Assistive Technology Wrap Up

Well, I hope everyone has gained some knowledge about assistive technology, throughout this blog.  As I look back on the blogs that I have posted, I feel like we have covered so much, but in all reality, we have only scratched the surface of assistive technology.

I can say that as I look at my own teaching, I see the areas where I am strong with assistive technology, as well as, the areas where I need to improve and incorporate more.  Furthermore, it is important to understand that from year to year, not every student is going to use AT the same way.  

Also, I would like all of you to understand that as more and more high tech, assistive technology keeps getting introduced, it is more and more likely that the students entering your classroom will have them incorportated into the IEPs or in your classroom.

It is our job as educators to prepare all of our students to use these devices and keep up to date with the latest technology and how to use it correctly!

IEPs and Augmented Communication

In my professional experience, I have not had many students that use augmented communication devices.  The way our school district is set up is by schools.  The elementary school that I work at has the "emotional support," classroom.  There is another elementary school in our district that has the "life-skills," classroom, another has the "autistic," classroom, etc.

However, it is important to know to incorportate augmented communication devices into the student's IEPs, whenever possible.  Furthermore, students must use their devices in the classroom, community, and on a daily basis, in order for them to develop an understanding of how to use their device.

When students use their devices, there are several different goals that that are able to work towards, when using augmented communication devices:

1. Increase his or her spontaneous use of appropriate communication with familiar partners for at least three communicative purposes.
2. The student with independently navigate the augmentative communication device without assistance.

Help Me, Help You

It is an epidemic that all teachers encounter..it is the idea of students not being about to help themselves.  More over, students only want the answer to a problem and to be "done," rather than understand the skills and strategies that go into a certain lesson.l

Every year, I see more and more students that do not know how to communicate correctly.  This is not the student that has a communication disability, but rather, simply does not know how to communicate correctly.

Here are some helpful strategies for teachers and students to use:

1. Students should understand when it is the correct time to communicate and use their words.
2. Consequences for students that do not communicate correctly.
3. Students need to understand that there are ways to communicate, such as head nodding or yes and no answers.
4. When students communicate correctly, students should be given positive feedback whenever possible.  Build the students up as much as you can.

In my classroom this year, I have one student that has a severe studder.  For him, we have created communication cards that he is able to use, rather that get frustrated and give up, and not want to communicate.  

High-Tech Assistive Technology

Hey everyone,

I know I just finished blogging about low-tech resources that I'm sure every teacher and student has used before, but I did want to take some time to focus on the math program that our school district uses.

The program we use is call MyMath.  This research based program is completely interactive for teachers, students, and parents.  Students are provided with a workbook at the beginning of the year that has a daily lesson, as well as,

Each lesson also comes with interactive lesson plans and power points that provide electronic math manipulatives for students to use throughout each lesson too.

Low-tech and Mid-tech Adaptations for Math

Hey everyone!

I just wanted to take some time to share about assistive technology and spotlight low and mid-technology.  For many of my second graders, the low-technology seems to be the most useful for my students this year.  Base-ten blocks, stacking cubes, 2D and 3D shapes, and money are extremely useful.  I also like to think that students having something in front of them, like a number line gives them more confidence as they are working.

iPads and Math Facts

Last year one of the best ideas I got for my students to develop their basic math facts was to use the website www.xtramath.com.

Here is how it works:

• Teachers will visit the website, www.xtramath.com and set up their classroom.
• Teachers should enter each one of their students name, so they can log on.
• Once students have their log in and password, they are able to log in and work on addition, subtraction, multiplication, or division, based on their individual level.
• Students, teachers, and parents are able to access the material on different technological devices (computer, tablets, smartphones), anywhere and practice anytime!

This is a great idea if you want you students to practice at home, or if they finish working early during the school day.

Basic Math Facts and Developing Math Fluency

As I have previously mentioned, I am a second grade teacher in the Pottstown School District.  From year to year, the biggest problem that I see in my students is that they lack the knowledge of basic math facts and are not fluent with their math facts.

I am currently in my 4th year of teaching and I constantly add new teaching strategies into our classroom every year for students to have fun while learning their basic math facts.

Here are a few different resources that I have found and used in our classroom:

1. For some of my students that are much lower or struggling to develop their math facts, I use www.abcya.com.  There are different games for students to play and they don't even realize they are learning while playing.
2. Action Based Learning:
1. Agility Ladders with Flash Cards - This is one of the most fun ways I have seen my students learn.  They have plastic and fabric ladders on the ground in the front of the classroom with basic math flash cards in and out of the different rungs of the ladder.  They jump, hop, or step in and out of the ladder and at each new flash card they solve the problem before they can move on.