Considerations When Selecting Student Observation

3.0 Considerations for the teacher when selecting AT

In order to meet student educational demand, the education sector should consider AT, legislation and policies to engage all students with planned opportunities. Amongst a school environment, teachers have a professional obligation and responsibility to educate every student as best possible, regardless of any student disability. The key term for student inclusion is differentiation. Every student has the ability to learn, just at different paces. Furthermore, teachers need to consider adapting and modifying the curriculum using AT to supply student participation, in catering for diverse student intellectual abilities. There are considerations for teachers when selecting AT to support student

They should collect student disability data and research specific AT to support them. For example, a student in a wheelchair can use an adjustable table to cater for their lack of sitting height. There should be collaborative planning between: classroom teachers, specialist support teachers, counsellors, teacher assistants, parents, family, carers, learning support units, professional staff and the local community. All staff should be trained on the use of selected AT. An assessment and plan for obtaining AT is needed. The Assisted Technology Fund (is a scheme schools access to supplement their students with funding for AT. A consideration of selecting specific AT devices and services must be made for appropriate learning environments. For example, an alternative keyboard attached to a classroom computer or used in the computer lab. Before applying AT, it should be trialled and tested by the student with special needs prior to utilizing it within a teaching program. Finally, repair, maintenance and evaluation of AT needs to be considered and planned

The theory of normalisation and least restrictive environments are important for students with disabilities and difficulties. At school these students want a normal experience as they want to be able to do what others do with choices with fewest restrictions. Three recommendations for a hypothetical school are based on three different disabilities.

1. A student with Autism has considerable difficulty communicating and developing socially in the classroom. A suggestion would be that every student is provided with an iPad so they can express their limited communication skills on applications. An iPad is beneficial to autistic because they are visual and tactile learners. The use and identification of pictures convey the lack of spoken words autistic children can manage. The autistic students can learn by touching and doing activities and assessments on the iPad to achieve educational learning outcomes. 2. A student with poor fine motor skills such as the inability to continuously hold pencils and write effectively would benefit from speech to text software. A software programme designed to receive human speech through a device speaker, then creating written text student work on word documents would counteract tiredness and sloppiness. 3. Lastly, the education department could provide a free pair of glasses for school