This program offered opportunities to explore various tools for instructional design projects, including video editing and publishing tools, webpage design, blogging, screencasting, and making slide presentations. I learned more about how to comply with copyright law, especially under fair use, and I learned how to evaluate and enhance the accessibility of instructional materials by using resources such as wave.webaim.org, VPATs and the close captioning tool on YouTube. Furthermore, through a transfer elective, I learned how to evaluate an individual student's assistive technology needs, and to evaluate specific technologies for suitability for that individual's unique physical, cognitive, and emotional resources.
Video Editing "Which Way?" Video for Writing Center Activity
Assistive Technology Lifespace Access Profile final project from transfer elective SPE 530
Conducted a comprehensive evaluation of the student's physical, cognitive, emotional, and support resources as they relate to potential assistive technology needs
Identified strengths to rely upon when selecting technology, and weaknesses to potentially address with technology or to be aware of as features to avoid when selecting technology.
Identified specific technologies to meet the students needs including a simplified on screen keyboard such as Keystrokes for Mac or OnScreen for Windows, word prediction software, and manipulation of computer/tablet settings to allow lighter pressure and slower response time:
activating assistive touch
touch accommodations such as "hold duration" and "ignore repeat" and "tap assistance" set to final location
Reflection:
The media skills will enhance my practice as a special education teacher in that they will help me to support my students in the least restrictive environment: the general education classroom. The materials being used in general education may need to be made more accessible or may require an alternative instructional material to be designed so that the students may access the general education curriculum. Additionally, my students may also be required to use some of these same skills (blogging, video editing, and presentations) to complete projects, and my skills and knowledge allow me to support them in those endeavors.
The assistive technology evaluation skills and knowledge will allow me to evaluate the currently available technology resources for accessibility in general as well as specifically for the unique strengths and weaknesses of individual students with disabilities. I am also able to activate features that make resources on tablets and computers more accessible, and petition the district to provide tools that aren't readily available in general education to students who demonstrate a clear need.