Sabine's Tech Blog Summer 2020: Selecting and Evaluating Technology

How can we best select technology for students with disabilities?

There is so much technology to choose from. We are surrounded by it wherever we go. When it comes down to the classroom we want to choose the best form of technology that can help our students with disabilities. We want to take into consideration what the child's needs and abilities are. When choosing a form of technology we want to make sure that it is going to be a good fit for that student. We want to also take into consideration the child's limitations.

iPad's for example, are usually a popular choice because they can easily fit into any classroom environment and they are customizable. There are so many great aspects to the use of an iPad such as the weight, size, audio, audio record, text and images. Selma Powell listed a few steps that can be helpful when choosing apps on an iPad for your students with or without disabilities. They are listed below.

1. Identify learning objective

2. Select targeted Apps

3. Select standards to align with the Apps

4. Identify limitations and essential features

5. Choosing an App

6. Identify unique learning needs of student with disabilities

What is the process that the Dell text uses to describe selection of Assistive Technology?

What are the steps?

The Dell's text gave us seven elements that are essential when making decisions on assistive technology and assessment. The seven elements are as follows:

1. Use the team approach

It is important to have the input of everyone who will be working with this child when selecting a form of assistive technology. The student and his/her family should also have a say in the choice of assistive technology.

2. Focus on the student's needs and abilities.

When assessing a form of assistive technology for a student it should always be student centered. We want to make sure that the assistive technology will meet the students individual needs.

3. Examination of the specific tasks to be completed.

Once we have considered the needs, interest, and strength of the student, then we will examine the tasks that the student needs to be able to complete. We will examine the task to its full extent, which means we will be looking at all the necessary steps needed to accomplish the task.

4. Consideration of relevant environmental issues

We should consider the environment in which the student will need the device to function. If the child is engaging in learning at home, then a need for a device at home should considered.

5. Trail use of assistive technology tools

This is when we allow the student to experiment with the technology. It would be most beneficial for the child to do this in their natural environment.

6. Providing necessary supports

Technical support should always be available to help with maintenance issues or any problems that may arise with the device. It would be helpful for teachers and educational team to get trainings on the use of the device so that they can provide support in this area when a problem arises.

7. Viewing assessment as an ongoing process

We should be periodically reexamining the students characteristics, environments, and tasks to be completed because things may change over time. The student's needs may change overtime and that device may become inadequate. So it is very important to view the assessment process as ongoing.