Gabrielle Schwarz

EEX 4070: AT Module

18 October 2016
The IRIS Center. (2010). Assistive Technology: An Overview. Retrieved From:
http://iris.peabody.vanderbilt.edu/module/at/#content
The module on Assistive Technology from the IRIS center was incredibly helpful and
provided a lot of useful information. I was not previously familiar with Assistive Technology and
this module answered any questions that I could have had. Throughout this paper I learned lots of
new information that will translate into how I can bring these tools into the classroom.
I did not previously realize what a wide variety of things could be considered Assistive
Technology. I always thought that by Assistive Technology, it meant something technological
and a bit more complicated. This module got rid of my misconception; Some examples of
Assistive Technology are pencil grips, tape recorders, and computers (The IRIS Center, 2010).
These can work with students with varying disabilities to create an equitable learning
environment. Without these tools students may struggle to meet their goals.
It really surprised me that pencil grips were considered an Assistive Technology. They are
so simple, and even something, I myself, liked to use at times as a student. These would be
useful for students who have a hard time gripping a pencil (The IRIS Center, 2010). They allow
the student to have more control over their pencil, due to an improved hold on the pencil (The
IRIS Center, 2010). Students with physical disabilities and trouble controlling their fine motor
skills would benefit from this. Imagine, a student who either never completes their work or
doesnt seem to put in the effort to actually even start their work. Maybe this student struggles
with a physical difficulty that makes getting a good grip on their pencil, seem impossible. Doing

something as simple as providing a pencil grip may provide opportunities to this student that
previously were not in the picture.
Tape recorders are also very helpful (The IRIS Center, 2010). This is a good assistive
technology for a wide range of students. Whether the student has difficulty writing out their
complete thoughts or there is a physical disability, which makes writing difficult (The IRIS
Center, 2010). Tape recorders are a relatively inexpensive and effective way to help students. I
know at times that I get overwhelmed when someone is talking to me. I am a much better visual
learner. I need to see or actually discuss what is being taught versus listen to someone tell me
what to do. Imagine a student with a processing disability. Having the opportunity to play back
and sort of chunk what is being told them is extremely helpful. This will allow the student to
focus more on what is happening and the main idea of the lesson versus trying to jot down notes
the whole time. This could work with other disabilities as well, such as if a student has a vision
impairment. Students would have audio record of notes.
The last Assistive Technology device Im going to discuss is the computer (The IRIS
Center, 2010). Computers have such a wide variety of ways that it can be useful to a student.
Students may benefit from software (Possibly enlarges text for those students with visual
disabilities) or just the aspect of typing versus writing for students with physical disabilities (The
IRIS Center, 2010). When I was in high school, I remember a fellow classmate who was allowed
to use his computer for everything. Some students would complain, as they thought it wasnt
fair. I now have a better understanding of why this is fair and appropriate in the classroom. My
classmate had hard to read handwriting due to poor fine motor skills. Having the opportunity to
use the computer to produce work that was actually readable and understandable by the teacher
was putting him on an even playing field; we could all create readable work using a pencil and

paper, so we did not need this Assistive Technology. This is just one way computers can aid
students. Many students use computers to help complete RTI (Response to Intervention), this
is an assistive technology in itself. Students use the software, in my schools case, I station to
master content that they have fallen behind on. This is providing extra support that may not be
necessary to the whole class. Using an assistive technology for RTI would focus more on using
Assistive Technology for remediation versus Compensation (The IRIS Center, 2010).
It is always important to keep Assistive Technology in mind. One point being that it helps
the students be successful, and create an equitable learning environment. Another point being
because it is actually a law, we are required to make sure students receive Assistive Technology
when necessary (The IRIS Center, 2010). It can make such a big difference in student success. It
is helping to fill in the gap that the students disability may cause. The student is not getting any
more than any other student, but instead being brought to an even level. Without Assistive
Technology devices students would have to struggle to complete everyday tasks. It helps to fill
this gap by aiding a student to perform a task that they are not able to complete on their own. Its
providing the building blocks necessary so the student can reach the same standard or goal as
their classmates. It could help fill the gap between that C or B or that B or A. These students
are not getting any more, they are simply getting what they may not already have the same
ability to do.
It is always important to keep Assistive technology services in mind as well as the actual
devices. Without the services, students may not be getting the full benefit of their device; they
are what helps the student understand how to utilize the device and aid in any issues that may
arise (The IRIS Center, 2010). What use is the device if its not working or if students dont
know how to utilize it? Without services, the device is just that, a device. It is also required by

