Build an Assistive Technology Toolkit
The article “Build an assistive technology toolkit” and
the video “Universal Design for Learning” communicate the importance of
building a curriculum that fits all types of learners. We can achieve a “Universal
Design” curriculum that accommodates all learning styles by incorporating various
tools and assistive technologies, and by practicing flexibility within our
lesson planning as educators. Since all students’ learning styles are unique,
educators need to incorporate different tools and techniques to accommodate students’
individual needs, strengths, and interests. Educators need to support students’
unique learning style through demonstrating flexibility within their lessons to
allow for students to learn in their own way. Educators can accomplish this by being
flexible in their techniques and presenting their lessons using a variety of different
instructional materials such as verbal content, visual content, animations,
pictures, and videos, and highlighting important content in the lesson. Presenting
varied representation of the material in a lesson is extremely important so it
can accommodate all types of learning styles. Visual captions, animations, and
graphics can be utilized in lessons to accommodate all types of learners as
well as students with varied disabilities to help fit their needs and create
the least restrictive learning environment possible. Demonstrating flexibility
in their action and expression is also important in the development of all
learners. Allowing students to demonstrate what they know in different ways and
supporting their unique expression of the material is important to their
development and autonomy as an individual. As educators, we can support their
individual expression through positive feedback and allowing freedom of expression
in assignments by promoting creativity and innovation in the classroom. Also,
giving students options for engagement helps maintain students’ interest and
allows students to stay engaged. Offering students different choices, while
engaging them in activities permits students to find what interests them the
most and what teaching methods and environment create the best learning
environment. As educators, we should strive to minimize the barriers while
maximizing the learning experience for all students to help reinforce an
effective learning environment for all students. Overall, flexibility and
accommodation are key components to creating an effective learning environment
in which all students have the opportunity to learn and develop their skills.
I completely agree with both the video and the article
and believe all educators should advocate for creating the best learning environment
for all students’ individual learning styles. Educators should inform
themselves and seek professional development opportunities to better their
students’ learning experience and increase their opportunity for growth in the
classroom. Educators need to be flexible and open to new ideas and approaches
of instruction to create this atmosphere for students. This would not only help
educators find the best approach for teaching individual students, but would
also help educators find the most effective and efficient method of instruction,
which would increase students’ learning opportunities and development. I also
believe educators need to be open to self assess their instructional techniques
and methods to create a universal design for learning. This requires constant self
assessment of an educator’s communication style, instructional techniques,
instructional materials, activities, and the tools used throughout instruction
and activities. Educators should be open and flexible to changes that could
positively influence students’ learning opportunities. Educators’ self-assessment
should drive their instructional approach in their classroom. Overall, I
believe the more educators remain flexible, open to change, and committed to
their students’ as well as their own education, the more engaging students’
education will become and the more learning opportunities will develop.
The ideas in the article and video about integrating
various types of assistive technology and tools to accommodate students’ unique
learning styles and create a universal design for learning connects to a number
of NETS standards. The first standard illustrated is NETS standard #1,
creativity and innovation. Through changing curriculum to minimize barriers and
maximize the learning opportunity, students can explore more options and
develop their creativity and innovation with the various activities and
assignments introduced in the classroom. Also, when educators are flexible in
allowing students to approach learning tasks and demonstrating their knowledge
in their own way, students increase their creativity and innovation in other
learning experiences as well. The second NETS standard addressed is #6,
technology operations and concepts. While educators need to incorporate
assistive technology and other tools in their classroom to increase students’
capacity for learning, students need to demonstrate their ability to use these
different tools and assistive technologies. Students need to learn how to
effectively transfer the knowledge they are learning to new technologies to
help create a less restrictive learning process to effectively complete tasks.
Students will also need to use these new technologies effectively and
productively within the classroom to ensure the learning environment is safe
and effective for all students. Although assistive technology may only be used
by a small population of the class, the use of this technology affects all
students and should exhibit a positive influence on the entire student
population. Overall, educators need to promote an effective learning
environment through the use of various tools and assistive technology to
support students’ needs, interests, and strengths to create an effective
universal design for learning, which minimizes barriers while maximizing the
learning for all students. References
Ahrens, K. (2011).
Build an assistive technology toolkit. Learning and Leading with Technology,
39(3), 22-24.
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