{"id":1345,"date":"2023-11-16T11:00:02","date_gmt":"2023-11-16T19:00:02","guid":{"rendered":"https:\/\/edtechuvic.ca\/edci336\/?p=1345"},"modified":"2023-11-16T16:24:47","modified_gmt":"2023-11-17T00:24:47","slug":"assistive-technologies","status":"publish","type":"post","link":"https:\/\/edtechuvic.ca\/edci336\/2023\/11\/16\/assistive-technologies\/","title":{"rendered":"Assistive Technologies"},"content":{"rendered":"

Many students benefit from ensuring all content is fully accessible. Some of those students may have a disability<\/a> and the way lessons are designed can act as a barrier to accessing content and to meaningful inclusion.<\/p>\n

British Columbia Framework for Accessibility Legislation<\/a> reports that there are more than 926,100 British Columbians over the age of 15 with some form of disability. This represents 24.7% of the population. According to the BCTF, 10% (or higher<\/a>) of students in every single BC classroom will have special needs<\/a> (BCTF, 2019<\/a>) and, for many, this means they access content in a specific way. Many other learners will have needs as well.<\/p>\n

Inclusion<\/a> means the full education of all students within their neighborhood school where classrooms are seen as communities of learners in which people with diverse backgrounds and abilities work together. To achieve inclusion, schools often use integration<\/a> which sees students with special needs included in educational settings with their peers who do not have special needs. Such students are provided with the necessary accommodations and adaptations<\/a> which often use assistive technologies. Educational programming uses Differentiated Instruction<\/a> (DI) a flexible approach to teaching in which a teacher plans and carries out varied approaches to address content, learning processes, learning style, practical procedures, presentation strategies, and assessment tools (BC Ministry of Education)<\/a>. Assistive technology is one way that can be incorporated into this differentiation of instruction.<\/p>\n

Canada\u2019s Bill C-81, The Accessible Canada Act<\/a><\/p>\n

Assistive Technologies (AT)<\/h5>\n

Specialized hardware and software are often a part of how students access classroom material that is both on and offline. Assistive technologies are defined by the WHO<\/a> as: technologies that “maintain or improve an individual\u2019s functioning and independence to facilitate participation and to enhance overall well-being” (Word Health Organization, 2020<\/a>).<\/p>\n

This is not restricted to online accessibility. Depending on need, students in your class will use technology in your face-to-face class to access their education. Universal Design for Learning (UDL<\/a>) is a framework of instructional approaches that recognizes and accommodates varied learning styles and is recommended by BC’s Ministry of Education<\/a>. Considering UDL and how your students will access their content during your lesson planning is a great way to avoid reworking later. Understanding what they are using is important as you will need to utilize features and troubleshoot. Connecting with your Special Education staff right away will help your planning and allow you to build this into your practice from the start. Strategies for assistive technology integration may come from your district IT team too.<\/p>\n

You will see many devices and programs in your classroom. Here are some of the most common types<\/strong>:<\/h5>\n
iPad<\/a><\/h5>\n

“There’s an app for that” is an old tagline for Apple, and within assistive technology this is almost true. With thousands of apps, the iPad is in every school. Over a decade in schools now,\u00a0 iPads are extremely common with some schools having hundreds either in carts, within classrooms or assigned to students. Students may have clear expectations within an Individual Education Plan<\/a> (IEP) or they may not have an IEP at all. Primarily, applications are used as part of the accommodation, but cameras, word processing, and recording functions are used as well.<\/p>\n

Some apps are specially designed for specific disabilities and other apps are just apps used in specialized programming. Augmentative and alternative communication (AAC<\/a>) is quickly becoming part of students plans for many students and iPads are often used. iPads can run a district image and be controlled centrally and need permissions to install or change anything or older iPads are essentially wide open behind a password. Asking early how your iPad is managed will help you integrate it into your programming.<\/p>\n

Popular apps:<\/p>\n