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Diverse Learners Chat Assignment Amber J. Johnson March 23, 2014 TLED 530 Old Dominion University

2 Diverse Learners Chat Assignment If technology has benefitted the general population, then it has equally benefitted individuals with disabilities. Of course, these benefits only occur for individuals with disabilities if the technology is used to increase, maintain, or improve their abilities (Virginia Department of Education, 2008, p. 2). In general, specific technologies that are utilized by students with disabilities are referred to as assistive technologies. In the case of the student using Microsoft Word, we initially felt that it would not be considered an assistive technology because we were aware that technology does not immediately become an assistive technology when used by a student with a disability (Virginia Department of Education, 2008). While Microsoft Office does help with some communication elements, it would need to be modified to help someone who has writing impairments beyond the level of their peers. Although, the information given for the situation was not enough to be able to definitely say that Microsoft Office is not an assistive technology. Without a given task, it is unclear as to what the student would have been using Microsoft Office to do. Even so, if the student is told to do the same task as their six peers, Microsoft Office is unable to be called an assistive technology. While there are many stakeholders directing the educational development of students with disabilities, we agreed that the person who can commit the districts resources, not only for purchase of devices, but to authorize staff training and guarantee implementation would be the primary stakeholder (Virginia Department of Education, 2008, p. 9). No matter what the other stakeholders claim, it is up to an administrator to purchase and implement assistive technology while the student is in the classroom. A parent has the ability to purchase assistive technology for a child, but they cannot be assured that it is being utilized in a classroom. Furthermore, administration is ultimately responsible for purchasing, leasing, or otherwise providing for the

3 acquisition of assistive technology devices (Virginia Department of Education, 2008, p. 2). In other words, administration is the sole resource determining the quantity and quality of assistive technology, training for educators, and reoccurring assessment of the technologies usage. Also, assistive technology, like most educational technology, may not always be signed off and taken home with the student. Educators must be responsible for assuring that students are given alternative assignments outside of the classroom. While parents could complain when this does not occur, administration should be making sure that an improper assignment would not occur in the first place. Therefore, administrators are the main stakeholders in determining the educational experience of a student with disabilities. The Student, Environment, Task, and Tools (SETT) Framework is an extensive guideline for making decisions about assistive technology (Zabala, 1998). Most questions that could be raised about an assistive technology are covered within the SETT Framework. Therefore, we referred to the individual guideline questions as umbrella questions. Almost every additional item we came up that could be added fell under a more generalized question within the frameworks guideline. The only addition item we felt could be added was something about outof-class assignments within the task section. Overall, the questions in the task section refer to activities within the classroom setting. We felt as though educators should also be responsible for acknowledging if the student has accessibility to assistive technology outside of the classroom. If not, the educator should consider ways the task could be modified without assistive technology or create a new task all together. Other than that, the SETT Framework acts as an appropriate guideline for assistive technology.

4 References Virginia Department of Education. (2008). Assistive technology: A framework for consideration and assessment. Retrieved from: http://www.doe.virginia.gov/special_ed / iep_instruct_svcs/assistive_technology/framework_assistive_technology.pdf Zabala, J.S. (1998). The SETT framework: Critical areas to consider when making informed assistive technology decisions. Retrieved from: http://www2.edc.org/ncip/ workshops/sett/SETT_Framework_article.html