This was another one of those chapters where I agreed with what it said, but was not inspired by any of it.
In the section on integrating AT into the IEP I at first agreed with the idea that when writing goals the focus of the goal should still be the acquisition of the academic skill that the technology is assisting the student achieve, as opposed to making using the technology the goal. I understood the example: “STUDENT will demonstrate improved written expression using a talking word processing program” made sense. But upon reflection, “STUDENT will learn how to use a talking word processing program,” also makes sense, not as an end goal, but certainly as an intermediary step.
I thought the section on developing collaborative working relationships with IT staff was well written, and could be generalized into other arenas of life. It was filled with good solid advice about collaboration in general. I was also totally intrigued by the sections on Cultural Monographs- although it is totally out of my area of “need to know knowledge”.
I found that the most useful sections in this chapter were the tables. In Table 13.1 Resources for Developing Professionals’ AT Knowledge and Skills I found information about the Texas Assistive Technology Network which has a series of online training modules on AT for reading and writing. I also found many interesting resources in Table 13.3 Resources for Assistive Technology Integration. I was especially happy to find the Learning Grids World to support the Crick software group.
In the section on integrating AT into the IEP I at first agreed with the idea that when writing goals the focus of the goal should still be the acquisition of the academic skill that the technology is assisting the student achieve, as opposed to making using the technology the goal. I understood the example: “STUDENT will demonstrate improved written expression using a talking word processing program” made sense. But upon reflection, “STUDENT will learn how to use a talking word processing program,” also makes sense, not as an end goal, but certainly as an intermediary step.
I thought the section on developing collaborative working relationships with IT staff was well written, and could be generalized into other arenas of life. It was filled with good solid advice about collaboration in general. I was also totally intrigued by the sections on Cultural Monographs- although it is totally out of my area of “need to know knowledge”.
I found that the most useful sections in this chapter were the tables. In Table 13.1 Resources for Developing Professionals’ AT Knowledge and Skills I found information about the Texas Assistive Technology Network which has a series of online training modules on AT for reading and writing. I also found many interesting resources in Table 13.3 Resources for Assistive Technology Integration. I was especially happy to find the Learning Grids World to support the Crick software group.
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