education

Introduction

Being an early childhood educator is not an easy task. In their early childhood years, children are most susceptible to the influence of their environment and, therefore, need a teacher that can address their needs and shape their communication skills so that the students could learn to communicate their ideas clearly, logically structure their arguments and express their opinions clearly and convincingly. Therefore, an early childhood educator is bound to teach his/her students the basics of the art of argument. An early childhood educator must also teach the students the fundamentals of science, social science and arts, i.e., reading, writing, etc. (May 2002). Hence, the necessity for an early childhood educator to have outstanding communication skills has been questioned several times.

On the one hand, the issue is out of the question; children need to acquire new knowledge and train new skills quickly and efficiently, which is only attainable as long as the educator has excellent communication skills (Maloney, & Barblett, 2003). However, when considering the issue further, one will most likely find out that in early education, the communication skills of children also leave much to be desired, which will inevitably lead to the following question: is it more reasonable for early childhood educators to talk to children in the language of the latter so that the students could understand their teachers better?

Indeed, teaching children both a specific subject and the art of excellent communication will take considerable efforts. Thus, the quality of the teaching process of the basic subject might drop (Elliott, 2006). On the other hand, when teaching the students a specific subject without attempting to raise their communication level might lead to the students’ inability to formulate problems and seek their solutions. That being said, it is necessary to take a closer look at the role of the teacher’s communicational skills in the students’ learning process.

Thesis statement

Even though effective communication skills might seem redundant for the early childhood educators and demand that the students should also learn the communication skills in addition to the information on the subject to follow their educator, good communication skills are crucial for early childhood teachers, since these skills shape the students’ perception of communication and, therefore, help the students acquire the corresponding communication skills, thus, not only learning to express their ideas more clearly and forming an opinion but also helping the students socialize with their peers and integrate into the society more successfully than they would otherwise.

The Task of an Early Childhood Educator

To understand whether an early childhood educator (ECE) needs to have outstanding communication skills or resort to using mediocre ones, it is necessary to consider the responsibilities of an early childhood educator, as well as the roles that (s)he has to play and the tasks that (s)he has to complete. Speaking of the roles that an ECE typically plays in class, one must mention the following ones:

Researcher

Since the basic skill that the students are going to acquire at school is the skill of research, the teacher should explain to the students how academic research should be conducted.

Coach

An ECE must also help the students in their learning process, i.e., being their coach (Trudgett, & Grace, 2011).

Storyteller

A teacher must also be able to thrill his/her students into paying attention and being enthusiastic about discussing the lesson topic.

Model

One of the most important roles played by the teacher apart from the one of an educator, the function of a role model should also be given a proper mentioning. Being a person whom children spend a considerable part of their lives with, a teacher should introduce the students to the basic rules of proper behaviour, morals and the art of communication.

Facilitator

Instead of taking complete control of the students’ learning process, a teacher must also give the students some air and allow for their researches and academic progress (Mawson, 2011). Therefore, in some sense, the teacher must be a facilitator of knowledge for the student.

Observer

Leaving the students to their tasks is also an important part of the lesson. Meanwhile, the teacher should observe the process, making sure that the students handle the tasks efficiently.

Communicator

Last but not least, the role of a communicator is also included in the list of a typical ECE. Ironically enough, this is also one of the least often remembered and the least often played roles of an ECE. As a rule, teachers rarely go beyond what they are obliged to do according to the school rules; as a result, students often suffer from the lack a communication with the teacher and the inability to communicate their needs. However, a good early childhood educator offers his/her students such an opportunity.

Judging by the above-mentioned description of an ECE’s basic tasks, responsibilities and roles, an ECE must be skilful enough to show the students how they can develop and research on their own instead of being constantly led by the tutor. The given task requires considerable flexibility and the ability to get the key messages of studying across. Therefore, excellent communication skills are crucial for an ECE.

