EDUC 477/698O:

Assistive Technology/Universal Design in the General Classroom Setting

Session 1: Introduction: AT Connection & Impact to the General Classroom Setting

 

Quick Links

Welcome and Logistics

  • Welcome & Introductions
  • Introduction to the course
  • Two Surveys
  • Using WebCT, online participation, and review of course components
  • Submissions

Introduction:

Reed, P. & Lahm, E. (2005) Wisconsin Assistive Technology Initiative (general edition) overview (see handout) starts us off with a great introduction to what AT is - Retrieved from http://www.wati.org/Products/pdf/resource%20guide%20-%20general.pdf

What is Assistive Technology?

Assistive technology is any tool or device that a student uses to do a task that he or she could not otherwise do without it or any tool the student uses to do a task more easily, faster, or in a better way. It can be a commercial product or something someone makes. It can be a simple "low tech" device such as a pencil grip or an expensive "high tech" device such as a computer. The legal definition of assistive technology is, "... any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability." (Authority: 20 U.S.C. 1401(1))

So why is it important for all educators to be aware of assistive technology?

Teachers and related service providers understand that all learners are not created equal. Teaching methods with degrees of flexibility are necessary to meet the needs of a wide range of learners. Proactive curriculum design is also essential in light of limited resources in education and limited time and energy to create individualized accommodations. While teachers are aware of the pressing need to adapt their instruction, they have little time to plan or implement accommodations to meet the individual needs of the students. There are few guidelines and resources to help teachers with this. Universal design for learning (UDL) anticipates the needs of diverse learners. Like differentiated instruction, UDL is concerned with learning content, learning process, learning products and the learning environment. UDL promotes strategies that allow learning standards to be achieved by students "with wide differences in their abilities to seek, hear, speak, move, read, write, understand English, attend, organize, engage and remember (ERIC/OSEP, 1998, p. 1). UDL applied to curriculum standards assists students with diverse learning needs who are expected to achieve general education learning standards, such as students with learning disabilities, slow readers, students with dyslexia, English language learners, students with emotional disturbances, students with attention deficits, typical students with learning style variations, physically disabled students, students with sensory impairments, students with language impairments, and students with Asperger's syndrome. Universal design for learning (UDL) anticipates the needs of diverse learners. Universal design for learning promotes the use of digital technology because it often offers the flexibility needed to adjust for learner differences.

This week you will be able to explore the metamorphosis of the definition of "Assistive Technology" and will explore how AT can be helpful for ALL students-not just students with disabilities. This week's readings provide an overview of what's out there and what mandates have crept into the classroom. Specially, legal and policy directives and the impact of federal legislation-(an overview). You will become familiar with:

  • Public Law 94-142
  • Public Law 100-407
  • IDEA '90
  • ADA 101-336
  • IDEA '97 105-17
  • IEP
  • Tech Act

And you will be able to:

  • Discuss acronyms and vocabulary
  • Discuss the impact of Federal Legislation
  • Discuss definition(s) of Assistive Technology

I do not expect you to know or memorize all the laws and acronyms -just learn a few acronyms and more importantly "get a feel" for how these directives might influence the general classroom teacher, how AT/UD can play a part, and know familiarize yourself with some of the sites so that you could find information in the future if needed.

Homework Readings

Start by reading

If Time: No Child Left Behind Act

If Time: COMAR overview

Optional Recommended Resources:Optional unless you are unaware of the laws and mandates. If you are unaware of the laws and mandates then you need to skim through some of these

You may have found that the information from this session has captured your attention and would like to read further. Here are additional resources:

COMAR

NCLB

 

Asynchronous Postings:

Please answer the following questions in the discussion thread area before class starts on Thursday September 28th

  • Introduction (Done in class)
  • 1.1 AT in the General Classroom
  • 1.2 NCATE
  • 1.3 Post Scavenger Hunt
  • 1.3 + Try classmates Scavenger Hunt activity; provide feedback along with attaching your results

Be ready to take a quick (5 questions) mini quiz/mini assignment next Thursday on acronyms and this weeks laws related to AT. Can use notes but try on your own.