Blog Post 7A- Catherine Valantasis- Response to Amanda Barbone

Assistive Technology for Students with Exceptional Learning Needs is an extremely informative compilation of research dedicated to explaining what assistive technology is and how it assists students with exceptional learning needs. Amanda Barbone aimed to answer five research questions: (1) What assistive technology resources are available to help support families of students with exceptional learning needs? (2) How can we, as intervention specialists, facilitate and monitor best practices for use of assistive technology by children in their homes? (3) What other benefits have been seen from personal experience within the classroom for students with exceptional learning needs and students without exceptional learning needs? (4) Why do you think veteran teachers might be intimidated by using technology in their classroom and not as open to using it in their classroom as a support for learning? and (5) Why do you think, in the 1997 reauthorization of IDEA, that technology was taken as a major topic of concern and made an amendment of technology?

This research stated the definition of assistive technology, the two types of assistive technology, and the two levels of assistive technology. Amanda discussed the use of assistive technology and its impact on a child's experience in the inclusive setting. It was suggested that assistive technology has the ability to increase a child's independent learning, as well as help a child to master grade-level content in the form of visuals/audio. An important statement was made regarding the fact that assistive technology does not compensate for less effective teaching.

I really enjoyed reading this research because it informed me of the different types of assistive technology, as well as how it can greatly impact students' learning. A few older students who attend The Rich Center use their iPods and iPads as communication devices. They are able to use specific applications that include pictures and phrases that help them to communicate their wants and needs. It is remarkable to see how these devices have helped these children reduce their feelings of frustration. Due to the fact that they are able to communicate through these applications, they have become more confident and their behaviors have diminished. Devices such as the iPod and iPad are also ways for these students to relate to their neurotypical peers, since these items are extremely valued.

Overall, I found this research to be extremely helpful. The different types of assistive technology for each subject area were mentioned and discussed in-depth. This helped me to understand how to use assistive technology appropriately in order to meet the needs of my students.