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(Narrator) We brought educators together to discuss their experiences
with implementing assistive technologies in the classroom.
In this segment they're talking about discovery, assessment and planning.
I'd like to know first of all
would you mind sharing with us
how you first discovered
the need of assistive technology
for a specific student in your school setting?
Uh, first we have either
a clinician, such as a psychologist
speech and language occupational therapist, uh, or it could have been
um, a teacher, a staff member, a parent come forth
um, to um, to suggest that is that beneficial
for a student to have assistive technology.
And so at that point we, we use a school team,
and we determine the appropriateness, um, if it's time,
what equipment is needed, and, um, we go from there.
How do you as a team decide
what technology is the best fit
for that student?
A number of students don't have a site report
to identify or let us know
what are the specific tools
that they would benefit from using.
So again, through the direct, um, involvement with that student,
working with them and assessing where they're at
and what are the required tools, based on that student's strengths and needs
then we're able to identify what are the appropriate tools
and what, um, are the requirements for that child involving as well
the student in the goal, the goal setting process around
- these are the tools that I do require
this is how it'll help me, and this is what I need to do.
After the initial, uh, provision
of assistive technology
uh, the student's needs will change over time.
And I think there needs to be that sort of uh continual assessment
and, um, look at what the needs are
and, you know, based on whether or not new software
applications are available and, and add those accordingly.
I don't think it's, uh, uh, you know, their assessment is done
and then it's, it's over. It needs to be done
as the student grows, matures and maybe goes through,
and say, a junior level, into intermediate and on to senior.
Alright, you have a student coming to your classroom
and you find out that this child is coming in
with assistive technology.
This child may have had former training or not.
How do you as a teacher plan for this, with this child in mind?
We have the resource teacher working with the students
um, outside of the classroom a little bit first to prepare them,
and then we go in and we help, you know, with the teacher
and with the student setup, the best location,
where to put the scanners, where are we going to put the printers,
um, to make sure the outlets are available.
It's all very new at the elementary school level for them
and so they're very nervous, um, and so
we are preplanning before all of this happens.
Um, at that point we address the class, and uh, talk to them about,
"We're having some laptops come into the classroom."
And we, you know, we try to explain to them, why....
Certainly, assistive technology, it is -
benefits everyone, but it's essential for some.
And so, um, we really like to talk to the class so that
you know, they understand why they get laptops and others do not.
As a, uh, special education teacher, teaching a congregated class,
most of the students have assistive technology, but not all.
And, um, uh, in planning my instruction
I need to think, uh, in a way to meet their needs
so whether or not it's a, a soft copy
or a copy on a thumb drive or USB stick versus a worksheet,
and, and, uh, adjust accordingly.
They may have had initial instruction by a technology trainer
or what have you,
but I think that's just the beginning and not the end.
Ah, as an instructor, a teacher,
I need to make sure that not only they just know how
to use the application, but also how to use it to uh, actually learn.
Also it's really important for a classroom teacher
uh, as she's giving the instructions
to also remind students, "It's time to take out your laptop,
we're going to be scanning in this worksheet"....
The students really, really need someone
over their shoulder in the beginning stages.
And, um, it's a constant reminder as,
"Take out your textbook, make sure your laptop's open."
It's important.
(Narrator) Thanks for watching.
You may wish to look at the other videos in this series
and browse through the resources available on our website.
captioned by inclusivemedia.ca