Assistive Classroom Technology That You Probably Already Have, But Don’t Realize

As those of us in the education field are aware, the inclusion of all students is of utmost importance in helping to ensure that all students become the successful person they are meant to be. When we look at the whole child and address all their gifts and needs on an individual level, then we can look at the wonderful mix of talents in our classrooms and pull each gift out in a harmonious learning environment. One of the most amazing classes I ever taught was co-taught with a special education teacher. She had a self-contained mentally disabled class, which also included one student who was in a wheel chair and had limited use of her arms and hands. Having an inclusive class was something we both felt would be beneficial to our students. Since it was going to be the first time at our school where a self-contained class mainstreamed for a block of ELA daily, we had to be ready to meet any challenges head on. The principal supported our idea and was completely on board. This was in 2002, so while inclusion is something we are all familiar with and believe in now, we had our share of road blocks at the time. Our principal had a ramp built for my mobile, and we embraced the experience with as much preparation and love as we could. It went better than we ever dreamed and after that, it became something that the classes strove for at that middle school. All of our students not only learned the ELA standards, but they learned how beautiful and wonderful our diverse world is through truly being together in a classroom community. When we received this blog assignment, I was excited to explore assistive technology. I ended up finding one I already had, that I was unaware of! It is also a tool that would have helped my student with limited mobility in my co-taught inclusive 8^th grade ELA class.

The first thing to point out before I go any further is to remember that assistive technology is only as good as the teacher implementing it with students. Also, inclusion does not happen merely by using assistive technology. Inclusion is an ideal that educators must strive for and seek through their teaching, modeling, and their classroom learning environment. Simply having students mainstream for a class period with no thought or preparation or plan is not inclusion, it is integration. The chart below, found on page 3 of A Summary of the Evidence on Inclusive Education, does a wonderful job of giving a visual and explanation about the ways differently abled students may be receiving educational services (Heir, et all 2016).

The assistive technology tool I discovered after this week’s readings and looking at the Assistive Technology Classroom site, which was recommended in the reading by Edward Cummings, is Google’s Voice Typing! I had no clue this even existed. My school, like many these days, uses Google Chromes and Google Classrooms with students. If you are at a Google based school, you have access to this. EXCITING! Voice Typing is pretty clear cut. You can access it through a Google Docs. When you go to create a Google Docs, you simply select the tools tab and scroll down to select Voice Typing. The video below is the one I saw first that explained what it is and the basics of what it does.

 After watching the video, I went to Google’s Accessibility Site, which is loaded with different tools that we have access to as a Google based school. I scrolled down to Google Docs and Voice Typing is a selection. From there, I learned even more about using it. I will admit, it is trial and error at first. You have to learn a few commands, but it is fairly easy to get used to. Once on Google’s Accessibility Site, select the Products and Features tab. 

Next, simply scroll down to Google Docs and select the Voice typing in Google Docs tab.

As a teacher and future librarian, I think this assistive technology tool is useful for all students. Finding technology that can help others who are differently abled, but teaching all students about it and using it as a class helps us have a class that is inclusive. This assistive technology tool is something that is transitional, in that it can be used beyond the classroom and into the world and adulthood. Anne Marie Perrault stated that librarians should “take steps to support and empower students as they engage in the transition process” (2011). I think Google Voice can be empowering to our students. Not only can Google Voice help my students who may have some mobility issues with their hands or arms, it also helps my students who have severe handwriting issues and could be a tool for their IEP received through OT. Google Voice also would be helpful to all my students when working on presentation and communication ELA standards. You have to speak clearly and crisply, just like you would during a presentation. I think Google Voice would be an interesting way to have students see how their public speaking skills are going. What a great way for students to self-assess and reflect. As an ELA teacher, Google Voice allows me to address many needs of all my students. Dr. Copeland said “our students need us to help them understand how their differences make them specially able” (2011). What a wonderful thing to consider when looking at assistive technology. Does it meet the needs of students and help them hone their gift?  I think exploring Google’s Accessibility page is a wonderful way for educators who have Google based schools to find new assistive tools that could benefit students in their classes.

References

Copeland, Clayton A. “School Librarians of the 21^st Century.” Knowledge Quest 39.3 (2011): 64-9.

Cummings, Edward O. “Assistive and Adaptive Technology Resources.” Knowledge Quest 39.3 (2011): 70-3.

Heir, T., Dr. et all (2016). A Summary of the Evidence on Inclusive Education. Retrieved from https://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf

Perrault, Anne Marie. “Rethinking School Libraries: Beyond Access to Empowerment.” Knowledge Quest 39.3 (2011): 6-7.