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While very young I demonstrated a flair for teaching
other children. My mother loves to remind me of the science
lessons about nature that I would launch while doing yard work with my
siblings. At age 13 I began a well-attended, educational
summer program for neighborhood children on an army base in
Okinawa.
I earned my initial degree in elementary education from
Loyola University in 1974. Later, having 2 sons who
had special learning needs awakened my interest in Special Education,
which led to my Masters in Special Education from Old Dominion
University in 2001.
Five years ago I met a second grade student who has Cerebral
Palsy. Although Kyle was bright in many ways, he was unable
to express himself in writing without the assistance of a
scribe. A scribe made writing possible but Kyle could not
independently write down his thoughts and stories. I
introduced him to software that has changed both of our
lives! We started with Storybook Weaver. He was
ecstatic to have typed and illustrated a story with very little
assistance.
At that time, although immersed in a Master’s Program for
Special Education, the term “Assistive Technology”
had vague meaning for me. I was then introduced to Alexandria City
Public School’s Assistive Technology Team. Kyle and
I explored Cowriter, Write Outloud, Access to Math, Math Pad Plus, and
many more programs in the succeeding four years. We also used
the Internet and programs such as PowerPoint to help him research and
create a presentation that helped him educate others about Cerebral
Palsy. Realizing how computer programs had opened up new
worlds of opportunity for this young boy roused my determination to
help more students by training them to find and use appropriate
Assistive Technology.
Having access to computers and software, I introduced other students
with special needs to the world of Assistive Technology. My
students in grades 1 through 5 began typing language arts assignments
and learning about math with the help of
technology. I found that Assistive Technology was
helping students with labels such as Autism, Developmental Delay,
Mental Retardation, Specific Learning Disabilities, Other Health
Impaired, and Cerebral Palsy. They were making gains in
reading, writing, science, social studies, and math. Even
students who were unable to read or write were beginning to communicate
in writing through programs that had picture to text
capabilities. Motivation to write and to learn to read
increased dramatically as students were relieved of the anxiety of
letter formation and spelling through word prediction software and
spell check! Students were proud of their products as they
created hardbound books. They helped create Power Point Presentations
to educate other students at Polk Elementary School about Virginia
studies, the seasons, as well as one about students with learning
differences and the strategies they use to learn. They also
presented several of them to the PTA!
Many workshops, courses, and an Assistive Technology Certificate later,
I have introduced many students, teachers, colleagues, and parents to
the benefits of Assistive Technology. Seeing the faces of
students writing something that can be read and understood by others
for the first time has been “priceless!”
After finishing the Assistive Technology Certificate program at George
Mason University, (2003), I extended my work with Assistive Technology
within my school district. Working with
Alexandria’s Augmentative Communication and Assistive
Technology Team (ACAT) for 3 more years gave opportunity for a
tremendous amount of exposure to many aspects of Assistive
Technology.
I was asked to teach EDSE 517,
COMPUTER APPLICATIONS FOR SPECIAL POPULATIONS as an adjunct instructor
of George Mason University. It was an honor, a privilege, and
a great learning experience to teach that class for 4 semesters thus
far.
Last year I applied for the Assistive Technology
Specialist Position in Alexandria. After seeing the job
description, I knew that I was not yet ready for the
position. Although disappointed, I was happy that
another candidate was chosen for the position. I spent the
last year extending my experiences with Assistive Technology in the
Special Education classroom, taking more workshops, and taking a course
on Web Accessibility. I have become even more excited about
Assistive Technology and know that I must learn even more!
I have experienced all ranges of knowledge of AT. I vividly
remember not knowing about it and being intimidated. In 1998
I was given a laptop to use. I was afraid to turn it on. I also have
experienced great success with students using AT. These
experiences will help me communicate with parents, teachers, and
students of all levels of awareness of Assistive
technology.
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, and parents, learn more about Augmentative
Communication and Assistive Technology. I would like to help
students use Assistive Technology to unleash their own potential
through effective use of Assistive Technology.
The Master’s program at George Mason University will help me
in the pursuit of the knowledge required to help even more students
with special needs develop to the highest level of personal
independence possible.
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