One way that we can support students with differentiation in the classroom is through the use of assistive technology (AT). The Ministry of Education (2014) defends the research that states “student achievement can be improved through appropriate assistive technology” (p.1). When making instructional decisions, I implement universal design and consider the needs of the least independently able students. I believe the reason some students fail to learn despite good cognitive functioning and good instruction is because they don’t have the right tools to support their individual learning. Lamb et. al., (2018) state that “approximately 25% of individuals with ASD are unable to use speech as their primary mode of communication” (p.457) In my opinion, this indicates a significant number of students who would benefit from the use of AT in the classroom. The problem with AT is that “they are only helpful if efforts are made to implement them effectively for student use” (Ministry of Education, 2014, p.2). The PECS study for example, indicates a positive correlation between training and the effectiveness of the PECS. Currently, there is limited training and limited access for teachers and students which severely impacts the students learning experience. As I continue to develop my understanding of supporting students with special needs, I can’t help but feel overwhelmed at the diverse population of students who may require/benefit from AT.
Is it possible for classroom teachers to effectively learn and implement AT in their classrooms or do you feel that it should be a collaborative process among staff where “specialists” can aid in the implementation of AT?
Resources:
Lamb, R., Miller, D., Lamb, R., Akmal, T., & Hsiao, Y.-J. (2018). Examination of the role of training and fidelity of implementation in the use of assistive communications for children with autism spectrum disorder: a meta-analysis of the Picture Exchange Communication System. British Journal of Special Education, 45(4), 454–472. doi: 10.1111/1467-8578.12243
Ministry of Education. (February, 2014). What Works? Research into Practice: A research-into-practice series produced by a partnership between the Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education. (Research Monograph 50th ed.).
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