The last blog served to remind me that I may want to take
initiative in asking students about their listening devices. In terms of teaching, what follows is a reflection
of tips to use with listening devices.
Training in their use at my school is readily available and
I have participated in at least two trainings over the past 5 years. This gave me the confidence to use the
amplification system. Also, with one of
my students I had a one-on-one conversation before using it. She and I talked a few times a week to make
sure her needs were met. On the
other hand, another student I had refused to have me wear the amplification system, despite it being part
of his IEP. To support him, I checked in a number of times and he repeatedly said he
did not need or want it.
In terms of using it on a daily basis, the student who
had me wear it would signal to me if it was or was not working. She simply gave me a thumbs up or thumbs down. On occasion, she would request the system be
passed from student to student, but I now wonder whether I could have taken
more initiative in facilitating some of the communication between her and her
classmates. I did face her when giving
any kind of lecture, this really was imperative for her. For
her, I found it to be a successful tool and one I could easily implement.
Source: Dell, A; Newton, G and Petroff, J. (2012). Assistive Technology in the Classroom: Enhancing the School Experience of Students with Disabilities. Pearson Education.
Source: Dell, A; Newton, G and Petroff, J. (2012). Assistive Technology in the Classroom: Enhancing the School Experience of Students with Disabilities. Pearson Education.
That's a great idea having a student give a thumbs up or down to check in on them. It's a simple way to see if the AT is working properly without causing a big distraction in the classroom.
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