Working in special education has given me a new appreciation for assistive technologies. Not every students can write/type efficiently enough to keep up with the fast paced environment in school, so these tools allow them to stay in general education classrooms with independent assistance.
For example, reading pens give the students a chance to participate in library time without the struggle or frustration of not being able to read. This may be because of a reading disability or comprehension. Reading pens can be used with headphones, so the student can follow along with the text at his/her own pace. Another form of this are audio books. Both are popular, but reading pens seem to be a fan favorite because they are able to accurately keep up with the narrator. The speech-to-text accessibility on iPads and Chromebooks allow learners who are unable to spell complete lessons at their own pace without the help of another student or adult. Confidence can be shot when a student needs too much assistance from a person, so these tools allow them to gain independence. Instead of struggling to spell a word for a test, the student can click a button to record themselves saying the answer. This tool is also used for fluency passages. When a student is not ready to read in front of a person, they are able to take their device out into the hall and record themselves reading a passage for accuracy. Last, but definitely not least, our students thrive on communication boards. Some of these are programmed onto iPads, but we also have physical boards they can carry around to demonstrate how they are feeling or what they need. While not all of our children are non-verbal, they do go through phases where they feel their voice is the only thing they can control. In times of need, we utilize communication boards so they can get their points across.
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With a few of our students having medical conditions that have required them to stay home during this school year, the use of a virtual classroom has kept them engaged and active in our environment. Not only do distant learners participate in this online environment, student on campus do as well. This gives distance learners a senseof connectivity and involvement that would have been overlooked without these incredible resources. Our legally binding IEP's require us to give each student as much assistance as possible by accommodating their individual needs. This year that included creating a whole new classroom online. What has been interesting to see is how even students on campus have thrived in this environment. Many of them have trouble utilizing social skills, so this have given them alternative ways to express their opinions and openly interact with peers. Educators were worried that the seclusion these student are facing would set them back socially and educationally, but the use of a virtual classroom has actually helped them come out of their shells from a safe distance. My current professional field is academics. I work in a Title 1 elementary school and communication can definitely be improved between teachers and administrators. There is a need for teachers to be heard, especially those who are just starting out. More seasoned teachers are determined to use outdated methods, but new teachers want to expand they're teaching strategies. Teachers who “outrank” others do not want to change their old ways. Omilion-Hodges and Sugg stated, “Millennial's desire to be a part of communication circles once believed to be reserved for upper management and push to be incorporated into major projects not long after beginning employment”. This applies to the education world because teachers are given a set of rules and programs to follow, but very little wiggle room for their own opinions. The administrators look at data collected from those specific programs and not the instructional design as a whole. This leaves new teachers feeling flustered and unmotivated to continue. New teachers have started using systems such as Symbaloo and Padlet to share ideas to utilize in the classroom without having to disrupt current lessons. We use these resources to amplify lesson plans, rather than change them as a whole. We have found that this is a satisfying compromise that still benefits the students and teachers. Now our goal is to effectively teach seasoned educators how to use these resources in their classrooms so all students can benefit. Omilion-Hodges, L. M., & Sugg, C. E. (2019). Millennials’ Views and Expectations Regarding the Communicative and Relational Behaviors of Leaders: Exploring Young Adults’ Talk About Work. Business and Professional Communication Quarterly, 82(1), 74-100. doi:10.1177/2329490618808043 |
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