Watching the video clip: Enabling Dreams shedded light on numerous disability issues that I had never really thought of before. Being that I work for Project Menhalom and our technical support comes from Guam CEDDARS,a University Program that was created for disabled students, I am aware of the different types of AAT. What came as a surprise to me is how much easier it made life for people with disabilities.
Guam is a very modest place where the incorporation of technology is minimal. The thought of using anything created after a transparent projector frightens most of the teachers that have been teaching for 20 or more years.
Teacher attitudes must be the first to change. If we want our disabled students to succeed, then we must welcome change and do everything possible to allow our disabled students to take part in the activities.
In order for disabled students to be successful participants in a lesson there must be a significant change in the way the lesson plan is structured. The objectives of a lesson plan must include that of the disabled child and what exactly the teacher wants the disabled child to learn. The procedures in a lesson plan must also be well thought out. The activities in the procedure, the venue the procedure will take place, whether or not the disabled student will be able to actively participate in the procedure, whether or not special accommodations will be made if its required for the disabled student to participate. And lastly, the assessment of the revised lesson plan must be able to measure the capabilities and the participation of the disabled student. The objective that was created must be accomplished by the disabled student and the teacher must find a way to be able to assess whether or not the disabled child has met the requirement, keeping in mind the student’s disability as well as the accommodations made. If teachers carefully structure their lesson plans paying close attention to those specific sections of the lesson plan, disabled students will succeed.
The revised activity is geared towards helping disabled students achieve success. It is structured very carefully to make accommodations such as audio/visual aids, peer coaching, small groups, touch screen technology whereas the previous lesson plan did not contain audio/visual aids, touch screen technology, or peer coaching. The only component the previous lesson plan contained was small group activities. The revised lesson plan allows for the disabled student to not only participate, but succeed with the use of technology and the assistance of their classmates.
Inclusion of AAT is not challenging, it is the teachers reluctance to incorporating it into the classroom. The Practical Arts area of the curriculum could be the starting point for inclusion. From Home Economics, Computer Science, to Music, even core curriculum can be included when using AAT. It is ultimately up to the teacher to be willing to learn, utilize, and incorporate AAT into their daily activities and lesson plans.
The necessary steps to include disabled students would have to begin with the school. Based on the types of disabilities my students have I could easily scan worksheets onto a desktop computer if the student is unable to write, I could record myself on a CD if the student is only able to listen and check for signs of understanding to responses with the child’s one-to-one aid or the student’s classmate which may be providing assistance to the child.. I could request for a touch screen computer so that any of the scanned worksheets the child is able to respond by just a slight touch to the screen. I could also revise the lessons with more color, bigger font, smaller font, no audio, more audio etc. on a computer to fit the needs of the child.
Lesson plans must be revised to include disabled students because they are entitled to the same rights to adequate education as students who are not disabled. Just because a disabled child cannot learn the same way a normal child can learn does not mean he or she should not be taught. With that being said, whether or not teachers are teaching Special Education classes, they should always have an alternate lesson plan that includes a disabled student.
Criteria that should be used to assess the appropriateness of inclusion of disabled students would be based on the amount of work accomplished by the disabled student. Since a vast amount of disabled students use their five senses to communicate with others, I would use the disabled student’s ability to achieve the following in order to assess the appropriateness of the lesson: the ability to produce some kind of end product, correctly answer questions pertaining to the lesson, point to correct answers pertaining to the lesson, and even touch correct answers pertaining to the lesson.
Simply put, any and all disabled individuals are entitled to an adequate education. It's the law. Whether or not educators today are opened to change, they must realize that they cannot run from using AAT. It will eventually be phased in as part of the the Americans with Disabilities Act. Being a true educator one should welcome the use of AAT in the classroom so that the lives of disabled students will become easier
References:
http://www.hitechruston.com/images/Picture1.jpg
[Retrieved 18 February 2009]
