Research assistive technology device appropriate for student

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Reference no: EM131968171

ASSIGNMENT 1: Assistive Technology Device Matrix

Details:
Research two low tech, two high tech, two augmentative, and two alternative assistive technology devices appropriate for students with previously identified mild to moderate language disabilities. Use the "Assistive Technology Device Matrix Template" to complete the assignment.

Use a minimum of three scholarly resources to support your findings.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Assignment 2A: Field Experience A: Learner Development

Details:

Complete field experiences from the Focused Field Experience Activity List A:

- Formally assess the performance of a student with a language disability for data that could be used to guide future scaffolded instruction. (InTASC 1)
- If you are unable to assess an individual with exceptionalities without proper
certification per your state regulations on special education, please work with
your mentor teacher to discuss the results of the assessment to help complete
the assignment.
- Modify instruction for a student who has a language disability to make instruction relevant, accessible, and challenging. (InTASC 1)
- Observe a student who has atypical language development in an educational setting (classroom). (InTASC 1)
- Observe a student who has atypical language development in a non-educational setting (cafeteria, playground, etc.). (InTASC 1)
- Observe a student with an auditory processing disorder. (InTASC 1)

Your field experiences should include a mix of K-8 and 9-12 grade level settings and students with language disabilities. Reflect upon your field experience choices in a 250-500-word summary.

APA format is not required, but solid academic writing is expected.

Assignment 2B: Field Experience B: Learning Differences

Details:
Complete field experiences from the Focused Field Experience Activity List B:
- Select appropriate modifications for a student with a language disability. (InTASC 2)
- Select appropriate accommodations for a student with a language disability. (InTASC 2)
- Modify a lesson plan to include specific strategies for a student with a language disability. (InTASC 2)
- Observe the communication and social interactions of a teacher and nonverbal student. (InTASC 2)

Your field experiences should include a mix of K-8 and 9-12 grade level settings and students with language disabilities. Reflect upon your field experience choices in a 250-500-word summary.

APA format is not required, but solid academic writing is expected.

Assignment2C: Field Experience C: Learning Environments

Details:
Complete field experiences from the Focused Field Experience Activity List C:
- Instruct a student on the safe and responsible use of an assistive technology device. (InTASC 3)
- Observe a student using an assistive technology device. (InTASC 3)
- Observe a teacher using an assistive technology device. (InTASC 3)
- Select and implement an assistive technology device in the classroom. (InTASC 3)

The field experiences must include a mix of K-8 and 9-12 grade level settings and students with language disabilities. Reflect upon your field experience choices in a 250-500-word summary.

APA format is not required, but solid academic writing is expected.

Attachment:- Field Experience template.rar

Verified Expert

This paper is “Assistive Technology Device Matrix Template” is filled in this paper. After that field Experience A: Learner Development, field experiences from the Focused Field Experience and field experiences from the Focused Field Experience forms are also filled in this paper.

Reference no: EM131968171

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Reviews

len1968171

5/3/2018 2:46:11 AM

50.0 %Application of Conclusions to Practice [InTASC: 3, 9; CEC 2, 6] No submission. Responses on applying conclusions to practice are not related to assignment or not submitted. Responses on applying conclusions to practice are unclear or under-developed. Application of conclusions drawn from planning for instruction reflects growth and development as a professional. Application of conclusions drawn from planning for instruction reflects growth and development as a professional with an awareness of the needs of students, parents, and community.

len1968171

5/3/2018 2:45:59 AM

Assignment 2C Rubric: Field Experience C: Learning Environments 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 100.0 %CRITERIA 50.0 %Reflections on Learning Environments [InTASC: 3; CEC 2] No submission. Reflections are not related to the assignment or not submitted. Reflection on learning environments does not integrate and/or apply knowledge of assistive technology for a student with a language disorder. Reflects on learning environments that integrates and applies knowledge of assistive technology for a student with a language disorder. Thoroughly reflects on learning environments that integrates and applies knowledge of assistive technology for a student with a language disorder.

len1968171

5/3/2018 2:45:53 AM

50.0 %Application of Conclusions to Practice [InTASC: 2, 9; CEC 1, 6 ] No submission. Responses on applying conclusions to practice is not related to assignment or not submitted. Responses on applying conclusions to practice is unclear or underdeveloped. Application of conclusions drawn on learner development reflects growth and development as a professional. Application of conclusions drawn on learner development reflects growth and development as a professional with an awareness of the needs of students, parents, and community.

len1968171

5/3/2018 2:45:44 AM

1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 100.0 %CRITERIA 50.0 %Reflections on Learning Differences [InTASC: 2; CEC 1] No submission. Reflections are not related to the assignment or not submitted. Reflections on learning differences do not integrate and/or apply knowledge of accommodations, modifications, or strategies for a student with a language disorder. Reflects on learning differences that integrates and applies knowledge of accommodations, modifications, or strategies for a student with a language disorder. Thoroughly reflects on learning differences that integrates and applies knowledge of accommodations, modifications, or strategies for a student with a language disorder.

len1968171

5/3/2018 2:45:36 AM

50.0 %Application of Conclusions to Practice [InTASC: 1, 9; CEC 1, 6 ] No submission. Responses on applying conclusions to practice are not related to assignment or not submitted. Responses on applying conclusions to practice are unclear or underdeveloped. Application of conclusions drawn on learner development reflects growth and development as a professional. Application of conclusions drawn on learner development reflects growth and development as a professional with an awareness of the needs of students, parents, and community.

len1968171

5/3/2018 2:45:30 AM

100.0 %CRITERIA 50.0 %Reflections on Learner Development [InTASC: 1; CEC 1] No submission. Reflections are not related to the assignment or not submitted. Reflections on learner development do not integrate and/or apply knowledge of learner development and individual variances in language/linguistic development and/or auditory processing. Reflects on individual variances in language/linguistic development and/or auditory processing. Thoroughly reflects on learner development that integrates and applies knowledge of individual variances in language/linguistic development and/or auditory processing.

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