1. Diana Dobie-Snober Final Assignment Week 6 Assistive Technology Interview Professor Benjamin Kirgan

2.  My interview was with the Technology Specialist at a local Charter School. The choice of this school was because of the student body and how progressive the school is towards technology. The question that was presented to the Technology Specialist was “What is your choice of Technology”? To my amazement her response was the Smart Board.

3.  The smart board was the idea choice due to the fact that all the classrooms are now all smart classrooms. The Smart Board is interactive, all the students can see the board. It can be used for Assistive Technology.  Low vision and hard of hearing students would benefit from the use of the Smart Board. It can be used for Universal Design so all the student would excel from the use the smart board.

4.  According to David Rose, “Two roles for Technology: Assistive Technology and Universal Design for Learning”. ( Rose, D. H., Hasselbring, T. S., Stahl, S., & Zabala, J. 2005) The Technology Specialist focus on the two roles for the school, she is responsible for the whole school technology needs. This was very prominent in the Technology Specialist role.

5.  They technology is implemented everyday, by the teachers, the classes are designed for the teachers to use the smart classrooms features.  She assist the teachers in their use of the technology and assure they are using the devices correctly. She also advocates for the learning disable students to have access to the technology to assist them in learning.

6.  The key is finding the correct technology that will work, help and assist the student and teacher in the teaching and learning experience.

7.  The Schools PTO have several fund raiser during the school year to purchase new equipment and upgrade the technology in the Media Center, computer lab, laptop cart, Library, smart classrooms and software. This help the school budget so the school can focus on license, books, tvs, vhs/dvd players projectors for the classrooms and the maintenance of these items.

9.  This school serve any where from the Upper- middle class to title 1 students (low income). The variety of students is due to the school being a Charter School, and a Lottery is drawn every year for new applicants to the school.

10.  The technology is incorporated through classroom learning or technology time in the media center, or after school in the tech club.  The teachers should design their lesson plans to include or at least use the technology provided in the smart classrooms.

11.  The Technology Specialist offers training during teacher’s in-service or before or after school training.  The Technology Specialist keep her training by attending workshops, conferences and seminars to stay up with the latest technology.

12.  MAINTENANCE  Constantly checking and upgrading software to ensure equipment is functioning at it ultimate.  BROKEN  Replaced there is funding to replace broken equipment and devices

13.  LIKES  In all classrooms  Easy to use  Students benefit  DISLIKES  Can zoom but still can be problem for low vision students  Calibration can easily get of track.

14.  There is no particular way that it track, the number consist of how many classes use the computer lab, and in all the classrooms the technology should be part of the lesson design.  Students are eager to use the technology.

15.  Raskind, M. (2010). Matching assistive technology tools to individual needs.Matching assistive technology tools to individual needs  Mulligan, E. (n.d.). Assistive technology. Retrieved http://pinterest.com/elaineindc/assistive- technology/Assistive technology

16.  The Charter School is on the right track with the innovated way of thinking all the teachers share. The incorporate technology into the class. The kindergartener’s have computer classes once or twice a week. This school in Kindergarten-Eight grade school everyone participate in the Technology Classes. T  This school is at an advantage because it has it on school board and they funding and parents that are willingly to work with the teachers.

17.  The demographics it serve is very diverse, culturally, ethnically and religiously. What I have learned during this course is how to incorporate the Universal design into my lesson plans. I have worked in the special education department with learning disabled students and this course was the validity I needed to continue with my belief that all students benefit from Assistive Technology

18.  Rose, D. H., Hasselbring, T. S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin. Handbook of Special Education Technology Research and Practice, 23, 507-518. Retrieved from http://craigcunningham.com/nlu/tie536fall09/Assistive%20Technology%20and%20UD L_TwoSidesoftheCoin.pdfAssistive technology and universal design for learning: Two sides of the same coin