STEM with assistive technology

One of our biggest responsibilities as teachers is to create a lesson plan that accommodates the diverse learners in the classroom. Our lesson plans are formatted to have accommodation for those in the ESL or SPED program. Teachers are also mandated to follow SPED laws that require them to follow the child’s IEP (individual education plan).  

The participants in the video were advocates for their STEM education. The student would communicate with their teachers about the best strategies for their learning experience. One of my favorite testimonies is Alex Mackenzie, who is a research scientist and is legally blind. By advocating her situation, she felt more confident as others became comfortable with assisting her. She was not shy to work in the STEM field.

Based on the students’ testimony, their communication resulted in a positive learning environment for both parties. In the video, the teachers explained their different accommodations, such as, modified assessment or assistive technology. Steele-Carlin (2011) interviewed Pat Linkhorn, who is a parent of two children with special needs. Linkhorn states, “The devices that help the least, especially in classrooms, are those that the teachers don't understand.” A negative attitude was indicated as the largest barrier for those with learning disabilities. It is crucial for educators to work effectively with their students.

I had experience with formatting my lesson plans to accommodate those with learning disabilities. In the future, I would like to follow the essence of the video. My goal is to collaborate with the student about their learning experience, rather than relying on their IEP. One of the promising assistive technologies is the iPad (Marcinek, 2012). He states “Beyond the simple flip of a switch in the accessibility options, Meaghan soon found many new opportunities for her learning on this one device.” In his article, he lists the different application while explaining how they are used in the classroom. This is a great tool for students. Since I am able to request an iPad, I plan to use this strategy for the following school year.

Speaking of the iPad, I can testify to the benefits of this tool. In the past, she would have to write her thoughts for us to understand her. My sister, who is hearing impaired, uses the iPad and its applications to communicate with us. Since she is able to read lips, she talks by using an app.

Resources

Marcinek, A. (2012, November 28). Assistive technology and the 1:1 student. Edutopia.

Steele-Carlin, S. (2011, June 15). Assistive technology in the classroom. Education World.