Diverse Learners Chat Assignment

Catharina Grbe
March 23, 2014

















Diverse Learners Chat 2
I completed the Diverse Learners Chat with a group of my peers. To address the questions
outlined in Topic 1, we considered the various definitions of assistive technology provided in the
readings. The Individuals with Disabilities Education Act (IDEA) of 1997 includes a definition
of assistive technology. This definition states that any technological tool that helps children with
disabilities to conduct their daily lives is an assistive technology tool (VDOE, 2008, p. 2). As a
group, we agreed that the Microsoft Word program was increasing the students ability to
participate in the learning process in the scenario outlined in Topic 1. We also agreed that the
IDEA 1997 definition of assistive technology does not exclude software programs that are used
routinely by individuals without disabilities. Thus, according to IDEA 1997, Microsoft Word
would be considered an assistive technology in this particular scenario.
During the Diverse Learners Chat, I explained to my group members that not all
technology utilized by students with disabilities is considered assistive technology (VDOE, p. 4).
When every student in a class, including students with disabilities, uses a specific technology
device to complete an assignment, the device is not automatically assistive technology (VDOE,
p. 4). We concluded that Microsoft Word would be an assistive technology even though
additional students in the class were using the Microsoft Word program. Since the student in the
scenario was using the program to accommodate his writing disability, the Microsoft Word
program is an assistive technology (VDOE, pp. 3-4).
In order to address the questions in Topic 3, I showed my group members a list on pages
nine and ten of the VDOE (2008) document that describes the characteristics of members of the
Assistive Technology Assessment Team. Based on this list, we were able to identify the
individuals responsible for obtaining the correct assistive technology for students with
disabilities. According to the VDOE, each assessment team should include teachers, language
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specialists, specialists who examine motor capabilities, administrators who can appropriate
funding to obtain assistive technology, and individuals who know the students personally (pp. 9-
10). We also noticed that the assessment teams could include any other individuals who can help
students obtain and utilize assistive technology (VDOE, p. 10).
During the chat, I explained to my group members that the whole assessment team could
share the responsibility of making decisions regarding a students use of assistive technology
(VDOE, 2008). The VDOE recommends that team members share roles and responsibilities and
integrate their knowledge and findings (p. 10). Although the team members could share
responsibilities regarding a students technology needs, we concluded that the administrators are
ultimately responsible for obtaining the assistive technology. According to the IDEA 2004
Section 300.105 titled Assistive technology, public organizations are responsible for providing
assistive technology tools and services to children with disabilities according to the childrens
Individualized Education Programs.
To answer the questions in Topic 3, my group evaluated the SETT Framework as
outlined in both the VDOE (2008) document as well as the article by Zabala (n.d.). One of my
group members, who is a special education teacher, mentioned that many students with special
needs do not use their assistive technology devices because they do not wish to appear different
from their peers. I suggested that the SETT Framework section The Student should include
information regarding the students concerns about assistive technology. Some students may not
know which tools are available or how these tools will affect their daily lives. We agreed that
The Student section should also include information regarding the students life skills.
Students emotional, physical, and social abilities influence their work in the classroom. I
suggested that The Environment section should address how changes in the students
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classroom will affect the students ability to utilize assistive technology. We decided that The
Tasks section should incorporate how the students activities will change throughout the school
year and whether the assistive technology will accommodate those changes. For example, the
student may be required to complete independent research projects at the end of the school year
that require different technology devices than the tasks assigned at the beginning of the school
year. We concluded that The Tools section should contain guidelines that specify how
assessment teams should identify which students require assistive technology. The Tools
section should also include clear instructions that show assessment teams how to conduct trials
of the assistive technology tools within the students everyday environments.














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References
Individuals with Disabilities Education Act, 20 U.S.C. 1400 (2004). Sec. 300.105 Assistive
technology. Retrieved from http://idea.ed.gov/
Virginia Department of Education. (2008, November). Assistive technology: A framework for
consideration and assessment. Retrieved from
https://www.blackboard.odu.edu/bbcswebdav/pid-3899426-dt-content-rid-
3330867_2/courses/201320_SPRING_TLED530_28798/framework_assistive_technolog
y.pdf
Zabala, J. S. (n.d.). The SETT framework: Critical areas to consider when making informed
assistive technology decisions. National Center to Improve Practice. Retrieved from
http://www2.edc.org/ncip/workshops/sett/SETT_Framework_article.html