Assistive Technology & the Writing Process

Good Evening everyone,

I am currently sitting in my graduate school, assistive technology classroom and felt the need to share some information about assistive technology and how it works with the writing process.  Personally, I have several students in my classroom this year that have IEPs, that require specific modifications and adaptations in the classroom and on different assignments.  

As far as IEP considerations, the educating team should consider in one or all of the three areas:

1. As a part of the annual goals.
2. Related services.
3. Supplemental aid or services needed to support the student in the least restrictive environment.

 However, over my first four years of teaching, I have found that although only a few students have IEPs, with specific requirements for their learning, it is beneficial to all students to provide assistive technology or other resources in order for them to accomplish academic tasks on a day-to-day basis.  

For example, there are students in my class, that require a tablet in order for the to complete phonics and sight word practice.  When this student begins using the tablet, the majority of the class begins to ask "why does _________ get to use the tablet?"  Through observation, I have now provided the tablet and other forms of "high," technology as a learning tool for all of the students in my classroom.