Week 9

This week in EDCI 336, we looked at inclusive and adaptive technology for students with learning differences. We watched two videos on accessibility and assistive technology from both students’ and educators’ points of view. The videos were extremely moving. I highly recommend giving them a watch!

After the videos, we split into breakout groups to do some quick research into the Accessible Resource Center BC, SET BC, and our local school districts to see what they had to offer for assistive technology. The ARC-BC is the province’s response to the increasing demand for digital alternatives for students with perceptual disabilities. Students who have trouble reading text on paper, for example, dyslexic students or blind students, would benefit from an alternative format to read. The ARC-BC provides these alternatives to schools so that students with perceptual disabilities can access the same resources as their classmates. Similarly, SET BC provides schools with assistive technology for students with learning differences and complex needs. SET BC also provides training and resources for teachers.

My group looked at SD-64, which is the Gulf Islands. In their accessibility section, they have a 3-year plan to remove barriers for students. Their plan is based on the Accessibility Principles of Adaptibility, Collaboration, Diversity, Inclusion, Self-Determination, and Universal Design, as set out in the Accessible BC Act. They also offer parent resources so parents can learn how to get support for their children implemented in the classroom.

Adaptive technologies remove barriers for students with learning differences and disabilities. Having adaptive technologies for students to make school more accessible and inclusive should always be a top priority. However, a con of adaptive technologies, especially in younger grades, is that students who don’t need adaptive technology might not always understand why some of their peers do. If a student with autism who is non-verbal uses an AAC device that looks like an iPad or tablet, it can sometimes be hard for younger children to understand how an AAC device is different from an iPad and that the student using the AAC device needs it for communication, rather than playing games or watching shows. As a teacher, educating your class on adaptive technologies and fostering conversations around them helps reduce the confusion around the technology. If possible, having parents and the student who uses the technology talk to the class about how it works and how it helps them is a positive way to build community, awareness, and understanding.

For my practicum this spring, I’m working in SD-63, the Saanich school district. When checking out their website, they have a large portion dedicated to accessibility, with a 14-page accessibility plan linked. They also share how AI is being used in Saanich schools, which includes using AI to create accessible, inclusive learning. SD-63 includes in their AI statement that to protect student’s privacy, they are “ensuring that staff and students have a broad understanding of district privacy and security procedures; selecting GenAI tools that adhere to robust data security protocols and privacy regulations that protect sensitive staff and student information; using GenAI tools in ways that respect and uphold privacy and data rights; and providing clear procedures to mitigate potential risks and safeguard sensitive information” (School District 63). They also link resources for both educators and parents.

Home | Saanich Schools Take a look at SD-63’s website here!