“I have often and often in the course of Session, and the vicissitudes of my hopes and fears as to its issue, looked at that sun behind the President without being able to tell whether it was rising or setting.  But now at length I have the happiness to know that it is a rising and not a setting sun.”

Benjamin Franklin

Goal Statement - January 2006

Goal Statement

“Your portfolio must show growth.”  The professor’s words reverberated.  My mind, reeling from recent changes, pondered the challenge. 

I entered the Fall 2005 semester eagerly embarking on the Master’s Program in Assistive Technology at George Mason. My life was bourgeoning.   I had just begun a new position as Assistive Technology Specialist for the school district of Alexandria, Virginia.  I was taking two courses and teaching EDSE 517, COMPUTER APPLICATIONS FOR SPECIAL POPULATIONS, for the fourth time.  I sat in EDIT 772, Electronic Portfolio, surrounded by PhD students.  The infusion was subtle as I began to design my electronic portfolio and question my path.  I realized that getting a second Masters Degree was not enough.  Earning a PhD would be the More Powerful learning experience I needed. After earning a PhD I would be in a greater position to influence dissemination of accurate information about the use of Assistive Technology for students.   I also seek to be instrumental in the formation of young teachers to help even more students with special needs develop to the highest level of personal independence possible.  Several months later a new trail was beckoning. Faltering steps became increasingly confident strides on the road to applying for and hopefully earning a Ph.D. My Electronic Portfolio (http://mason.gmu.edu/~skenney2/portfolio/) was a portal to my decision to pursue the PhD Program.

I prepared for the first major task, taking the Graduate Record Exam.  As I studied words and equations that were so foreign, my mind flashed with excitement and was invigorated.  Burrowing through the application transformed trepidation to enthusiasm.  Thoughts of investigating the effects of using appropriate Assistive Technology with those students who are often marginalized, glistened with hope.  Deep-seated dreams of helping students with special needs were yearning to emerge into new and exciting butterflies of full potential.   Anticipation of becoming instrumental in the formation of young teachers preparing for careers in both General Education and Special Education and sharing innovative views of Assistive Technology and its role in education are opportunities on the horizon!  Exploring support to validate the use of Assistive Technology in educational assessments and initiating its acceptance in local and global communities is an intense interest.    

In 1974 I earned my initial degree in elementary education from Loyola University.   At that time I became aware of students having special needs.  I volunteered at schools for students with autism and students with cognitive challenges.   Later I noticed that my second son’s learning varied immensely from that of his older brother.  The experience of traversing the educational system as a parent with a child with special needs awakened my dormant interests, which led to a Masters in Special Education from Old Dominion University in 2001.
 
Five years ago, a young student with cerebral palsy who was bright in many ways, had difficulty expressing himself in writing without the assistance of a scribe.  Although his scribe made writing possible, his independence was hampered. It was impossible for the scribe to accurately write his ideas and stories without interjecting bits and pieces that were not the student’s. Storybook Weaver was the first of many software programs that has altered our lives!  His joy was contagious and his skills mushroomed.  As a Middle School student, this amazing young man has used technology to express his knowledge in all subject areas. 

I began working with Alexandria City Public School’s Assistive Technology Team.  My students and I worked together to investigate many software programs such as Co:Writer, Write:Outloud, Access to Math, Math Pad Plus, and many more.  The Internet and PowerPoint became tools for the demonstration of knowledge and skills. 

In the Fall of 2003 I completed the Assistive Technology Certificate program at George Mason University, As a Special Ed teacher for three more years, I worked with Alexandria’s Augmentative Communication and Assistive Technology Team (ACAT).   

It was an honor, a privilege, and a great learning experience to teach EDSE 517, COMPUTER APPLICATIONS FOR SPECIAL POPULATIONS as an adjunct instructor of George Mason University for 4 semesters.  I invited students using Assistive Technology and their parents as guest speakers for the class.  They shared valuable perspectives to the effects Assistive Technology has had in the pursuit of knowledge.  As I listened to the discourse of these youngsters with graduate students, an urgency to educate parents, teachers, students, and communities emerged!  It roused my determination to help more students by training them to find and use appropriate Assistive Technology. 

Many workshops, courses, and an Assistive Technology Certificate later, I have introduced many students, teachers, colleagues, and parents to the benefits of Assistive Technology.  This year I became an Assistive Technology Specialist Position in Alexandria.  I have an even larger role in helping students acquire the technology they need. It has been a challenging yet fruitful four months! 

Thus far, I have used technology with students to educate the school community.  I plan to use the knowledge and skills gained, along with my teacher’s perspective, (both as a general educator for 16 years and a Special Educator for 10 years), to help teachers, students, parents, and the larger community learn more about Augmentative Communication and Assistive Technology.  I would like to help teachers and communities realize the potential that can be unleashed when matching students with appropriate Assistive Technology.

Working as a candidate for a PhD from George Mason University in the near future, I plan to research information about Assistive Technology, Universal Design, and integration of Assistive Technology in classrooms and assessments then share that knowledge to influence positive mindset and effective use of Assistive Technology.  Reaching a class of students each year was tremendous, but many more lives can be positively affected as I influence an expansion of teacher and community views about the opportunities and benefits of Assistive Technology.