What Communication Skills an Early Childhood Educator Must Have

It has been proven that good communication skills are crucial for an ECE. However, it is still worth bearing in mind that there are a plethora of communication skills, which picks a question concerning what communication skills exactly an ECE must-have. For teaching younger children, the following skills are required:

• Skills of getting the necessary information across;Skills of turning the children interested in the problem;
• Skills for communicating with the children’s parents;
• Coping skills that help address unique life issues;
• Skills of addres
• sing the students with special needs

The list offered above is far from being complete; while the skills mentioned in it are the most essential for an ECE, there are still several other communication skills that an early childhood educator must possess.

When Communication Skills Leave Much to Be Desired

Supposing for a moment, communication skills are not the major requirement for an ECE. When a teacher with mediocre communicational skills teaches students who are in their early childhood, the following outcomes can be expected:

Numerous misunderstandings

Since most children have difficulties with expressing their ideas clearly due to the lack of communicational experience, the teacher will have problems with understanding them (Thomas, n. d.). In his/her turn, the teacher will not be able to get his/her message across to the students either, having little communication skills to paraphrase the idea.

Numerous conflicts

Not all children are polite. Moreover, not all children would listen to what the teacher says or study diligently. As a result, conflicts between a teacher and a student or among students are unavoidable. Without communication skills, a teacher will not be able to solve these conflicts, which will lead to students getting out of hand (Mansford-Scott & Church, 2011).

Lack of trust

Students are unlikely to have much trust in a person who cannot get his/her message across (Bor, McGee, & Renae, 2004). Therefore, it can be assumed that, without proper communication skills, an ECE will most likely lose control over his/her students and the situation in class.

Conclusion

It turns out that students need to be able to convey their ideas, prove their point efficiently and use various communication techniques as much as they need to know the essentials of science, social science and humanities. As has been shown above, students tend to acquire their communication skills from the people that they see daily, i.e., their family members, their fellow students and their teachers. As a result, it appears that a teacher specializing in early education must possess outstanding communicational skills to help his/her students acquire the ones on their own.

Despite the common belief that early education should a relatively simple process, at the given age, students have to learn a ton of crucial information concerning both school subjects and social life. While the skills of the latter are mostly learned sand trained in the process of communication with peers and family, the role of the teacher as one of the people who set an example for a child must not be underrated either. With that being said, excellent communication skills are a must for an early childhood educator.

Reference List

Bor, W., McGee, T. R. & Renae, A. F. (2004). Early risk factors for adolescent antisocial behaviour: An Australian longitudinal study. Australian and New Zealand Journal of Psychiatry, 38(5), 365–372.

Elliott, A. (2006). Early childhood education: Pathways to quality and equity for all children. Camberwell, Victoria: Australian Council for Educational Research.

Maloney, C. & Barblett, L. (2003). Describing standards for early childhood teachers: Moving the debate forward to the national level. Australian Journal of Teacher Education, 28(2), 1–11.

Mansford-Scott, A. & Church, A. (2011). Promoting children’s agency in early childhood education. Novitas-ROYAL (Research on Youth and Language), 5(1), 15-38

Mawson, B. (2011).Technological funds of knowledge in children’s play: Implications for early childhood educators. Australasian Journal of Early Childhood, 36(1), 30–35.

May, H. (2002). Early childhood care and education in Aotearoa–New Zealand: An overview of history, policy and curriculum. McGill Journal of Education (A New Zealand Edition), 37(1), 19–36.

Thomas, P. (n. d.). Stress in early childhood: Helping children and their carers. Watson, ACT: Early Childhood Australia.

Trudgett, M. & Grace, R. (2011). Engaging with early childhood education and care services: The perspectives of indigenous Australian mothers and their young children. Kulumun. Indigenous Online Journal, 1(2), 15-36.

How should educators demonstrate the effectiveness of instruction relative to student achievement in an age of accountability?

