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Assistive TechnologyITEC 7445: Multimedia and Web Design for EducatorsEmily TomsKennesaw State UniversityAnsley is a fun, spirited sixth grader at Faith Lutheran School in Marietta, Georgia. She has attended Faith Lutheran for two years and enjoys the friends she has made. Ansley explained that this is the first school she has attended where she has made “good” friends. “The other two schools I went to, the kids thought I was weird. But after I was told I had ADHD and moved to a new school, it got better.” Ansley was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) in February of 2011 through a Neuropsychological Assessment performed by a local licensed clinical psychologist. It was also at this time the psychologist suggested that she also has Dysgraphia and weaknesses in Executive Functioning. The assessment was given to Ansley’s previous school and later passed on to Faith. The assessment with recommendations is sufficient for FLS to use and aid Ansley in her success. I used the assessment to work with Ansley, her parents, Mrs. Burns (Resource Teacher), the middle school General Education Teachers, and Mr. Hibbs (Principal), to create goals and a plan to use assistive technology to help Ansley achieve the objectives set before her.The process started with an initial meeting with Ansley. Before I read through her neuropsychological assessment, I wanted to get to know her and understand her struggles. We started by completing a questionnaire I created. The following are the questions and answers (Ansley’s answers were digitally recorded. Her answers are represented below.):Where do you work on homework at home? I work on homework in the den. I sit on the floor. Sometimes the T.V. is on, but not all the time.How long does it take you to complete your homework? It takes me about 40 minutes. We have Study Hall some days at school. I take breaks a lot whenever I feel like it.What is the hardest part about homework? It’s hard to focus.What is your favorite subject in school? My favorite subject is whatever Mrs. Stoeppelwerth teaches. She makes class fun by using funny words and she keeps us awake. She teaches me Language, Reading, and Religion. I like Language because it’s easy. I like Reading right now because we are reading The Phantom Toll Booth. It’s really funny. And I like Religion because we are learning about God.What is your least favorite subject in school? My least favorite subject is Social Studies or Ms. Greinke’s class. I don’t like Social Studies because it’s boring and we learn about the olden days. I don’t like Ms. Greinke’s class because we just read and take notes. We do a lot of writing and that’s hard.What do you like to do during free time at school? I like to make PowerPoints about dogs and my friends. What do you like to do during free time at home? I like to play soccer and play outside with my neighbors. I’ve played soccer since I was three.On a scale of 1-10 (one being not organized, 10 being very organized), how organized are the following: desk, locker, backpack, binder, and planner? My desk a two. Locker a zero [laughs]. My backpack a four. My binders (I have three) a three. And my planner a six. (Ansley B., September 3, 2012).I also had Ansley compete the “Organization Problems Inventory” and “Are You a Global or Linear/Sequential Thinker” evaluations created by Onion Mountain Technology, Inc. These evaluations were conducted for me to understand the intensity of Ansley’s Executive Function weakness. The “Organization Problems Inventory” showed the most discrepancies in sequential, temporal, and categorical (semantic) organization problems. Ansley scored a 4 on the “Are You a Global or Linear/Sequential Thinker” evaluation. The scored showed Ansley leaning toward global thinking, but still in the middle of the scale. According to Onion Mountain Technology, Inc. (2006): Global Thinkers tend to:Miss details and small things.Like to see (keep in sight) all the things they are currently thinking about/doing (especially in they are visual learners).Skip steps. Like to set up the categories so everything can be included (but the actual sorting is too boring/time consuming).My final task before creating goals for Ansley, was talking to her mother, Mrs. B., and her teachers. The three areas of concern from all parties were: organization, following directions, and writing. All three concerns were consistent with the neuropsychological