Introduction and The Interview

 

  


Greetings,


 My name is Braley McCutchen. This blog depicts the benefits of the use of assistive technology for students with special needs. The presentation includes the interview of an assistive technology specialist from Beach Creek Elementary School. This interview took place in person. Additionally, the presentation contains follow up questions to the answers of a few of the initial questions. The presentation covers an analysis of the school application of assistive technology, examines the strengths and weaknesses of the findings, recommendations for continuous improvements for assistive technology implementation, and lessons learned that supports working with students with disabilities.


The Interview
 

 

 

Q: What is the choice of technology for students?

A: The choice of technology is Touch Screens (Computer Based) for students with Moderate Intellectual Disabilities. The choice is critical to the needs of the student. When selecting the technology device, the Individual Evaluation Plan Team has input for the type of device based upon the student's needs. In this case, there are students who have difficulty with speech and the Therapist with other members of the team agreed that the use of the touch screen computer based program best supports the needs of this individual.

Q: How is the technology implemented?

A: The implementation of the technology begins after the Individual Evaluation Plan (IEP) team determines the type of technology for the student. Then, there is written plan that provides information on the team members responsible for assisting with the implementation. Each teacher who works with these students must attend training on the software and overall operations of the equipment. These teachers use the technology within their classrooms but contact the AT Specialist and provide feedback after weekly sessions.

Q: Funding (Did they receive grants, or where did the funds come from? How were funds allocated?)

A: The overall funding for the devices came through grants. The process began with the identification of the individual needs and the implementation of the student's IEP. The state provided grants for students throughout the county. Each student met the requirement under the Individuals with Disabilities Education Act (IDEA).

Q: Who are the population served?

A: The population served includes over 11,000 students within the county. There are students who receive different types of support based upon their special needs. This involves teachers, different types of specialists, and parents of the children that fall into this category.

Q: Who is impacted? (Is there a universal impact, or does it affect one student?)

A: This is a universal impact because it affects all students within the school district. Regardless of the special needs, identifying a student within the district with a special need impacts all because their are special requirements needed to support that individuals needs. The district as a whole learns from each other in the field of special education and pass that information to others so that everyone has access to different types of devices that supports the learning of these individuals with special needs.

Q: What ways are the technology incorporated within the curriculum?

A: The students have the same curriculum as the other other students, however, the Moderate Intellectual Students complete their assignments with the computer. The special needs students have access to computers as do other students but when there are writing assignments the students use their computers to complete that assignment as well as speech assignments.

Q: How is training offered for the device(s)?

A: Initially, the students, parents, and the teacher go through training designed by (me) the AT specialist. The training includes the operations of the device and how it meets the needs of the student. The student uses the device with the assistance of the teacher and the parent (if applicable in the home). There are weekly training sessions used for teachers who have that student in their class for different subjects. The training includes operation, troubleshooting techniques, and how to contact support personnel. On site, there are information technology personnel who assist with the device operation and maintenance.

Q: How are the technology devices maintained? (What happens if one breaks?)

A: The information technology personnel maintains the equipment by ensuring the hardware and software have current updates. These personnel are on call within the school operations and provide parents with information for contact in the home. If one of the devices break the technology personnel has access to replacements as a loaner until the broken device returns from repairs.

Q: What are the review likes and dislikes ?

A: The likes of the device is that the overall operations of the equipment is user friendly. The use of the touch screen application has the capability of increasing the font and image sizes. The program assist the student with his/her needs and overall produces great progress. The dislike of the program is that there is not enough to supply some individuals with the equipment needed in their homes. This would increase the learning of the individual and prepare him/her for future success in education.

Q: Do they have any way to track whether it is beneficial to student learning? If so, how? If not, why not and how could they?

A: The answer to the first question is yes. There are assessments given to teachers during their individual training sessions that provide them with a means of assessing students ability to complete assigned tasks. The teacher records that information and compare it to other information based on their previous performance. This process tracks the student's ability to maneuver through the program and accomplish the work given. This is beneficial because this process allows the student to express him/herself based upon the work they provide. The process enables the student to learn more about what it takes for him/her to accomplish the given task and provides results of his/her individual work.