Classroom assessments form the core of all assessments, especially in a standards-based system. For the effectiveness of instruction relative to students’ achievement in this age of accountability, it is vital for classroom assessments to test the same knowledge and skills as the district accountability test and national standards, though testing format or strategy may be different. Overall, it is paramount for the classroom assessment to be aligned with the district level accountability assessment and content standards or national technology standards (DIANE Publishing Company 48). Assessments, especially the standardized ones, assist teachers in acquiring accurate information about their students’ progress and their need for improvement in certain areas, all of which are aimed at improving teaching and learning in our schools (Westwood 80).

Classroom assessment, which consists of formative assessment and summative assessments, forms the backbone of the district, content standards, and other assessments. Thus, to achieve standards, teachers, and pupils in classrooms are the main targets for all changes aimed at improving content standards or national technology standards.

Studies have revealed that this approach is quite fruitful since the formative assessment is an essential component of classroom work and its development can significantly improve standards of achievement (Black and Wiliam 81). The standards from national groups are focused on producing students with uniform education that can be recognized within the country and the outside world. These standards also serve another major role of gauging students and school performance within the country a factor that can be used in categorizing schools.

In America, there have been great emphases on the adoption of the national assessment of children, with the 2001 results of national assessment being quite encouraging, leading to the Congress to adopt a bill that supported enforcement national assessment standards that strengthen state standards (SENATE 17095). In our state, the NCLB tests have truly demonstrated student achievement towards content standards since they have greatly helped students and schools to improve their performance, especially from the period following the 2001 review.

Content standards have greatly improved learning in our country, with studies showing that most teachers believe that the standards have helped students to learn important concepts and big ideas, and their evaluation of students understanding of concepts (Sunal and Wright 350). NCLB efforts at standardizing content serve as a continuity bridge for college-bound students and broaden curricular choices to meet needs for all students (Lowe 1).

Teachers/educators are very crucial to students learning as they are charged with the responsibility dispensing educational instructions and evaluating the students to gauge their understanding of the imparted instructions. Apart from these traditional roles, teachers also serve as mentors, coaches, help in students’ guidance and counseling and they can assume a collaborative role with students in discussions. The result of this is the improvement of assessment, thus enhancing student learning and positive interaction experiences among all parties (Guzzetti 145). Teachers being custodians of education and being able to influences students in various ways, they should also be assessed or appraised regularly to check whether they meet standards that are important in ensuring that they can effectively impart and evaluate the standard contents.

The administrators and managers apart from their management responsibilities are essential in evaluating the effectiveness of instructions for student achievement relative to national standards. First, as required by the ISLLC Standards, they should manage the school and its resources, with the major emphasis being on student success. This can involve creating and promoting a conducive learning environment for the students. Additionally, should look at their institution’s performance in comparison to the district and national assessment and then gauge where their school and students lie. Upon this analysis, they should be able to come up with policy and management adjustments that can improve student achievement relative to the national standards.

Works Cited

Black, Paul and Wiliam, Dylan. “Kappan Classic: Inside the Black Box: Raising Standards through Classroom Assessment.” Phi Delta Kappan, 92(1), 2010: 81.

DIANE Publishing Company. What’s Noteworthy on Learners, Learning & Schooling. NY: DIANE Publishing, 1998. Web.

Guzzetti, Barbara J. Literacy in America: An Encyclopedia of History, Theory, and Practice. NY: ABC-CLIO, 2002. Web.

Lowe, Eric. “At what level has standards-based education reform initiatives influenced Oregon high school history instruction and classroom practices?” Diss. Oregon State University, 2010.

SENATE. “Congressional Record.” Government Printing Office, 2004. Web.

Sunal, Dennis W. and Wright, Emmett. The impact of state and national standards on K-12 science teaching. NY: IAP, 2006. Web.

Westwood, Peter S. What Teachers Need to Know about Teaching Methods. Victoria: Australian Council for Educational Research, 2008. Print.

