1. Assistive Technology Interview Megan Romer EDU: 620 Meeting Individual Needs with Student Technology Dr. Dennis Lawrence December 9, 2013

2. The answers to the interview questions surprised me………. Choice of technology-- I have been trained on the augmentative communication device called the DynaVox. Personally, we use communication books using the Picture Exchange System (PECS) in. Y classroom. This is my preferred choice of communication for a number of reasons, but that is not considered technology. The iPad also has apps for communication. None of my students have this because the apps are very expensive right now. My response/reaction: The special education instructor does not consider the Picture Exchange System AT. I consider that the county’s negligence that instructors were not educated properly. How it the technology implemented? Technology is something that our county/school doesn't seem to be very important in my classroom. My class is one of the two full-time classrooms that doesn't have a SMART board and there are no plans to get one. The aug comm that comes from the state comes with very little practical training on how to use it. What??? The school was providing each classroom with a Smart Board from fundraising monies. What happened to the special ed room(s)??

3. Here are the answers that surprised me………. Funding (Did they receive grants, or where did the funds come from? How were funds allocated?) the school provides the information to the parents on how to apply for insurance on their child's device. It takes a long time for approval. Insurance is the only “funding”? Population served non-verbal students Who is impacted? (Is there a universal impact, or does it affect one student?) when a student talks the entire class is impacted. One of my students is in a wheelchair. He uses a button switch with a Big Mack device. My students ask him questions and love when he answers them. The first time he did it was an amazing experience for my students. Communication impacts everyone.

4. Here are the answers that surprised me………. Incorporation into the curriculum--the incorporation into the classroom really depends on how much or little I decide to use it. I work very closely with the occupational therapist who gives me great ideas on how to use the devices in our everyday class. I am happy to hear that this special education teacher works closely with the OT department. How is training offered for the device(s)?--I've been to one training on the DynaVox and have had no students who have used one at school. Where is the training on the devices the instructor does use??? How are the technology devices maintained? (What happens if one breaks?)- its up to the parents to get the device fixed.

5. Here are the answers that surprised me………. Review likes and dislikes--as stated I prefer the communication books. They help with reading skills. Currently, I have only 2 students who cannot read. I contribute part of their success on their communication books. Things I do not like about the devices are that they do not make comp,eye sentences with the devices. People who train on the devices think it's ok for the device to say, "drink," whereas, I expect my students to use their books and say, "I want a drink" Expectations should remain universal among support teams (Edyburn, 2013). Do they have any way to track whether it is beneficial to student learning? If so, how? If not, why not and how could they? There are data sheets to track student learning, but they are very subjective.

6. I feel ignorant regarding the funding that is provided…. As I evaluated the interview responses, here are some questions I pondered: 1. Why does every classroom have a Smart Board and not the special education classroom? 2. What are avenues that the school can take for possible donations or more funding? 3. Where is the training? 4. What can I do to remain aware of the AT provided at school, especially high-tech?

7. I give the school a C- on implementing AT 1. Is not having a Smart Board a major issue? Yes, the special needs student has specific sensory needs that need to be met in order to feel communication and communicate within a classroom (Edyburn, 2013). The Smart Board is a tool that can be incorporated into all classrooms for use by all students (Smart Technologies, 2011). Smart Technology also offers a product called a Smart Table and separate devices to use with the Smart Board. Smart Technology helps to include all students into one classroom. Also, Smart Boards were purchased for each regular education classroom with school fundraiser monies using administrator discretion. Why would the administrator choose to not provide for the two special education classrooms?

8. I give the school a C- on implementing AT 2. What are the avenues the school can take for possible donations or more funding? The state provides the communication curriculum, the school provides low-tech to possible mid-tech devices for the classroom, but it is the parents’ responsibilities any device needed for their child. When I spoke to the administrator, I was told communication devices are up to the parents. Beyond that, the special education teacher has a small amount of money in a classroom account to spend for the needs of the classroom. A $100 is provided at the beginning of the year or any parent donation that may be received from a classroom of 3-7 students.

9. I give the school a C- on implementing AT 3. Where is the training? The state provides little or no training and as a regular education first grade teacher with 11 years experience, I have never received training on AT even for students with mid-tech or high tech devices. An educator is left to educate and train themselves. Training on AT devices not only tells the guardian or educator how to use the device, but gives that facilitator and special needs individual confidence as well so that trust is built (Pacer Center, Inc., 2013).

10. I give the school a C- on implementing AT 4. What can I do to remain aware of the AT provided at school, especially high-tech? As a regular education teacher, it is my responsibility to be aware of all of my students. I want to keep an open and professional relationship with the administration, special education teacher, the occupational therapist, and other team members. I will also keep up to date with websites and other reading regarding AT devices.

11. School strengths and weaknesses of implementing AT strengths currently implementing the Picture Exchange System as type of communication of non verbal students classroom has iPads caring instructor willing to learn and train others on AT open relationship among team members in special education weaknesses one of the two classrooms in the school without a Smart Board and no plans to receive one no funding for communication apps little or no training provided for state augmentative communication program

12. Here are some suggestions for the school to continue integrating technology: Offer support group for parents of students with disabilities; keep support as professional as possible; keep parents informed of AT in the school, training possibilities, and any updated information. Offer support group for teachers regarding AT in the school. Keep teachers informed regarding possible students (no names) perhaps, situation only. Keep teachers up to date on AT suggestions for the classroom Have a representative come from the county or state regarding AT and funding at the beginning, middle, and end of the year (if applicable) to help the school environment understand where the funding stands and what are the rules and regulations.

13. What is my future use with AT? My eyes are opened wider to assistive technology. My goal is to address the UDL environment by using the tools necessary to assist students. The way each child learns today is completely unique compared to the next student (Edyburn, 2013). It is my responsibility to make sure a child learns and understands the concept. Therefore, I owe it to my present and future students to stay informed by researching, reaching out to others and attending possible professional development sessions when necessary.

14. We all need a little inspiration…. “I want my present and future students’ needs to challenge me with new ideas, learning and technology so that I may challenge my students to learn independence and gain confidence.” _Megan Romer

15. References Edyburn, D. 2013. Inclusive Technologies: Tools for Helping Diverse Learners Achieve Academic Success. San Diego, CA: Bridgepoint Education, Inc.

16. References cont. Pacer Center, Inc. 2013. www.pacer.orgwww.pacer.org Smart Technologies, 2011. Giving Students with Special Needs the Chance to Succeed. Retrieved from: http://vault.smarttech.com/emails/arra/arra2011/11-0023-ARRAUpdate- SMARTStory.pdf http://vault.smarttech.com/emails/arra/arra2011/11-0023-ARRAUpdate- SMARTStory.pdf n.d., 2009. Cool Careers: Special Education. Retrieved from: http://www.youtube.com/watch?v=JhJm859tRfw

17. References cont. Edyburn, D. 2013. Inclusive Technologies: Tools for Helping Diverse Learners Achieve Academic Success. San Diego, CA: Bridgepoint Education, Inc.