Assistive Technology: Rethinking the lesson plan
For example, as we analyze our learners we would want to make a notation that we have a student with Cerebral Palsy indicating in the first paragraph there will be a need for accommodations for that student. Although this student was previously included as a student with exceptional ability, this does not specifically address his physical limitations. Furthermore, we may want to include the information from the IEP that indicates this student will need adaptive supports to compensate for his disability and that he has been integrated into the regular classroom for his entire school career. This information should be added to the previous entry characteristics.
As we discussed, special accommodations should be made for this student in the area of learning styles. His IEP states that his personal notes should be supplemented by including notes taken by his peers, copies of any overhead transparencies, PowerPoint displays, or other visual aids used in the lesson. Instead of cutting pictures from magazines, this student will prepare his PowerPoint presentation by cutting and pasting photos from his personal computer through the use of computer adaptive hardware which would include a key guard, adaptive mouse and an easel as well as the use of specialty software featuring word prediction and mind-mapping. The student should also be allowed to tape the class proceedings for later transcription either by himself, a parent or a volunteer.
In addition, his computer bag will need to be carried and the student will require a non-distracting area where he can speak into the computer to do his written assignment. Whenever possible, assessment should be verbal and in cases where verbal assessment is not practical, the student should be given extra time to complete the exam. The student’s ability to complete the task or the level of completion will determine the effectiveness of the accommodations. The student should be given the opportunity to assess the adaptations and the ease of use from his perspective. In addition to the modifications to the lesson plan, the classroom requires wheelchair accessibility and a table that will accommodate the wheelchair in an area that will not be distracting for the other students. All of these adjustments will require careful review of the student’s IEP and additional planning and structure of the classroom layout.
Thus, with the student in mind and with the appropriate accommodations supported by the student’s IEP, the student should be able to enjoy the benefit of class integration and instruction. This is the policy promoted by the “No Child Left behind Act” that states every child is entitled to equitable education. Integrations allow both the unchallenged student and the student with special needs to raise to a higher level of awareness and acceptance which hopeful will extend beyond the school walls, into society and around the world as we learn to embrace our neighbors just as they are.
