Hi Jordan

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Lamar University *

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5313

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Electrical Engineering

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Apr 3, 2024

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Hi Jordan, You wrote, “Although the advent of assistive technology in the classroom has been a game changer, stakeholders need to make the best choices for the individual needs of each learner.” I agree with you about educators need to review the assistive technology continuum and select the appropriate device and service to meet the needs of the individual student. “A ssessing the needs of the individual student improves the chances that the correct device will be used to improve student outcomes. AT assessment should determine what combination of specific technology and services would best meet the needs of the individual student” (Carpenter et al., 2015, p. 10). There are many devices to choose from ranging from no assistive technology, low-tech, and high-tech. At the school I work at, we have had a few with different assistive technology needs. Some of them were as simple as a pencil grip or a reading pen. Some of our more expensive devices are a Hearing Assistive Technology (HAT), a powered wheelchair that helps one of our life skills students go out into the general education setting for inclusion, as well as an adaptive mouse with a flexible attachment that allows her to complete her work on the computer more independently. References Carpenter, L. B., Johnston, L. B., & Beard, L. A. (2015). Assistive technology: Access for all students . (3rd ed.). Pearson. Hi Marisa, You wrote, “When we are able to identify the AT that supports their learning it gives our scholars a chance to learn and be successful in the classes like their general education peers.” I agree with this. Students with exceptionalities have been given a greater chance to learn and socialize with the general education population with assistive technology. “AT makes it possible for students with disabilities to access the general education curriculum and be successful learners” (Carpenter et al., 2015, p. 4). In my experience, assistive technology has allowed some of our life skills students to be able to go into the general education setting for inclusion because they can use assistive technology to communicate and complete their work. One of our students has a powered wheelchair and an adaptable mouse that she connects to her computer to complete her work. In the beginning she was still able to go out in the general education setting but she had to be pushed in a regular wheelchair and she also had to use her chin as a mouse. Assistive technology has allowed her to become more independent and participate regularly in the general education setting. References Carpenter, L. B., Johnston, L. B., & Beard, L. A. (2015). Assistive technology: Access for all students . (3rd ed.). Pearson.

Hi Christie, You wrote, “The assistive technology (AT) continuum allows the IEP team to select the appropriate type of support without diminishing the student’s full participation and curriculum access, either by providing too little or too much assistance.” I think this is an important piece to take into consideration when implementing assistive technology. Assistive technology allows our students with exceptionalities to be able to participate in the general education curriculum while still being as independent as possible. For those who need high-tech devices such as wheelchairs, hearing aids, adaptive utensils, an adaptive mouse, etc., as well as the students who utalize low tech assistive technology such as pencil grips or raised line paper, AT provides them the supports they need to be successful in the general education setting. “AT can open a new world for students in inclusive settings, as well as for adults throughout the life span. AT makes it possible for students with disabilities to access the general education curriculum and be successful learners” (Carpenter et al., 2015, p. 4). References Carpenter, L. B., Johnston, L. B., & Beard, L. A. (2015). Assistive technology: Access for all students. (3rd ed.). Pearson.

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