The Assistive Technology Implementation Plan

The following is the assistive implementation plan for a gifted student who doesn’t have any other diagnosed exceptionality.  However, this student has difficulties with hand writing and refuses to do any work that has to be done by hand. Such tasks generate his improper behavior and anger, which pull him away from work. After noticing the same behavior home, his parents express the same concern. Therefore, it was decided to allow this student to use one of the medium assistive technologies, word processing software.

1.      Training

Ø  Student

·         Typing skills – using on-line free software

·         Word processing software training – using on-line or printed resources, teacher’s help and recommendations. The time depends on a student’s grade level and previous knowledge. Simple tasks can be given to make the process of learning interesting and enjoyable.

Ø  Parents

·         Basic word processing software training – using a manual prepared by a teacher or on-line or printed resources. The time depends on a child’s grade level. In some cases, parents don’t need to have the training

Ø  Teacher

·         Word processing software training – using on-line or printed resources. The time depends on teacher’s previous knowledge.

2.      Technical support

Ø  Desktop computer/Laptop – for a student

Ø  Access  to the Internet – while practicing speed typing or when using on-line word processing software

Ø  Or word processing software, such as Open Office or Word, installed on the student’s computer

3.      Recommended Assistive Technology

For the case described in the beginning of this document, it is highly recommended to allow a student to use one of the word processing software. It will enable the student to ease the level of frustration when completing the assigned task. It will also give the student a sense of making a choice and of handling the situation by himself, which is very important for gifted students (Hutchinson N.L. and Martin A.K., 2011). In some case, such as during the assessment of learning, the spell check option can be turned off.

Word Processing Software:

the choice of word processing software depends on a school board. It can be Google Docs or Open Office. Some parents are willing to provide their children with word processing software that is not free. In this case, they have to also provide their children with the laptop. 

4.      Individual Educational Plan

Using one of the word processing software is an accommodation for the student described above. Therefore, it has to be declared in his IEP. 

Ø  Page 1 – Assessment data

It has to be state that SEA is required

Ø  Page 1 -  Areas of Needs

Because the reason for allowing a student to use word processing software is his poor hand writing and frustration from doing the assigned work by hand, it can be mentioned in the areas of needs

·         maintain fine motor skill

·         control self - behaviour 

Ø  Page 2 – Accommodations

Mention in instructional and assessment parts - use of word processing software (the name of software)

Ø  Page 2 – Individualized Equipment

·         Check mark next to YES

·         Computer hardware – type of a computer to use

·         Computer software – type of word processing software

·         Type in

a)      SEA application pending

b)      Computer application is essential for the student to access the curriculum

5.      Monitoring

Usage one of the word processing software is stated by the student’s IEP. Here is a check list to monitor the process of implementation and usage of word processing software.

Getting Started

o   Student understand the reason of using word processing software

o   Student can explain the reason of using word processing software

o   Student knows and understands appropriate time to use word processing software

o   Student understands and excepts  all rules and responsibilities that using word processing software applies

o   Student is aware of barriers to use word processing software in class and home

o   Possible barriers and extensions  are discussed with the parents

Making the Transition

o   Student is provided with the resources

o   Student maintains a record folder to monitor his progress with the learning of word processing software

o   Student maintains and keeps records of the score after each trial of speed typing software

o   Teacher or support staff is available to provide additional support

Using the Technology in Class and Home

o   Student can freely use word processing software in class

o   Student can freely use word processing software home

o   Student maintains appropriate behavior toward using word processing software

o   Student’s concerns  about using word processing software are discussed

Word Processing Software Trial – Student Report

Name______________________                                           Date______________

1.      What type of assistive technology do I use?

2.      How do I feel about using word processing software?

3.      What advantages do I see in using the technology?

4.      What disadvantages do I see in using the technology?

5.      Would I benefit if I use the technology on a daily bases?    

Word Processing Software Trial – Parent Feedback

1.      Did using word processing software change my child’s attitude toward completing the assigned work?

2.      Did using word processing software change my child’s behaviour while completing the assigned work?

3.      Would it be beneficial if my child continued using word processing software?

4.      What concerns do I have after watching my child using word processing software?

5.      What else can be done to help my child to learn and understand how to use word processing software and implement it into the learning process?

References:

Hutchinson, N. L. & Martin, A. K. (2012). Inclusive classrooms in Ontario schools. Toronto, ON: Pearson Canada.

(2012). Google Docs. Retrieved June 1, 2012 from https://accounts.google.com/ServiceLogin?service=writely&passive=1209600&continue=http://docs.google.com/%23&followup=http://docs.google.com/&ltmpl=homepage

(2011). Open Office. Retrieved June 1, 2012 from http://download.openoffice.fm/free/?pk=10307

(2012). Microsoft Store. Retrieved June 1, 2012 from http://www.microsoftstore.ca/shop/en-CA/Microsoft/Office/Office-2010-Suites?WT.term=dowload+office&WT.mc_id=pointitsem_Microsoft+CA_google_Office+-+EN&WT.medium=cpc&WT.campaign=Office+-+EN&WT.content=QSEkW8QK&WT.srch=1&WT.source=google&cshift_ck=3F448F05-409E-4222-AC16-CA512D44C25EcsQSEkW8QK

(2001). Special Education: A Guide for Educators. Part E. The Individual Education Plan (IEP). Retrieved June 1, 2012 from http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedpartee.pdf

(2002). PlayKidsGames.com. Retrieved June 1, 2012 from http://www.playkidsgames.com/games/typingSpeed/default.htm