assessments and evaluations.Through my interview with Ansley, discussion with her mother and teachers, and review of her neuropsychological assessment and the “Organization Problems Inventory” and “Are You a Global or Linear/Sequential Thinker” evaluations, I created goals for success both at school and at home:Student will read and follow directions for completing assignments.Student will write clear, focused main ideas and supporting details on a topic. Student will maintain a neat and orderly notebook for each subject.Student will maintain a neat and orderly locker.Student will write all assignments as given in an assignment book.Student will improve ability to complete work.These goals were then reviewed and agreed upon during the Assistive Technology Review Plan meeting.The next step was to research and conclude which assistive technology devises and/or services would help Ansley meet her goals. My research centered on Wisconsin Assistive Technology Initiative’s (WATI) Assessing Students’ Needs for Assistive Technology manual. Chapter 9, “Assistive Technology for Organization” helped me understand Ansley’s needs and how assistive technology can help her become successful. The first devise I decided upon was a hand held digital recorder. Reed and Lahm (2004) explain that, “Digital or audio recorders may be used to capture thoughts and ideas verbally” (p. 15). Ansley would use the recorder to pre-write essay-form responses and papers. Ansley also struggles with time management. According to Reed and Lahm (2004), time management should be seen as: a way to sequence events, bring visual or kinesthetic expression to the chunking of routines throughout the day, demonstrate how a routine can be measured into systematic and expected unites, understand that those units are known as ‘time’ and build the duration a student may need to sustain attention, work, or stay in their seat for a period or ‘unit’ of time. (p. 19).To assist in these tasks, checklists, a planner, and a timer will be used. Finally, Ansley has difficulty with material management. Reed and Lahm (2004) suggest the principle of S. P. A. C. E. to help assign assistive technology to aide in material management, “The S stands for Sort…The P stands for Purge…A stands for Assign a home…The C stands for Containers…And finally E stands for Equalize” (p. 23-24). Checklists, a container for paper filing, and locker shelves were used for material management. After training and implementing each assistive technology devise for school and at home, I had a chance to sit down with Ansley again to discuss how she felt about using the tools. Again, I created a question sheet for her to respond (Ansley’s answers were digitally recorded. Her answers are represented below.):Which assistive technology devise(s) do you find the easiest to use? I really like the checklists and planner. I am used to using my planner so that was easy. I sometimes forget to use the checklists.Which assistive technology devise(s) do you find the hardest to use? The recorder. Mrs. Stoeppelwerth helps me use it in her class a lot, but I have to go out to the hallway because it’s distracting. But it’s easier to write when I’m thinking about it first.Explain how you were taught to use your planner. Is it working? I have been using it the way you taught me. I write exactly what is on the board. Mrs. Stoeppelwerth checks it before I go home and my mom checks it when I am done with my work. I look at it before I start my homework.How long does it take you to complete your homework? Does the timer help? It takes me longer to do my work. I think about one hour. But I am more focused because I get a lot of breaks. I think my grades are getting better.On a scale of 1-10 (one being not organized, 10 being very organized), how organized are the following: desk, locker, backpack, binder, and planner? My desk a four. Locker a seven. Backpack an eight. Binder a five. And planner a nine.Do you feel the assistive technology is helpful? Why? Yes, because I am more organized and I am a little better at getting my work done. (Ansley B., September 28, 2012).Overall, Ansley feels that the assistive technology devises used are helpful. Her answers show a general consensus that the tools are appropriate for Ansley’s age level and her goals.I also collected data from Ansley’s Language Arts and Reading teacher, Mrs. Stoeplewerth, to address whether the digital recorder helped her to better convey and write down