Reference no: EM13763728

Watch the following video before entering the discussion: Play AT and Classroom Integration Video-

You can view the transcript to the video here.

Timothy was a third grader in regular education. Prior to the referral to the assistive technology team, Timothy was using a communication device and was taking accelerated reading tests on the classroom computer. He has great difficulty using a pencil and paper, so his shadow was interpreting his answers and putting them on paper for him. Timothy's occupational therapist (OT) and his parents were interested in seeing him become more independent with his classroom work. Requests included assistance in finding software that would allow the teachers to scan worksheets into the computer so that Timothy could work on the same assignments as his peers. Grammar rules were programmed into his device so that, during class discussion, Timothy can give the correct grammar rule when asked.

In the video, Timothy is shown using his computer or augmentative communication device (assistive technology device) to complete an assignment and is shown to be an inclusive member of the classroom. His teachers and assistive technology team have found ways to utilize assistive technology and align universal design for learning strategies to design lesson plans to promote the use of assistive technology.

After watching the video, explain what opportunities Timothy might have missed out on if assistive technology were not considered as a means of communication or access. Explain the teacher's role in assuring that lesson plans are universally designed (to include assistive technology) so that students like Timothy are included. In your responses, discuss missed opportunities for students with disabilities when assistive technology is not considered. Also, evaluate your peers' thoughts about the teacher's role in creating universally designed lesson plans that include assistive technology and how they relate to or are dissimilar from your position.