Rebekah Hall

SPED 414
Assistive Technology Reflection
When I asked Paul Harwell if there was anything we encountered dayto-day that would be labeled assistive technology that is so commonplace we
wouldnt see it as such, he said that I was referring to well-placed universal
design. Universal design is something that can benefit all people, not just
those with disabilities. This would include wheelchair ramps (people with
strollers and shopping carts can use them), buttons for doors, elevator voiceovers, and other things that we see here on campus. He told me that as a
future educator, it is really important to pay attention universal design so
that it can be replicated in the classroom.
I also asked Mr. Harwell what his stance was on arm/wrist support with
communication boards and proceeded to share an example of the
controversy my mentor teacher has discussed regarding it. He mentioned
that it was unfair to make judgments outside of the situation, but he just
didnt see how others could make sure the selection was valid, as the
assistant could easily be guiding the students hand/arm. He mentioned that
it was necessary to give a voice to those without one, he just wasnt sure
how valid of a voice it could possibly be.
Overall, Justin Romack and Paul Harwell of the disability services
through TAMU really gave us as future educators profound insight into how to
implement universal design and assistive technology (AT) in our classrooms
for those with disabilities. A lot of the examples of AT that they shared were
geared towards college students (ie: the SmartPen for note taking), but there
were still some very valid things that I would need to look into how to use as
a future educator of those with disabilities.
As a member of the community of those with visual impairments, Mr.
Romack gave awesome firsthand insight as to how we could benefit the
academic setting of students with visual impairments. He stressed that we
begin to familiarize ourselves with brail so that we might be able to assist
those who will be in need of it later one. He also talked of the importance of
using manipulatives in math. Math is a very visual subject, even for those
who cannot see. It is important to give students with low or no vision
something to help them visualize the process that is going on without having
to look at it. That just really drove home the importance of differential
instruction and the use of varied materials in the classroom, especially in
classrooms for students with disabilities.
Both Mr. Romack and Mr. Harwell covered a lot of examples of AT for a
variety of disabilities, including blind/low vision, physical disabilities,
deaf/hard of hearing, and learning disabilities. It was incredibly encouraging
to hear from them that they dont endorse modifications of coursework here
at TAMU, for these students with disabilities are expected and capable of
performing at the same academic level as other Aggies. They kept saying
that it isnt an accident that those students are here, because they have
met the same standards as all of the other students attending this university.
It really reminded me to set high expectations for my students, as they are
fully capable of reaching those expectations with the right support.

Rebekah Hall
SPED 414