1.Explain how you would address concerns about privacy, social stigma, and over-reliance on AT devices from students and parents/guardians. Provide real-world examples to illustrate your ideas that are specific to the content area or grade range (K-3, 4-8, 9-12) you currently teach or intend to teach.
2. Discuss how you think students perceive and experience the use of AT in the classroom and whether you think it promotes student independence. Support your ideas by citing relevant research and examples that are specific to the content area or grade range (K-3, 4-8, 9-12) you currently teach or intend to teach.
I believe students' perception of AT is a mix of initial apprehension and eventual empowerment. Their experience with it, and whether it promotes independence, is heavily dependent on how the technology is introduced and integrated into the classroom.
Initially, students in the middle school grades often view AT with a sense of embarrassment or discomfort, fearing it will make them stand out. This can be particularly true if a device is bulky or requires a noticeable change in their routine. However, research suggests that when students are involved in the selection of their AT, they are more likely to use it and benefit from it. According to the research by Parette and Van Biervliet (2006), a key factor in successful AT integration is the student's involvement, which fosters a sense of ownership and personalizes the tool to their needs.
In my experience, when students are given the freedom to choose and use their AT in a normalized environment, it significantly promotes their independence. For a 7th-grade student with dyslexia, for example, using a text-to-speech reader allows them to access the same complex science textbooks as their peers. Instead of relying on a teacher or aide to read aloud to them, the student can independently access the material, take notes, and complete assignments at their own pace. This newfound ability to engage with content on their own terms builds confidence and self-efficacy, transforming them from a passive learner into an active and independent participant in their education.
Sample Answer
To address concerns about privacy, social stigma, and over-reliance on assistive technology (AT) devices, I'd take a proactive and collaborative approach with students and their parents.
For students in the 4th-8th grade range, social stigma is a major concern. I'd begin by framing AT not as a crutch, but as a tool for success, much like how some students need glasses to see. To normalize its use, I would make similar technology available to the entire class. For example, if a student with a writing disability uses a speech-to-text program for an English essay, I would demonstrate the tool to the entire class and allow any student to use it for their work. This strategy removes the perception that the technology is exclusively for students with disabilities and makes it a resource for everyone. For privacy concerns, I'd assure parents that the student's use of the device would be discreet and that confidential information would not be shared.
Regarding over-reliance, I'd work with the student and family to develop a balanced plan. For a 5th-grade student with a math disability using a digital manipulative app to solve equations, the plan would involve using the app for complex, multi-step problems while also dedicating time to building foundational skills without the technology. The goal is to help the student become a strategic user who knows when and why to use the tool, promoting independence rather than dependence.