Page 5 - Microsoft Word - ESSAY with references.docx

DIFFERENTIATION FOR SPECIAL NEEDS AND ASSISTIVE TECHNOLOGY

According to (Tomlinson & Allan, 2000), differentiation allows students “multiple options to learn, explore ideas, and

express their learning.” This happens through student choice, flexibility, on-going assessments, and creativity based

on student strengths, needs, and learning styles.

Listen to Tomlinson’s interview about differentiation

Watch the video on differentiation

Although teachers in my ecosystem use differentiation strategies to accommodate ability levels and learning styles,

there is no accommodation for special needs(SEN) students. SEN includes difficulty in academic and learning skills,
including reading, writing, language skills, and visual impairment. Individual Education Plans (IEPs) are completed for

administration purposes, however not incorporated into instructional strategy and curriculum. (SEN) students

participate in the normal curriculum and are required to achieve the same student outcomes. The lack of a specialist

teacher accentuates the challenge.

Read more about the importance of special education

Read more about tips for online teaching for special needs

One solution to addressing this challenge is the use of assistive technology tools (ATT). This refers to specific

technology tools that assist students with learning difficulties through special instructional treatment. Research by

(Duhaney & Duhaney, 2000), claims that (ATT) has a positive impact and is beneficial in improving student learning,

provided teachers are trained in using (ATT) in the context of instruction. (Duhaney & Duhaney, 2000) further states

that research indicates enhanced student achievement and student motivation using (ATT). (Forgrave, 2002) supports

these claims and also states that (ATT) builds students' strengths, confidence, and independence by compensating

for disabilities. It improves student reading, the organization of ideas, and writing skills, thereby increasing self-

esteem and independence.

Using (ATT) Text to Speech (TTS), Intel Reader, Kurzweil 2000, Graphic organizers, Draft Builder, Assistive Listening

Systems, Proofreading Software, or Ginger has the potential to improve functional capabilities in my ecosystem. The

challenge of cost needs to be addressed and buy-in from key stakeholders is key. A strategy including upskilling of

teachers and parents, using a single tool that addresses (SEN), and tracking progress through the school LMS and

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