Ashley Whitney Fall 2012

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  2. Educational Autobiography: Why I Want To Become a Teacher
  3. Philosophy of Education
  4. Resume
  5. Standard 1 - DEVELOPMENT, LEARNING AND MOTIVATION
  6. Standard 2 - CURRICULUM
  7. Standard 3 - INSTRUCTION
    1. Standard 3.1 Integrating and applying knowledge for instruction
    2. Standard 3.2 Adaptation to diverse students
    3. Standard 3.3 Development of critical thinking and problem solving
    4. Standard 3.4 Active engagement in learning
    5. Standard 3.5 Communication to foster collaboration
  8. Standard 4 - ASSESSMENT
  9. Standard 5 -PROFESSIONALISM
  10. Examples of Technology Usage in Education
  11. Favorite Links and Resources
  12. Media and News
Home > Standard 3 - INSTRUCTION > Standard 3.2 Adaptation to diverse students

Standard 3.2 Adaptation to diverse students

Kids around the World (Lg.)

 

Adaptation must occur in each classroom because of the variety of learning levels. It is important to accommodate to each students level of understanding, interest and the way that they learn best. Attached to this section is a document containing information on adaptations in the classroom that talks about the importance of universal design for learning and assistive technologies which both can be used to help students prosper in the classroom.

Assistive Technologies and universal design for learning (UDL) often are misconstrued and are confused as being the same thing. However, they are both very different and have different definitions. Assistive technologies are tools that can be used to assist students in the classroom to learn better and can further their understandings with barriers that they may face. “By using AT, kids can experience success with working independently” (Raskind, 2010, p.1).They is technologies that help students with disabilities to increase their own capabilities.

These newer technologies include diverse items such as electronic mobility switches and alternative keyboards for individuals with physical disabilities, computer-screen enlargers and text to-speech readers for individuals with visual disabilities, electronic sign-language dictionaries and signing avatars for individuals with hearing disabilities, and calculators and spellcheckers for individuals with learning disabilities (Rose, Hasselbring, Stahl & Zabala, 2005, p.1).

To continue reading this please see the attatched link below.

References

Raskind, M. (2010). Greatschools. Retrieved from http://www.greatschools.org/specialeducation/assistive-technology/702-assistive  technology-for-kids-with-learning-disabilities-anoverview.gs

Rose, D. H., Hasselbring, T. S., Stahl, S., and Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin. In Edyburn, D. Higgins, K. and Boone, R. (Eds), Handbook of special education technology research and practice, 507-518. USA: Knowledge by Design, Inc. Retrieved from http://cuip.uchicago.edu/~cac/nlu/tie536fall09/Assistive%20Technology%20and%20UD L_TwoSidesoftheCoin.pdf
File Attachments:
  1. A. Assistive Technology (PDF) A. Assistive Technology (PDF)
    This is a complete PDF version to the artifact above.
  2. B. Assistive Technology B. Assistive Technology
    This is a word document that is the complete version of the artifact above.
Web Links:
  1. Great Schools Great Schools
    "Leverage the power of digital media to inspire and support parents to solve education-related problems, raise expectations for their children's learning, develop education-related parenting skills, and access helpful resources online and in their community" ( GreatSchools, 2012, p.1).
  2. Universal Design For Learning and Assistive Tech Universal Design For Learning and Assistive Tech
    "NECTAC is committed to providing reasonable accommodations so that the general public with or without disabilities may, as independently as possible, access information provided on any of our FPG Web sites"( NECTAC, 2012, p.1).
  3. Working Together: A Collaborative Model Working Together: A Collaborative Model
    This is a website that demonstrates how to use UDL and assistive technology in the classroom.
Author: Ashley Whitney
Last modified: 12/10/2012 4:38 PM (EST)