1.Explain how you would address concerns about privacy, social stigma, and over-reliance on AT devices from students and parents/guardians. Provide real-world examples to illustrate your ideas that are specific to the content area or grade range (K-3, 4-8, 9-12) you currently teach or intend to teach.
2. Discuss how you think students perceive and experience the use of AT in the classroom and whether you think it promotes student independence. Support your ideas by citing relevant research and examples that are specific to the content area or grade range (K-3, 4-8, 9-12) you currently teach or intend to teach.
Over-reliance on AT: I would work with the student to create a plan that balances the use of AT with the development of underlying skills. For a 4th-grade student struggling with reading, for instance, we would use a text-to-speech device to access grade-level science and history texts, but we would also dedicate time to working on phonics and decoding skills with a teacher or specialist. This ensures the student isn't left behind in content areas while still building foundational literacy skills. The goal is for the student to become a strategic user of the tool, understanding when and why it is most beneficial, and not to become entirely dependent on it.
In my experience with 4-8th grade students, I believe students' perception of AT is a mixed bag, and it can either promote or hinder independence depending on how it's introduced and integrated into the classroom.
Initially, some students may view AT as a crutch or feel embarrassed by it, particularly if it draws unwanted attention. This is especially true in middle school, where fitting in is a primary concern. The perceived experience can be negative if the technology is clunky, difficult to use, or if the teacher hasn't normalized its use for the entire class.
However, when introduced correctly, AT can be incredibly empowering and a powerful promoter of independence. Research supports this, showing that when students are given control over their AT, it enhances their self-efficacy and agency. For example, a study by Parette & Van Biervliet (2006) highlights the importance of student input in the AT selection process, emphasizing that when students choose their own tools, they are more likely to use them successfully. For a 7th-grade student with dyslexia, having the freedom to use an audiobook for a historical fiction assignment allows them to access the same content as their peers. Instead of struggling with the physical act of reading, they can focus on the higher-order thinking skills of analysis and critical evaluation. This tool provides them with an equal playing field, enabling them to complete tasks on their own terms and participate fully in classroom discussions. Over time, as students see the positive impact of the tools on their academic performance, their confidence grows, and the AT becomes an integral part of their academic toolkit, fostering a sense of independence and self-reliance.
Sample Answer
To address concerns about privacy, social stigma, and over-reliance on assistive technology (AT) devices, I would employ a multifaceted approach that focuses on open communication, education, and normalization.
Privacy and Social Stigma: I would start by having an open, honest conversation with the student and their parent or guardian. For a 4-8th grade student, I'd emphasize that AT is not a sign of weakness but a tool for success, just like glasses or a calculator. I would share examples of famous people who use AT. To combat stigma, I'd normalize the use of technology for all students. For example, if a student with a writing disability uses a speech-to-text program, I would also encourage other students to experiment with it for their creative writing projects. This shows that the tool isn't just for one person but is a resource available to everyone. In a math class, for a student with dyscalculia, using a visual