law that students receive a certain range of services, we need to be providing these to our
students (The IRIS Center, 2010).
Students whom have an IEP (Individualized Education Plan) may have an
implementation team. The implementation team is usually consisting of a sub-group of the
students already existing IEP team (The IRIS Center, 2010). The typical
IEP team consists of the parent, at least one general education teacher, the special education
teacher, someone from the school district, an expert in assessment results interpretation, and the
student themselves (Stanberry K. 2014). They help to decide what Assistive Technology
devices and services the student needs, how they will be used, and the monitoring that will take
place in order to measure effectiveness (The IRIS Center, 2010). They are in charge of
answering some important questions regarding the students education. Once students are
provided an assistive technology or service if necessary, it is the implementation teams job to
keep track and make decisions regarding the Assistive Technology (The IRIS Center, 2010).
The implementation team can determine: If the assistive technology is adequate, if further
training on the device is needed, or if a different device should be provided (The IRIS Center,
2010). These are crucial choices that can really impact a students education.
It is important that the implementation team has valid data that can back up their choice.
The implementation team has someone who is considered the contact, they decide what AT
device is implemented and the services provided, how they will be used in different
environments, and how it will be monitored and evaluated (The IRIS Center, 2010). The
implementation team then collects student feedback, observations on the student, and
performance data, which they use to determine whether the Assistive Technology is providing

adequate support, if additional training is necessary, if product adaptation is needed, or if a new

Assistive technology should be implemented (The IRIS Center, 2010).
In the assessment portion we are provided a scenario, we must try to figure out. In this
case it asks us to take on the on the position of a 7th grade language arts teacher who has an
upcoming IEP meeting (The IRIS Center, 2010). I would first want to gather general data on my
student; data such as recent test scores, and assignments. Then I would bring in necessary
behavioral information (Ex. Copy of behavioral chart). I would bring in any notes I had taken on
the student as well. I would also bring in information on what is already being done for the
student and possible changes.
If the student were already utilizing Assistive Technology, I would be keeping data on
how that is working and if I am noticing any change (The IRIS Center, 2010). Bringing in some
data that I could compare from when the student started using that Assistive Technology to now,
would be very helpful. I would make sure that my student likes and thinks their assistive
technology is helpful. While Im keeping data on the student and their Assistive Technology
(observation notes, tests and assignments from before and after an Assistive Technology was
implemented for comparison, and feedback slips) so I have concrete information to base any
decisions I make off of.
Really its my job to be the students advocate. If that students Assistive Technology is
working, I need to make sure the student still continues to have access to it. If the students
Assistive Technology is not working, I need to make sure the student has access to other
Assistive Technologies. Just because one doesnt work doesnt mean they all wont work. Its my
job to make sure the student has any materials needed to supplement their learning.

If my student were to be recommended for Assistive Technology it would first be my job

to educate or familiarize myself on the technology (The IRIS Center, 2010). Making sure I
understand what that assistive technology is and how it should be used effectively (The IRIS
Center, 2010). Also understanding that there are resources available, as it would be impossible
for me to know everything there is to know about assistive technology (The IRIS Center, 2010).
Some of these resources include the students family, the IEP implementation team, blogs,
articles, fellow teachers, and resource teachers (The IRIS Center, 2010).
Supporting my student would be crucial during this time frame. This is certainly an
adjustment period for the student, just as it may be for myself (The IRIS Center, 2010).
Motivating the student to use the assistive technology when applicable is important (The IRIS
Center, 2010). Understand how the student using this Assistive technology is going to work with
your classroom procedures is also important. Maybe Id have to rearrange desks; maybe Id have
to make sure a student is closer to the front of the class (The IRIS Center, 2010). I still would
want my student to be able to participate in all the classroom activities, and not feel excluded in
any way. Its about planning with that student in mind. Also, about understanding how to better
differentiate for that student so they can make the most out of their assistive technology (The
IRIS Center, 2010).
Finally, I want to make sure I am really getting feedback from the student and that the
assistive technology is doing what it is supposed to be doing; which is giving the student the best
opportunity to be successful (The IRIS Center, 2010). I have an advantage that most others on
the IEP team do not have, which is seeing the student everyday and getting to see the assistive
technology in action. I need to be collecting data and making sure I can support my opinion
when I say if I think the assistive technology is effective or if it isnt (The IRIS Center, 2010).

Making observations, talking to the students and even the parents, getting to know how to really
work the assistive technology and finally having scores and assignments I can compare will help
to make the implementation of the assistive technology the most successful (The IRIS Center,
2010).
Overall, I learned a lot from this module. Not only was I able to answer all the questions
in the assessment portion of the module, but also I was able to understand what assistive
technology is and how it can help my students. I learned a lot of my responsibilities when it
comes to assistive technology and also what isnt part of what I need to be doing or is not my
responsibility. This can be difficult to admit, but I cannot know everything. Whats important is
that this module provided resources I can reference, and also provided me information on which
I can go to when I am actually working with a student who has a disability that requires an
assistive technology.

References
Stanberry K. (2014, January 17). At a Glance: Whos on the IEP Team? Retrieved from:
https://www.understood.org/en/school-learning/special-services/ieps/at-a-glance-whos-on-theiep-team
The IRIS Center. (2010). Assistive Technology: An Overview. Retrieved From:
http://iris.peabody.vanderbilt.edu/module/at/#content