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Iris - Assistive Tech

1) Accommodations adapt educational environments and practices to help students overcome challenges, while assistive technology (AT) is a tool used to overcome barriers. 2) There are two aspects of AT: devices that facilitate work, communication, or mobility, and services that support appropriate device use. 3) Jade struggles academically due to learning disabilities and ADHD. She needs compensation, not remediation, and may benefit from speech-to-text software according to her IEP team.

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1K views4 pages

Iris - Assistive Tech

1) Accommodations adapt educational environments and practices to help students overcome challenges, while assistive technology (AT) is a tool used to overcome barriers. 2) There are two aspects of AT: devices that facilitate work, communication, or mobility, and services that support appropriate device use. 3) Jade struggles academically due to learning disabilities and ADHD. She needs compensation, not remediation, and may benefit from speech-to-text software according to her IEP team.

Uploaded by

api-585078296
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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1.

Describe the relationship between accommodations and assistive technology.

- Accommodations are adaptions/changes to educational environments and


practices designed to help students overcome challenges. Assistive technology
is a tool that is used to overcome those barriers

2. There are two interdependent aspects that make up AT. Identify and describe
each.

- Devices: equipment or technology that facilitate wok, communication,


mobility, or other aspects of daily life
- Services: the supports necessary to use those devices appropriately

3.

Jade is a high school sophomore who has struggled academically since she
was in elementary school. She has a learning disability and attention
deficit/hyperactivity disorder. Like many students with LD and ADHD, she has
difficulty processing information; retaining and recalling information; and
selecting, monitoring, and using strategies. Although she is very creative and
loves to share information with others, she has difficulty getting her thoughts
on paper in a cohesive manner. Jade puts in a lot of hours working on
homework, studying for tests, and attending after-school tutoring sessions, yet
she struggles to make passing grades in several classes. Jade’s IEP team is in
the process of determining if she would benefit from the use of AT.

a. Based on the information in this scenario, consider whether Jade


needs remediation or compensation. Justify your answer.
- I think Jade needs compensation. Jade doesn’t need additional instruction or
training. She is already putting in a ton of work. Jade just needs to find other
options to make up for the difficulty she feels

b. Name at least two actions that need to occur if AT for Jade is


identified and will be implemented.

- Extended time so she can finish what she is doing


- Turn large assignments into smaller ones

After Jade’s IEP team reviews and discusses her performance level, they
determine that AT is warranted. An AT implementation team is created to
develop a plan to help guide implementation. The AT implementation team
determines that Jade may benefit from the use of speech-to-text software in
several classes.

a. A parent of one of Jade’s classmates complains that it is not fair


that one student gets to use speech-to-text software for written
assignments and tests with essay questions. Provide the parent
with an explanation of why the AT is not giving the student an
unfair advantage.

- I would say that this is a case of equity over equality. I would assure them that
their student is doing great and doesn’t need additional resources to succeed. I
would explain to them that the student who uses AT has greater difficulty in
school than their child does. I would say that the AT is a tool that is used to
help that student with the barriers they face every day. The AT isn’t an unfair
advantage because the student who uses it has many difficulties that hold
them back whereas the other students don’t face those particular challenges.
The AT is simply helping the student succeed the same as the rest of the class.

b. Before Jade started using the speech-to-text software, her teachers


collected baseline data on her performance on written assignments.
They then collected implementation data. These data are recorded
in the tables below. (See tables in assessment link in module.)
4. Baseline Data
Performance on
Week
Written Assignments

Week
55%
1
Week
40%
2

Week
25%
3

Week
60%
4

Week
50%
5

5. Implementation Data
Performance on
Week
Written Assignments

Week
70%
6

Week
80%
7

Week
75%
8

Week
80%
9

Week
85%
10

Was the AT effective for Jade?


- Yes

The AT implementation team continues to monitor the effectiveness of Jade’s speech-to-text


software. The data they have collected are displayed below. Describe what the data pattern
indicates and how the implementation team should respond.
- The data pattern indicates that that with the use of AT Jade was able to turn in more
assignments and she showed a lot of improvement. Overall, Jade was a lot more
successful when she was able to use AT to help with the barriers she faces. The
implementation team should respond positively to this. The data proves that they
made the right choice to implement AT into her studies because Jade has shown
great improvement.

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