In my first night of Edu 569 Assistive Technology I became familiar with what are key terms in the field. We did make use of Wordles to help guide the "term associations" with the definitions since these terms are umbrella terms - there is much within each as subset definitions. The Wordle activity is always useful regardless of grade level (in the case of our own students) and in MEd courses as a means to move the thinking from divergent lines towards convergent.

1. Assistive Technology - Very much an umbrella term. However the best definition for me was from Mary, Courtney, Clarissa, and Sheri's group - and I paraphrase (and add)  here - All the devices, processes, or services that assist students in participating and achieving as well as any other student who is not facing such challenges. Now this definition can be loaded because the argument can be made that it is not possible to determine what an individual is capable of .... and that is true, but if I need my reading glasses - and I do - then I go and get them. My reading glasses are assistive technology. Such technology has been around for about 300 years or more. Newer forms of technology are now being developed which can allow students who were once shut out from the learning experience to gain access. I keep thinking of how much we would be missing if Stephen Hawking did not have access to such technology. There is a perfect example of a brilliant mind that just needs some kind of medium to get the thoughts out. We understand so much about our universe because of assistive technology. How many other "Hawkings" might there be in our classrooms?

                          The technology can be "low tech" - pencil cushions - to "high tech" - ipads

                   

2. Universal Design for Learning - For me I think of this as an approach to curriculum design and delivery that strives to enhance the learning experience of all students through inclusive practises and multiple means of representation (differentiation). This is the overarching concerns of curriculum design with regards to accessibility. I like the idea from Barb's presentation that it evolved from architecture in designing utility for everyone from the outset and not retrofitting.  I have included a very concise video presentation - about 4 years old - from you tube. It touches on the 3 main UDL principles - multiples means of representation, multiple means of action and expression and, multiple means of engagement.

3. Presumed Competency - I took away from the presentations that presumed competency is more a verb than noun. To me it suggested an action based on a prevailing attitude of success instead of failure. An attitude that every student is going to be successful regardless of immediate limitations. The challenges are only the "things" or "situations" that are impeding the learning. They are not representative of the student's ability to learn. If we start with this positivist attitude then all our actions and engagement will follow suit and be in the same frame of reference on delivering the curriculum to those students with special needs. This is a good article I found on the topic. Not too long, but does lay out the concept quite clearly

http://sssresourcelibrary.wikispaces.com/file/view/Presuming+Competence+EE_article_6_06__3_.pdf

4. Convergence of Technologies - Simply put this is a combination of two or more technologies in a single device and obviously the Iphone comes to mind. Actually any smartphone today is an an example of convergence of technologies. I do believe that the smart phone has enormous potential to change the way our classrooms operate. The only problem with this is I have yet to see it. There has been a lot of talk but there has been no concrete plan established for their use - i.e. etiquette, consequences of misuse, and parental responsibility. Until that time I think that in many cases introducing theses devices without proper guidelines and controls has resulted in them being used as "toys" and this is robbing the true potential to be assistive technology. What I am referring to is the uncontrolled use of cellphones in the classroom - utter chaos. I don't want to rant on that too much but I find that school administrations are great at introducing a concept or initiative but have very little to do with the implementing of it - in fact many of our newer and inexperienced administrators will not get their hands dirty with trying to negotiate anything around discipline and in some schools that has been a recipe for disaster. Many inexperienced administrators even put the problem back on the teachers and this is both unprofessional and cowardly. Enough about that.
 

                            From the first class I believe the idea that resonates with me the most is "Presumed Competency". This is a concept that has been talked about for a long time in special education - but it has been shown to be true of education in general. Many times the only limits that a student has are the ones that the teacher creates in his or her own mind about that student and reinforces through their day to day interactions with them. There was a poster I saw when I first started teaching that said " My teacher thought I was smart...and so I was".

I look forward to learning about the use of the ipad as assistive technology. From what Barb presented it appears that the ipad has so much to offer in the way of accessibility.