have to utilize classification data to understand a child’s story and administer purposeful assessments that will help guide instruction.  “Purposeful assessment drives instruction and affects learning. Assessment is an integral part of teaching and learning. Purposeful assessment practices help teachers and students understand where they have been, where they are, and where they might go next” (dpi.wi.gov). If you had the task of selecting purposeful assessments, how successful would you be?  Let’s look at a few scenarios below for experience.

Scenario 1

Student Classifications:

  • Gender: Male
  • First Grade
  • Birthdate: 7/25/11
  • Household: Two parent, two siblings=1-two years older, 1-one year younger
  • Primary Language spoken at home: Spanish
  • In-school Interventions:
    • ESOL
    • RTI Tier II
    • Title I services in ELA and Math
  • ED (Economically Disadvantaged)
  • Attendance: 3 days absent, 5 days tardy/90 days
  • Latest Standards Based Report Card Scores Mid-Year:
    • ELA:  1/13-Does Not Meet, 10/13-Progressing, 3/13-Mastery
    • Math: 1/11-Does Not Meet, 9/11-Progressing, 2/11-Mastery
  • Universal Screener Scores
    • Reading Inventory Lexile: 58
    • Math Inventory Quantile: EM100

The student is well behaved, attends school consistently, has intervention services in ESOL and Title I, yet is still struggling, due to his Spanish speaking background. What kinds of interventions should the classroom teacher explore?

Scenario 2

     Tenea’ is a third grade, Caucasian student.  She has been enrolled in the same school since kindergarten. As a kindergartener, she was placed on a 504; to ensure, in school diabetic procedures were handled consistently, for her diabetes diagnosis.  She comes from an Economically Disadvantaged (ED) family, and a single parent home; where the father only has visitation rights.  By second grade, Tenea’ was receiving Early Intervention Program (EIP) services in Reading and Math. By third grade, she was placed on Student Support Team (SST)-Tier III.  So far, this school year the student has had 12 absences and 14 tardies.  Her Lexile level is two years below grade level.  Her parent is very involved when it comes to matters discussing her health, yet not so involved during academic discussions.  At the end of this year, Tenea’ will participate in her state’s End of Grade (EOG) assessment that determines passage to the next grade. Her teacher is in need of intervention strategies to help her achieve grade level mastery in English Language Arts (ELA) and Math.

Your turn…provide an assessment or questions???

Reference

Wisconsin’s Guiding Principles for Teaching and Learning. (2018). Purposeful Assessment. Retrieved from https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles3.pdf