her thoughts. The following graph shows Ansley’s Reading Journal grades from the first quarter. Weeks five, six, and seven reflect the use of the digital recorder. The trend of the data is gradually increasing. While Ansley’s grades are still not optimal, the digital recorder seems to be aiding in Ansley’s responses. More time and training for Ansley and her teachers may help increase comfort levels and performance.The data collected from Ansley and her teachers show that the assistive technology has helped Ansley perform the tasks assigned by her goals. Ansley seems more confident in her time management and organizational skills. Although it is still not great, the filing system, planner, checklists, locker shelf, and timer have helped Ansley organize her space and homework time. The digital recorder has also helped Ansley in her goal of creating paragraphs with strong topics and supporting details. The most important part of assistive technology for Ansley is to help her gain self-confidence and aid in her success in school. Through continued training and use, the devises suggested can continue to support Ansley in her learning experience.ReferencesThe IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview.Retrieved September 1, 2012, from HYPERLINK "" \t "_blank" Reed, P., & Lahm, E. A. (2004, January). Assistive Technology: A Resource Manual for SchoolDistrict Teams. Wisconsin Department of Public Instruction home page. Retrieved September 5, 2012, from , J. (2006). Organization Problems Inventory. Onion Mountain Technology. Retrieved September 2, 2012, from , J. (2006). Are You a Global or Linear/Sequential Thinker? Onion Mountain Technology. Retrieved September 2, 2012, from Assistive Technology Consideration GuideWhat task is it that we want this student to do, that they are unable to do at a level that reflects their skills/abilities (writing, reading, communicating, seeing, hearing)? Document by checking each relevant task below. Please leave blank any tasks that are not relevant to the student’s IEP.Is the student currently able to complete tasks with special strategies or accommodations? If yes, describe in Column A for each checked task.Is there available assistive technology (either devices, tools, hardware, o software) that could be used to address this task? (If none are known, review WATI’s AT Checklist.) If any assistive technology tools are currently being used (or were tried in the past), describe in Column B.Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive environment, or perform successfully with less personal assistance? If yes, complete Column of FormTaskA. If currently completes task with special strategies and / or accommodations, describe.B. If currently completes task with assistive technology tools, describe.C. Describe new or additional assistive technology to be tried. PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Motor Aspects of Writing PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Computer Access PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect X Composing Written Material-Increased time to complete assignmentsNone-Recorder-Checklists PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Communication PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect X Reading (Reading, understanding, and following directions)NoneNone-Checklists-RecorderX Organization-Write daily assignments in planner-Binders for each subject -Planner-Binder system-Planner (teacher/parents sign)-Paper filing system-Locker shelvesAssessing Students’ Needs for Assistive Technology (2009)Top of FormTaskA. If currently completes task with special strategies and / or accommodations, describe.B. If currently completes task with assistive technology tools, describe.C. Describe new or additional assistive technology to be tried. PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Math PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Recreation and Leisure PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Activities of Daily Living (ADLs) PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Mobility PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Positioning and Seating PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Vision PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect HearingAre there assistive technology services (more specific evaluation of need for assistive technology, adapting or modifying the assistive technology, technical assistance on its operation or use, or training of student, staff, or family) that this student needs? If yes, describe what will be provided, the initiation and duration.Ansley will need the following assistive technology services to meet her goals in Writing, Comprehension (directions), and Organization:-Training with Ansley pertaining to using assistive technology devises.