Discussion Board_ Assistive Technology

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Touro College *

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650

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Electrical Engineering

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Jan 9, 2024

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docx

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Discussion Session 3: 1. Which 4 assistive technology features, built into the iPad, help increase learner independence? Provide 2 examples where these features can be implemented in your future or current classroom. Four examples of the assistive technology features that are built into the iPad are text-to- speech, screencast, predictive text and audio notes. Text-to-speech is used to review and read back the text on the screen. Students are able to hear the text read back to them and it will help them to understand the text better and detect errors within their writing to have them become independent when they are making revisions. For students who struggle with writing predictive text can help them with their grammar, correct spelling of words and word choice. The technology is helping them to create a piece of writing that they may not have been able to do otherwise because they struggle with their writing.Creating screencasts can help demonstrate steps for a student to complete an activity. This is a way to model what needs to be done and a student is able to watch, pause, rewatch the steps so that they are able to become independent learners, completing their classwork at their pace.Finally, audio notes can be used by students so they can record themselves reading, they can evaluate their reading, presentation skills, and to share their ideas. (Bertolero, 2016) In some of the middle school classrooms they have used audio notes as well for students who struggle with their writing. When discussing their ideas, they are able to record their discussion with classmates or teachers and then they are able to then go back to listen to what they said and they can write it down for when they need to write after discussion. I would also like to implement screencasts. I think it is important to have a way to model to the students what they need to accomplish so that they can do this independently, especially if

I need to work with a small group of students in a conference. 2. Which assistive technology software or tools help increase student access to materials? How would you implement one of these tools in your physical classroom? In your digital classroom? The five assistive technology tools that can be used are text-to-speech, collect highlighted text, maintain closed captioning with multiple tables open, practice for new social situations using virtual reality and home language tools. (Snelling, 2021) I use a translation tool already in my classroom so that I can translate documents in various languages for the families that need it. It empowers students' families to feel connected to the classroom and what is happening. It also gives you the opportunity to have students gain confidence in what they are reading because you can give them side by side text in their native language as well as English to help them build on their knowledge. This can also be used digitally but for a digital classroom I would want to work on text-to-speech. I think that sometimes when students are lacking in their confidence they are more likely to give up on a digital platform because it is easier for them to do. When they are given the ability to hear the directions or the text then they are able to feel more confident. This could lead to an increase in participation in an online platform. 3. How might leveraging the UDL framework support students in accessing instructional materials? What is one UDL strategy you’d like to implement in your classroom? In 2012 Canada conducted the Canadian Survey on Disability and the results showed that there were around 622,300 people who reported having a disability. From those people 98% stated that there was a direct negative impact of those disabilities on their education. (Rose,

2018). According to the literature review, using assistive technology makes universal design more effective for students. The assistive technology can help those with reading difficulties that interfere with their comprehension by reading aloud to them or analyzing their reading. The assistive technology helps students so they are no longer relying on others to read to them, instead they are able to hear the text read aloud to them. As an educator I know that it is important to use UDL to design the curriculum. When designing the curriculum and thinking about the multiple ways that teachers can help students gain the knowledge needed, using technology is one of these ways. “Izzo and Bauer (2013) indicate ‘when accessible technology and instruction are provided using EDL principles…many students benefit with increased achievement. Learning through universally designed and accessible technology is essential for students with learning disabilities, who without access, would not gain the skills needed to complete their degrees’ (p.17)” I would like to use the backwards design so I can create lessons that let students access the material in multiple modes to help them understand the material given. References Bertolero, K. (2016). Assistive Technology Features for PC, MAC, iPad, & ChromeBooks . Kristin Bertolero. 2023, https://itunes.apple.com/us/book/assistive-technology- features/id1120980527?mt=11 Rose, D (2018). Assistive technology and universal design for learning. Pressbooks. Technology and the Curriculum (chapter 24). Snelling, J. (2021). Five strategies to embed assistive learning in every classroom . International

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