How 1:1 Initiatives Transform Accessibility, AT, and UDL

24 05 2017

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Many school districts have 1:1 technology initiatives. I am SO blessed to work in a school district that has 1:1 devices for students in grades 1-12. When I started as an AT Specialist almost 8 years ago, we only had 1:1 initiatives in grades 7-8. In those 8 years, we have built capacity to provide a device for EVERY student in grades 1-12!

While 1:1 initiatives offer access to technology and a whole lot of other cool things, what our 1:1 initiative and subsequent expansion has done for the population that I serve has been nothing short of amazing. AT doesn’t become an “afterthought”. In fact, supports such as dictation, speech to text, word prediction, screen zoom, display resolution, and highlighters have become available to EVERY student in the district. EVERY student has access to these tools regardless of IEP, disability, learning style, or need. This means that if a student needs a particular strategy or support, it’s there.  This, quite simply, is UDL. To have a device that can be easily customized, that is the same as every other student takes some of the “stigma” out of having something that is perceived as “different”, which can lead to device abandonment.

For students that require speech to text, text to speech, word prediction, accessible educational materials (AEM), or some other support as is required on an IEP, 504 plan or another learning plan, having 1:1 technology makes it super easy to customize, and also helps the student build confidence in their skill set as they age. The younger a student has access to and employs a particular tool (ie dictation), the more comfortable and proficient they become when they are older. Practice and consistency of device have helped us in this way. In some instances, I have witnessed students that have used dictation or word prediction no longer need to use the tool because it’s just “clicked” for them. For students that may not have an IEP of 504 plan, but can benefit from providing access to text to speech, dictation, or word prediction, having these strategies and supports in place, as part of the 1:1 Initiative, provides equity. Not everyone may need to use the tools, but they are there if they are needed.

Who decides who should use a particular tool and who shouldn’t? It’s a team-based decision, really. It’s a philosophy of providing strategies and supports FIRST that will best benefit our children. Careful thought and consideration should be given, but it’s really cool to see a student that once detested writing suddenly have a voice and want to write. There’s power in empowerment, and it’s super cool to be able to provide that for students.

It would be foolish of me to just say “Hey! Go 1:1 and all of your problems will be solved!” That isn’t the case. Sometimes the device that the district provides is not the right tool for an individual student. That is where a comprehensive Assistive Technology Evaluation will help teams determine the most appropriate device will be for a student.  Matching tool to task is a critical piece of the process. That is where we are also fortunate in this district to have a 1:1 iPad initiative for our programs for our most significant learners.

1:1 initiatives are benefitting students in more ways than simply providing a device. It’s providing access to learning. It’s providing equity. It’s engaging students in the learning process in a way that is amazing to witness. It’s not necessarily the initiative itself- it’s HOW that initiative is leveraged to help meet the learning needs of ALL students.

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