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the writing process less stressful and reduced the amount of the time the student needed to
complete written tasks. Assignments were divided according to the length and formality with
some work requiring analog methods of writing by hand using adaptive technology such as
pencils with large grips and raised-line paper to writing with the stylus on the tablet to typing on
the tablet to typing on a keyboard on a computer to using speech-to-text tools.
If I did this AT experience again in the future, I would honestly like to make AT
implementation plans for all of the kids because I believe all children can benefit from assistive
technology and each child would have their own personal AT that would help him or her without
having to share. I would also ensure from the beginning that the tablet is fully kid-proof on the
inside settings as well as the outside, and connect the stylus to the tablet earlier in the process.
The impact on student learning and professional development of educators,
administrators, and support staff was immediately observed during and after this experience
facilitating the use of adaptive and assistive technology. All students can benefit from using
technology in an assistive and adaptive manner to improve their learning outcomes. With the
large population of students with twice-exceptionality of giftedness and a learning disability, it is
possible for technology to bridge the gap that too often causes these students to fall through the
cracks within many educational systems. Educators were able to observe the benefits of adaptive
and assistive technology in the academic improvement and reduced frustration level in the
student using the devices. The field experience case offered a valuable resource for professional
development trainings on assistive technology for educators, administrators, and school support.