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Enabling Dreams in Our Classrooms of the Future
Assistive Technologies are peripherals, tools and specialized equipment that help persons with disabilities work with computers and other technologies to perform their daily living. Development of these technologies has been expanding by an exponential rate as demand rises for these technologies to be available in all classrooms across the nation including Guam. As teachers in training, we must be ready to embrace these technologies that will become increasingly prevalent in our classrooms as more and more of our gifted students with disabilities enter the classroom.
One of the most important areas that we teachers must be ready for is the integration of these different technologies in our classrooms. In order to fully assess if we have the knowledge, skills and resources for this integration, I strongly believe that we must address these technologies in our lesson plans. All students, no matter their abilities, deserve the gift of education and sometimes this means that individualized educational plans are required to assist them to learn in our classrooms. By integrating the use of assistive technologies in our classrooms and our lesson plans we are allowing a socialistic approach to help all students achieve together.
Our lesson plans must be designed or revised to fully utilize these technologies. These revisions and designs must start very early on in our lesson planning. For example, let’s say we planned to have an activity that involves an in-class writing assignment that requires students to hand-write a two page essay within one class period. Many of the non-disabled students would need just their desk and their pencils to complete the assignment. Now if we had a student with an occupational disability in our classroom that requires use of a computerized voice dictator and printer, then we must plan for that accordingly. In our lesson plan, did we fully ensure that we made enough privacy space for the student to work with his voice dictation software without disturbing the other students who are working quietly? Or did we make make sure that he/she has access to a printer to print their work? I believe that by being fully mindful of these additional circumstances, we are allowing all persons including those with disabilities and assistive technologies to achieve their highest possible potential in our classroom.
The criteria to determine if our lesson plan is appropirate is if all students, both with disabilities using their assistive technology (voice dictation, computer and printer) and students without are able to symbiotically work together in the class on the same assignment. If they could all complete the assignment within the allotted time with reasonable extensions, then I believe that the lesson and activity had been planned successfully to allow all students to achieve together in the classroom.
In conclusion, I firmly believe that as future teachers we must be fully aware and ready to design and revise our lesson planning to include persons with disabilities and use of their assistive technologies. By addressing any individualized requirements early on in our lesson plans, we are ensuring that all students can work, learn and achieve together in the symbiotic learning community of our classrooms.
One of the most important areas that we teachers must be ready for is the integration of these different technologies in our classrooms. In order to fully assess if we have the knowledge, skills and resources for this integration, I strongly believe that we must address these technologies in our lesson plans. All students, no matter their abilities, deserve the gift of education and sometimes this means that individualized educational plans are required to assist them to learn in our classrooms. By integrating the use of assistive technologies in our classrooms and our lesson plans we are allowing a socialistic approach to help all students achieve together.
Our lesson plans must be designed or revised to fully utilize these technologies. These revisions and designs must start very early on in our lesson planning. For example, let’s say we planned to have an activity that involves an in-class writing assignment that requires students to hand-write a two page essay within one class period. Many of the non-disabled students would need just their desk and their pencils to complete the assignment. Now if we had a student with an occupational disability in our classroom that requires use of a computerized voice dictator and printer, then we must plan for that accordingly. In our lesson plan, did we fully ensure that we made enough privacy space for the student to work with his voice dictation software without disturbing the other students who are working quietly? Or did we make make sure that he/she has access to a printer to print their work? I believe that by being fully mindful of these additional circumstances, we are allowing all persons including those with disabilities and assistive technologies to achieve their highest possible potential in our classroom.
The criteria to determine if our lesson plan is appropirate is if all students, both with disabilities using their assistive technology (voice dictation, computer and printer) and students without are able to symbiotically work together in the class on the same assignment. If they could all complete the assignment within the allotted time with reasonable extensions, then I believe that the lesson and activity had been planned successfully to allow all students to achieve together in the classroom.
In conclusion, I firmly believe that as future teachers we must be fully aware and ready to design and revise our lesson planning to include persons with disabilities and use of their assistive technologies. By addressing any individualized requirements early on in our lesson plans, we are ensuring that all students can work, learn and achieve together in the symbiotic learning community of our classrooms.
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