The END: My Personal Journey with UDL and AT

Thank you to all who followed along during this journey as I expanded my knowledge on Universal Design of Learning and Assistive Technology. Through this course assignment I was able to create a resource I will use daily in my classroom to enhance student learning. I have over 50 blogs that contain multiple resources in each that will make great additions to my “teacher toolkit”. I gained knowledge on an array of AT resources ranging from low-tech to high-tech options. Not only are there options from low-tech to high-tech but there are options to meet the specific needs of the different disabilities. Some of my favorite resources were the visual schedules, augmentative communication devices, text to speech software, and of course the iPad apps. This broad range of resources allows me to choose the best and most appropriate adaptation for my students with disabilities. This will help me in my classroom give students the help they need to complete the assignments. In addition to the high-tech devices that give large amounts of support, I learned about little adaptations that could be made in the classroom that would make BIG differences in student learning.  

Looking back at my first posts, I realized it is important to incorporate visuals and videos on my blog to give my readers a deeper understanding and visual representation of the resource or device. I hope you enjoyed learning about AT and UDL as much as I did, please continue to use my posts as a resource in your “AT toolkit”, I know I will!

Apps for the iPhone, iPod Touch, and other Handheld Devices can be used to Provide Visual Supports for Students with Severe Disabilities

Students with severe disabilities benefit from set schedules and routines. These students misbehave, display outbursts, and get anxious when their schedules are off or an event occurs unexpectedly. The use of technology, specifically visual apps on the iPhone, iPod touch, and other handheld devices allow parents and teachers to set schedules and reminders for students to use and operate. These pictures of activities and tasks will help students remember what transition is next or what activity should occur later in the day. The step-by-step picture schedules and activities will not only help students in the school setting but will also guide individuals in an occupation. In addition to the pictures that will assist students, some of the apps will provide audio to supplement the visuals. Some of the resources I found helpful for making and implementing visual activity schedules are: Boardmaker, Pogo Boards, iPrompt (app available on IOS devices), iCommunicate, First-Then, and Picture Planner. Be sure to add those to your “AT toolkit”!  

Below is a video I found that gives a short review of the use of visual schedules on the app iPrompt. 

 
Reference: Dell, A., & Newton, D. (2008). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.

Youtube:  https://www.youtube.com/watch?v=3eOOKBrb0Ew

Assistive Technology Serves as a Reasonable Accommodation for Students with Disabilities in College

 

One of the many benefits of assistive technology is it does not have to stop at the high school level for students. Students can obtain a college degree by using many of the AT devices I  mentioned in my previous posts. College students can use computer technology for writing papers and reading course material, communication devices to communicate with peers and professors, or different software and adaptations for keyboard typing, voice output, etc. It is important that the AT is easy to use and easy to customize. Since the college workload is hard enough, students do not need complicated technology to make the environment more stressful. Since students are older in college the AT should be age appropriate and not too child-like with animation and colors. The student must choose the AT device they are most comfortable using and will want to use to complete coursework. The device or technology must make the end goals easier for the student to accomplish. It is important that the user has a support person to approach if the AT device or software breaks or malfunctions especially during a critical time like midterms or finals. It is amazing that we have access to so much technology to make college a reachable goal for so many students with disabilities who might not have given college a chance before the use of assistive technology.

Reference: Dell, A., & Newton, D. (2008). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.