Complete the IRIS module on full inclusion: Assistive Technology
DQ 1
Many learners with Autism Spectrum Disorder (ASD) experience challenges communicating with others. Watch the video, Apps For Autism: Communicating On The Ipad, and explain how tools like the iPad can support students with high incidence disabilities. Conduct a search of the web to find three additional iPad applications that would work well for students with a high incident disability and share your findings with the class. Be sure to specify the disability that is being addressed by each application. Finally, describe an example of how you might incorporate a tool like the iPad into a lesson plan for a class to include students with a high incident disability.
DQ 2
For students with high incidence disabilities, assistive technology can make a difference regarding full inclusion.
Complete the IRIS module on full inclusion: Assistive Technology: An Overview. Then, put yourself in the shoes of Ms. Adelaide, who is faced with the challenge of understanding and implementing assistive technology to enhance the independence of students with disabilities in the classroom and their access to the general curriculum. Respond to the following discussion questions:
Where is the first place you will visit to learn more about assistive technology?
What is the first device you will seek to learn more about to implement in your classroom and why?
What are the school’s responsibilities regarding assistive technology?
What can you do to help you students fully succeed in their use of assistive technology to access the general curriculum?
Assignment
Assistive Technology Plan
Using the Assistive Technology Plan template, you will create an assistive technology plan for a student with a high incident disability (learning disability, emotional behavior disorder, intellectual disability, autism spectrum disorder, or other health impairment). In the chart, identify a learner with a high incident disability to create an assistive technology plan. In your plan, you will identify the learner, the disability, and grade level.
In two to three paragraphs, you will discuss the characteristics of the student including educational strengths and areas of needs (academic, communication, social, environmental and curricular access, etc.), family involvement, classroom challenges or concerns, existing supports, and other pertinent information about the student. You can either use an existing or fictitious student.
Based on the discussion of the student’s needs and disability, identify at least five areas of need related to materials and teaching methods in the classroom or learning environment, discuss potential barriers or missed opportunities, and then discuss at least two possible solutions to address each area of need. Your solutions must be research-based and should be cited within the chart. You must use a minimum of two peer-reviewed sources to substantiate your AT solutions. APA format is required for the title page, reference page, and all in-text citations.