-Training with Ansley’s parents pertaining to using assistive technology devises and support.-Training with Mrs. Burns and teachers pertaining to using assistive technology devises, support, and data collection.Assessing Students’ Needs for Assistive Technology (2009)Bottom of Form-311572-22690763055524765Assistive Technology Implementation Plan00Assistive Technology Implementation Plan685800-21780500STUDENT INFORMATIONStudent NameGradeDate of BirthAnsley B.6th09/01/2000SchoolDateAT Plan Review DateFaith Lutheran School09/05/1209/07/12POINT OF CONTACT (Individual assigned to keep the Implementation Plan updated)Mrs. Burns, Resource TeacherEQUIPMENTEQUIPMENT AND SOFTWARE TO BE USEDSTATUS (e.g., owned by school, will purchase, will borrow, etc…)TimerWill purchaseDaily PlannerAlready purchasedPaper filing systemWill purchaseRecorderWill borrowLocker shelvesWill purchaseChecklistsMrs. Toms will create using a checklist software and will laminateEQUIPMENT TASKSTASK (e.g., order/procure AT, load software, adapt/customize devices/software, set upat home/school, maintain/repair, etc.)PERSON RESPONSIBLEDATE DUEPurchase timer, locker shelves, filing crate, dividersMrs. B.9/10/12Set up planner at school/homeMrs. Toms and Mrs. B.9/12/12Research checklist sites and create listsMrs. Toms9/10/12Procure recorderMrs. Burns9/10/12IMPLEMENTATION TEAMNAME (List all individuals who will implement the AT with the student.)ROLE (e.g., administrator, teacher, family member, service provider, etc…)Mrs. Stoeppelwerth, Mrs. Doty, Ms. GreinkeMiddle School TeachersMr. HibbsPrincipal, 6th Grade Math TeacherMrs. BurnsResource TeacherMrs. Toms4th Grade Teacher/TutorMr. and Mrs. B.ParentsTRAININGTRAINING NEEDTRAINEESTRAINERDATES & TIMESFOLLOW UP / ALONG PLANUsing timerAnsley and ParentsMrs. Toms9/10/123:45-4:15 p.m.9/17/12 and ongoing as requiredOrganizing locker and filing systemAnsley and ParentsMrs. Toms9/10/12, 9/12/123:45-4:15 p.m.9/17/12 and ongoing as requiredSetting up planner and checklistsAnsleyMrs. Toms9/10/12, 9/12/123:45-4:15 p.m.9/17/12 and ongoing as requiredUsing recorderAnsley and Gen. Ed. TeachersMrs. Toms9/12/12, 10/1/123:45-4:15 p.m.9/28/12 and ongoing as required Ongoing supportAnsleyMrs. Toms, Mrs. Burns, and TeachersDaily as neededIn the context of reading and writing assignments.CLASSROOM IMPLEMENTATIONIEP GOALCURRICULUM/DOMAIN (e.g., math, science, PE, art, etc…)PERSON(S) RESPONSIBLEAT NEEDED TO ACCOMPLISH GOAL (List specific AT and customized settings if appropriate)Student will read and follow directions for completing assignments.All subjectsMrs. Burns and General Ed. TeachersRecorder and checklistsStudent will write clear, focused main ideas and supporting details on a topic.Reading, Language Arts, Science, Social StudiesMrs. Burns and General Ed. TeachersChecklists and recorderStudent will maintain a neat and orderly notebook for each anization SkillsMrs. Toms and Mrs. BurnsChecklists and paper filingStudent will maintain a neat and orderly anization SkillsMrs. Toms and Mrs. BurnsChecklists and locker shelvesStudent will write all assignments as given in an assignment anization SkillsMrs. Toms, Mrs. Burns, Mrs. StoeppelwerthPlannerHOME IMPLEMENTATIONIEP GOALCURRICULUM/DOMAIN (e.g., math, science, PE, art, etc…)PERSON(S) RESPONSIBLEAT NEEDED TO ACCOMPLISH GOAL (List specific AT and customized settings if appropriate)Student will improve ability to complete anization SkillsMrs. Toms, Mrs. B., and AnsleyTimer, planner, and checklistsStudent will read and follow directions for completing assignments.All subjectsMrs. Toms, Mrs. B., and AnsleyChecklists and recorderStudent will write clear, focused main ideas and supporting details on a topic.Reading, Language Arts, Science, Social StudiesMrs. B. and AnsleyChecklists and recorderStudent will maintain a neat and orderly notebook for each anization SkillsMrs. B and AnsleyPaper filing and checklistsMONITORING/EVALUATIONGOALINSTRUCTIONAL STRATEGY (How will you teach student to use equipment and/or how to achieve goals.)RECORDING SYSTEM & FREQUENCY (e.g., task analysis recording system; score + or - on data