Evening # 10 - Final reflections...

And just like that...  it is all over...

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During this course, we have been introduced to a multitude of assitive technology, in many forms and targeted to very specific users.  They have truly ranged from very low tech to very high tech.

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One thing that has been discussed and has resonated with me over the duration of this course is that the implementation of AT for specific individuals, whether very low tech or very high tech, must follow due process.  Implementation is a team effort bringing together team players from many agencies in order to analyze, problem-solve and make clearly informed decisions based on input from all involved parties.

Once decisions have been made, implementation must begin.  This process is multifaceted and fluid as it is one that must have some flexibility to it.  Intended users may not accept, adapt or integrate their new technologies as anticipated.  The assessment of these AT devices must be ongoing. This requires flexibility on the part of all involved.

To ensure that these various forms of assisitve technologies work to their full potential, support for the user must be present.  This support must first begin in the form of training for those who will be assisting the individual using these devices. Some AT might require very little training, whereas other forms of AT may require very intense, specific and ongoing training for all involved directly with the individuals using the AT.

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Ensuring UDL within classrooms is of the UTMOST importance to everyone.  The importance of providing a multitude of opportunities for students to hit the same learning target is crucial to their individual success.  The integration of technology has provided a variety of ways of doing this other than tried and true options.   “For our twenty-first century kids, technology is their birthright.” (Mark Prensky)  The use of technology, makes their learning journey a much more fulfilling one as it allows those who may not have taken risks otherwise, using conventional methods of demonstrating meeting outcomes,  to go out on a limb, and make their language & learning come to life.  Technology integration is not specific to one subject – it is an integral part of curriculum delivery and invaluable to students as it provides opportunities for them to take risks, work collaboratively to solve problems and seek out real-life applications. A true wealth of tools at their fingertips that they can use to demonstrate proficiency level in achievement of outcomes.

No matter which way you approach it, assessment is a HUGE BEAST! While assessment brings forth many challenges, it should also be the driving force in our daily instruction & planning.  Being flexible not only in our instruction but also in our assessment practices is an absolute must considering the amount of adaptations and individualized plans in our classrooms today. Educators must be open to providing alternative assessment opportunities not only to those who require them as documented but also to everyone as an option. I consistently provide alternative forms of assessment to my students.  I strongly believe that giving students choice allows them to take ownership of their leaning and leads to a greater sense of pride in their work and accomplishments.  This allows them to deviate from the one-size-fits all mold.  Relationships between teacher and students are an important factor in the assessment and constructive feedback process.  How students respond to feedback is often dependent on the relationship they have built with individual educators.  Having conversations with our students about the connections they have made and guiding them towards a deeper understanding and more complex connections will establish a meaningful respectful learning dialog.

Barbara Welsford - Assitive Technology Specialist

In my classroom, in all subjects I teach, I like to provide students with choice for most assignments.  I do this on a regular basis for a variety of reasons.   It allows students to demonstrate their understanding in a way that is familiar and comfortable for them.  This is particularly important at the beginning of the year when we are just getting to know each other.  It allows students to put their best foot forward and gives them ownership of their learning from day 1.  Many of my assignments are also interdisciplinary allowing to focus on writing skills as well as science or social studies concepts. In addition to providing multiple choices for each assignment, I will suggests specific ways to incorporate technology into these options as well by naming specific apps/programs /multi-media that would lend themselves to their chosen option.  If nothing appeals to them, I am always open to a student proposing something else as long as it will demonstrate understanding of concepts covered. 

Providing options for students in how they demonstrate their acquired knowledge   allows them to do so in a manner that suits their learning style. I have also introduced         Inquiry based learning into my classroom which lends itself perfectly to fostering the UDL   approach.  In this situation, the students’ questions, ideas and observations are at the centre of the learning experience. The educator takes on the role of facilitator, guiding students      through their inquiry regularly providing feedback, challenging their ideas and fostering   their problem solving discoveries.  To be effective, the educator must know their students well in order to be responsive to individual student needs & to enable them to move their students further in their inquiry.  While still working within some limited time constraints, the importance of interdisciplinary planning and team-teaching is integral to make Inquiry Based Learning successful. 

  As we have to move forward with curriculum content at school, by affording students the time to explore personally meaningful content within the guidelines of curriculum outcomes, encourages continued discovery, promotes student ownership and provides multiple opportunities to broaden their depth and breadth of understanding of subject matter.  Technology fits into this plan in a variety of ways.  Depending on the chosen area of interest, technology can be used to do research and to make contacts for hands-on experiential learning opportunities on-site.  Technology can also be used to create models (3D printers) for demonstration purposes or prototypes for student innovations.  The possibilities for technology integration within Inquiry Based Learning are endless.  The challenge continues to be finding the time to facilitate within the constraints of the existing school model.

Barbara Welsford - Assitive Technology Specialist

As an educator, I feel strongly that the journey to life-long learning is becomes more fulfilling the more open you are to exploring new ideas and techniques.  I am continually re-evaluating my teaching style and methods in an effort to make improvements for all involved.  I feel that I am on this journey with my students and jump at the opportunity to adjust my practice using feedback from them.  To approach teaching and learning from that perspective with middle school students allows them to feel that they have a greater role to play in their learning as teachers take on more of a facilitator role at this stage.

As part of my assignment for the 2016-2017 year involves providing resource support for students in the french programs withing our school, I am looking forward to add to my experience and training in special education the many interventions we have learned about in this course.

This course has truly reinforced that thanks to assistive technology, the possibilities for all students and individuals with any form of special need truly are endless.