Although I am now becoming much more comfortable with the use of blogs, google docs, and other technologies, I will be the first to tell you that I still have an astronomic amount to learn about the use of electronic assistive technologies. However, the readings this week helped me by putting into better perspective what defines an 'assistive technology'. It is important to keep in mind that, although electronic, computer-based technologies are extremely beneficial for many students with specific learning disabilities, technologies do not necessarily need to be complex in nature. For example, from my personal experience teaching and working with students with disabilities, simple, picture- based schedules, comfortable furniture, and sensory toys often serve as other types of useful technologies. Assisitive technologies, as defined by the National Assisitive Technology Research Institute, are any tools that work to "improve the functional capabilities of students with disabilities". On the verge of beginning my teaching career, this specific definition has come to put me at ease. I believe that it is important to keep in mind that, as teachers, we will never be able to become aware of every technology that we could potentially use in our classroom, no matter how hard we try. With some students, the simpler the technology, the better. With that being said, we must remember something that we have discussed in class-- that, as special educators, we are not teaching a "class". Rather, we are teaching a room full of individuals with distinct learning needs. As long as the needs of each student are met, regardless of the technology used, we have done our jobs.
The idea of collaborative teaching really intrigues me. As special education majors here at MSU, we are provided with a rare opportunity of becoming experts at teaching a truly diverse groups of students--those with and without disabilities. In short, we would be perfect for this type of classroom environment. As pointed out by Lisa Parisi's blog, when special and general educators collaboratively teach in one classroom, when carried out properly, each teacher instructs all students. Students are not explicitly (or implicitly) divided-- certain students do not "belong" to one teacher and the rest to the other. All students are exposed to and able to use each type of technology available in the classroom. With this instructional method, all students come to recognize that they each have indivual academic needs, and they are often able to recognize for themselves (without being told by a teacher) which technologies, adaptations, and modifications work best for them. By being enrolled in both SpEd and general education classes simultaneously, we have the unique ability to be able to carry out this type of instructional style in our classrooms
Coteaching, when done correctly is a very powerful action within schools. It is really an art, though and something not to take lightly. It is more than just putting two teachers in the room together--it takes careful planning and a willingness to share ideas, power and control. :) It was, however, my favorite part of teaching though!
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