In mathematics, calculators are the most ubiquitous accessible technology for students with cognitive disabilities. Almost all of my students with an Individualized Education Plan (IEP) specify that they may use calculators on assessments. However, it is my belief is that if calculators as a technology benefit some students, then this benefit should extend to support all students. This aligns with the criteria of inclusive classrooms stated by Roblyer (2016) that “supports access and engagement of diverse learners” to all students (p. 405). Accessibility should be thought of as supports which enable students to reach their highest level of classroom engagement and learning. Supports available with technology include supporting motor skills and writing, reading with text-to-speech, organization with mind maps, and auditory with note taking. As a 1:1 math classroom, my students typically work using chromebooks. Chromebooks are ideal for setting up accessibility features because individual user accounts and accessibility settings are saved at the account level. Chrome has included web accessibility to make websites more usable through the use of screen readers, large images/low vision, color blindness, and navigation through the use of a keyboard only. Moreover, chrome extensions can be further individualized and incorporated into any device automatically with a student log-in. For example, EquatIO can type or dictate a math problem directly onto a google doc. This doc can then be saved, printed or submitted into google classroom by the student. Until now, I had limited understanding in the availablity of accessibility features and therefore a limited role to support students. I’ve only found some accessibility features by coincidence when some students make keyboard strokes that suddenly invoke a large arrow, enable a screen magnifier, or bullseye pointer. However, knowing that there are built-in tools that can be offered to all students is a great place to begin. Chrome allows for enable and customization of accessibility features through accessibility settings.
References
Mason, Amy (2017). Google in the Classroom Chromebooks and G Suite App. Future Reflections -Special Issue: The Individualized Education Plan (IEP). American Action Fund for Blind Children and Adults, 36(3). Retrieved from https://nfb.org/images/nfb/publications/fr/fr36/3/fr360308.htm Robyler, M.D. (2016). Integrating Educational Technology into Teaching (7th Edition). Upper Saddle River, NJ: Pearson Education.
0 Comments
Leave a Reply. |
Archives
November 2017
Categories |