recording sheet)PERSONS RESPONSIBLE FOR IMPLEMENTATION / DATA COLLECTIONStudent will read and follow directions for completing assignments.Direct observation—teacher input—parent/student inputDaily task analysis General Ed. Teacher and Mrs. BurnsStudent will write clear, focused main ideas and supporting details on a topic.Model—lead—testDaily task analysisGeneral Ed. Teacher and Mrs. BurnsStudent will maintain a neat and orderly notebook for each subject.Direct observation—teacher input—parent/student inputWeekly progress monitoringMrs. Toms, Mrs. Burns, and ParentsStudent will maintain a neat and orderly locker.Direct observation—teacher input—parent/student inputWeekly progress monitoringMrs. Toms, Mrs. Burns, and ParentsStudent will write all assignments as given in an assignment book.Direct observation—teacher input—parent/student inputDaily task analysisMrs. Stopleworth and ParentsStudent will improve ability to complete work.Direct observation—teacher input—parent/student inputDaily task analysis and weekly progress monitoringGeneral Ed. Teachers, Mrs. Burns, and ParentsUNSTRUCTURED Field Experience Log & ReflectionInstructional Technology DepartmentCandidate: Emily TomsMentor/Title: Jack Hibbs/PrincipalSchool/District: Faith Lutheran SchoolCourse:ITEC 7445: Multimedia and Web Design for EducatorsProfessor/Semester:Julie Moore/Fall 2012Part I: Log Date(s)1st Field Experience Activity/TimePSC/ISTE Standard(s)Reflection(Minimum of 3-4 sentences per question)9/03/12Completed evaluation and discussion with student. [AT Model/1 hour]PSC 1.2ISTE 1b1. Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience? The field experience pertained to the Assistive Technology Module for ITEC 7445. The purpose of the experience was to help me understand how to help students with disabilities through assistive technology. I learned that through assistive technology devises and services, students with disabilities can succeed in the classroom. The devises and services must be used properly and training for the student, parents, and teachers is required to fully understand how to incorporate the technology in learning. I also learned that assistive technology can be a tool that is technology based (computer) or as simple additive to help with learning (pencil grip). 2. How did this learning relate to the knowledge (what must you know), skills (what must you be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a technology facilitator or technology leader? (Refer to the standards you selected in Part I. Use the language of the PSC standards in your answer and reflect on all 3—knowledge, skills, and dispositions.) Through the assistive technology field experience, I was able to demonstrate how to create authentic, research-based learner centered activities that support the needs of the student (PSC/ISTE 2). I used research and interviews to help me conclude which assistive technology devices would benefit the student. I then instructed and modeled the use of the devices to the student, parents, and teachers (PSC/ISTE 3). 3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed? My school is starting to create and facilitate a resource room for students that need a little extra help. Through my research and learning experienced, I showed the faculty and staff at FLS what tools, resources, and services that could (and should) be provided to students. I also coached teachers in how to use goals and assistive technology devises and services to help their students succeed.9/07/12Assistive Technology Plan review. [AT Model/1 hour]PSC 2.2, 2.3, 2.5, 2.6, 3.4, 3.6ISTE 2b, 2c, 2e, 2f, 3d, 3f9/10/12Assistive technology training for student and parents. [AT Model/ ? hour]PSC 2.5, 3.4, 3.7ISTE 2e, 3d, 3g9/12/10Assistive technology training for student and teachers. [AT Model/ ? hour]PSC 2.5, 3.4, 3.7ISTE 2e, 3d, 3g9/17/12Assistive technology follow up for student and parents. [AT Model/1 hour]PSC 2.5, 2.7, 2.8, 3.4ISTE 2e, 2g, 2h, 3d9/28/12Assistive technology follow up for student and teachers. [AT Model/1 hour]PSC 2.5, 2.7, 2.8, 3.4ISTE 2e, 2g, 2h, 3dDIVERSITY(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)EthnicityP-12 Faculty/StaffP-12 StudentsP-23-56-89-12P-23-56-89-12Race/Ethnicity:AsianBlackHispanicNative American/Alaskan NativeWhitexxMultiracialSubgroups:Students with DisabilitiesxxLimited English ProficiencyEligible for Free/Reduced Mealslefttop ................
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