Watching this video and reading the accompanying article, it truly touched me to see how one student was able to explore and discover a passion for music that would not have been otherwise possible without the help of an out-of-the-box music store owner and an engineer. As a teacher it reminded me that one of our greatest responsibilities is to help our students explore their interests and encourage them to hold and pursue a dream, no matter their abilities. It also reminded me of how equally important it is to help parents think of and plan for their children's futures, that their child will be able to live with at least a degree of independence if the right supports are in place.
In the linked interview between Dr. Richard Keller and Dr. Chris Pawelski, Dr. Keller offers a great perspective on the use of the terms "assistive" versus "adaptive". By using the term "adaptive" technology, instead of "assistive" technology, we encourage the image of the whole individual needing to modify his environment to fit his needs, whereas the term "assistive" brings to mind the image of an individual needing support due to his disability. The location of the area in need of change is moved from the individual, to the environment. This may not seem like much, but if it isn't much, then why not continue to adopt a person-first approach, just as in the field, and hopefully in the outside world, we refer to the person with a disability, not a disabled person.
Finally, as an educator, the presentation, Adapting Classrooms for AT Users: Challenges and Solutions, highlighted the importance and preparation needed to truly make my classroom an environment that provides equal opportunities for all students. These adaptive technologies underline the ways we can manipulate the classroom environment and the curriculum so that students with disabilities are able to participate meaningfully. Save these links (mental note) so that you can better prepare your students for their future.
