Visual Impairments in a Computer Class

[Untitled photograph of students]. Retrieved from http://learn.org/cimages/multimages/2/elementary-students-computer-laptop.jpg

After learning about visual impairments, I started to think about my pre-student teaching experience and how I could incorporate AT in an elementary computer class. Although I only experienced one student with a visual impairment throughout my seven weeks, I wanted to discuss how I could use AT in my future classes in order to provide a better learning experience for all of my students. During my classes my students will be learning how to use a computer. This could range from learning how to log on to a computer, learning how to type properly, and learning how to use tools in Google classroom. My students will be spending a lot of time watching me model things and then trying to do it themselves at their own computer. This is just an idea of what my classroom might look like.

I could see myself using large print keyboard stickers as a great way to assist anyone that is visually impaired. This is a simple tool that could easily help out a student while typing an assignment. Using magnification can also be a useful tool. Many classrooms now come equipped with a projector device (similar to a traditional overhead projector) which would allow me to magnify whatever it is that I am showing my students on the whiteboard. Braille keyboard stickers would also be very useful. My students do a lot of typing and need to be familiar with how to use the keyboard properly. Another great tool would be a talking Web browser. My students would be doing a lot of online work therefore they could use this tool to talk to the browser instead of having to worry about typing the information.

Being in a computer lab gives me many opportunities to use AT for my students. The one barrier that I might encounter would be the positioning of the student in their seat. Space is often limited within a computer lab due to the amount of computers and tables in the classroom. These areas are not always the easiest to access. I would want to make sure that my student is at the end of a row and could access their computer easily. One benefit of having one-to-one devices would be that the student doesn’t have to make their way to the computer but rather the computer can come to them. Saving a space particularly for students with disabilities or allowing them to have their on lap top could increase their performance greatly in my classroom.

Learning About Assistive Technology

           



                   

[Untitled photograph about Assistive Technology]. Retrieved from  http://www4.esc13.net/uploads/assistivetech/images/at.gif

In my second week of class, we focused on Assistive Technology (AT) and discussed the basic details of what it is and how it can be used. Although I have had the opportunity of becoming familiar with the term AT in previous classes, and knowing that even a simple pencil grip can be considered AT, there were several new ideas that I had never heard before.  The first was the difference between AT devices and AT services. My professor explained that the device is the actual product that is given to the students to assist them, but the services are everything else that comes along with the product. This can include training, fitting the device, customizing, modifying, and any repairs needed for the device. I feel that the most important part of the services aspect would be the training. It was made very clear that everyone involved in the student’s life needs to have adequate training on their AT in order for it to be utilized effectively. Otherwise, the individual won’t benefit from the AT as much as they should be.

The second concept that interested me was the funding and purchasing of the AT for a student. AT is required by law, which I did not know. However, once a school district purchases AT, they keep it with them even if the student ends up moving into another school district. I originally assumed that the AT was specific to a particular student and that they would keep it with them. However, this is not the case.

As I was writing this post, I was trying to think of any past experiences that I’ve had with AT. Although I don’t have much experience teaching with AT, I have observed several Learning Support and Special Education classrooms that have many students using iPads. These devices seem to be very popular and help students communicate when they are nonverbal or have difficulty expressing their thoughts. It amazed me how easy communication became with these devices whereas years ago teachers might have never been able to get a student to communicate at all. AT is definitely a great thing and I hope it keeps improving in order to provide a better education for all students. 

Discovering What Differentiated Instruction Means to Me

 

[Untitled photograph of word cloud]. Retrieved from http://oxleylearning.org/staff/files/2012/06/etherpad-wordle2.png

As I attended my first online class last week, I was asked to define what Differentiated Instruction (DI) meant to me. When I first heard these words, I couldn’t help but think about adapted instruction, modifying assessments, and meeting the needs of all students within my classroom. This seemed to be the common idea for all of my other classmates because many of their responses were similar to those concepts that I had just listed. My professor confirmed that we were all on the right track and explained that DI tends to focus on modifying three main aspects of one’s classroom. As teachers, we must be able to ensure success for all of our students by adapting our content, process, and product.

When I think of content, I think of learning about a main idea but in various ways. For example, when I’m at a water park with my friends, we might all go down different slides, but we always end up in the same pool of water at the bottom. It didn’t necessarily matter how we all got there, but what mattered the most is that we all got to the same destination. In school, our students will all have different ways of thinking, but as long as they understand the main idea, they can move onto the next big thing.

The next adaptation a teacher can make is in the process. When I think of process I automatically think about the different types of learners in a classroom such as a visual learners and an audio learners. The process is how one delivers their instruction and what materials might be used for the students to learn. This basically means that the teacher’s instruction should be modified daily so that students have a variety of learning opportunities that are different than the traditional lecture.  

The last way for a teacher to adapt their classroom is through the product. Traditionally, teachers have students take a test at the end of every chapter or unit. The best way for a teacher to allow all of their students to show high levels of performance would be to modify the end product. This might include letting the students create a portfolio or writing a paper where they can express their thoughts and ideas in a different way. Giving students this opportunity allows them to be more independent and gives them a chance to express their thoughts in the best possible way.

Differentiated Instruction is an opportunity to let students excel in a variety of ways. Not every student will become an astounding author, but they should be able to express their thoughts in complete sentences that are correctly punctuated. Not every student will become a doctor, but they should be knowledgeable in science and math and understand how it affects their daily lives and well-being. I think of my classroom as preparation for the real-world. Every student has their own future and their own way of living. It is my job to prepare them to excel in the world, not to fail.