Describe the observed teaching situation, including seating arrangement, classroom decor, and any additional criteria necessary to present the learning environment

The teaching strategy employed by the teacher was dictated by many factors, including basic requirements of the course material, the personality of the teacher, goals of the course, the size of the class, instructional materials applied, and the response of students. The seating arrangement was altered because all students had to view what the teacher was demonstrating. Since it was a computer class, decorations were necessary since they helped students in understanding basic computer concepts, such as the use of the keyboard. The distance between one student and the other was spacious as compared to the normal class settings where students are expected to sit next to each other.

Each student was provided with a computer to avoid unnecessary interruption. If students were allowed to share a computer, unnecessary disturbances would be experienced. Each student was prepared psychologically to understand that this was a personal assignment because each student was expected to master computer usage skills at the end of the lesson. The teacher challenged students to prepare themselves with certain questions before attending the lecture.

This proves that class supervision is significant as far as effective learning is concerned. Supervision provides the required learning environment. A class arrangement that does not permit the teacher to access all learners is ineffective because the teacher may end up ignoring some students. However, in this lesson, the teacher was able to move around the class giving instructions on how learners were to use their computers to enhance their writing.

List the types of observed educational activities

A number of educational activities were observed from the lecture. One of them included the teacher walking around supervising the class, asking, as well as answering questions, giving instructions on how to use the computer, and assisting stranded learners. The teacher ensured that all students paid attention to what was being demonstrated in class. Another educational activity included students rising up their hands as an indication that they were ready to respond to questions.

Describe the observed delivery of instructions and any technology that was incorporated into the lesson

The fifth grade teacher used a lecture method to present the course material to her students. She instructed students to type information on their computers and use the computer in proofreading the written texts. As a result, students were seen reading from the paper and typing on the computer. The lecture method is an effective presentational technique because the teacher has enough time to explain concepts to students. Other techniques might not be effective in a computer class because students might not participate actively, given the fact that they have little understanding of the computer.

Analysis, Exploration, and Reasoning

Analyze the level of student engagement with the technology

In the video, the instructor gave a layout of the project’s objectives that needed to be achieved at the end of the class. This would give meaning to the content since it made learning relevant and achievable. Moreover, the teacher came up with objectives, which would serve as pointers of goal setting in education. When an instructor is developing a technique of delivering information, he or she must ensure that objectives that need to be achieved are designed.

However, in the interactive writing project, the teacher did not keep in mind the needs of all students attending the lesson. From the video, it is clear that some learners lacked typing skills that could enhance their understanding. This means that the teacher did not employ appropriate strategies since students took some time typing, and mostly concentrated on the monitor to ensure that what they were typing was accurate.

This shows that students were not comfortable with the approach that the teacher employed. On the other hand, some students were comfortable with the computer. They showed a high typing speed. Such students could have an upper hand in acquiring skills. Therefore, the teacher should have considered environmental and economic factors of her students before employing the strategy.

Through analysis, it can be observed that the strategies applied by the teacher in mentoring students were ineffective because efficient delivery of a lesson requires the teacher to incorporate approaches that put all learners on the same level. Students who might be insufficient in handling and accessing technology may lack interest and attention if the strategy is applied in future. For the teacher to achieve high results, she should have used elementary concepts as a foundation to build complex ideas.

Connections to Other Effective Teaching Practices

Explain how the observed teacher’s choice of technology relates to the instructional purpose of the lesson

The teacher ensured that her choice of technology related to the instructional purpose of the lesson by employing multiple teaching methods. She explored other options that proved reliable to the dissemination of the course material. Learning has become dynamic in the modern society, which calls for instructors to search for additional information in other sources, such as the internet. They should develop ways through which relevant skills would be achieved.

Language is the medium of delivering instructions meaning that instructors should use it to pass information to students effectively. In this sense, the technology employed by the teacher in the video related to the instructional purpose of the lesson. In the video, it was realized that learners used pamphlets while typing on the computer. They were able to refer and read their scripts while undertaking the technology lesson. The teacher did not depend on a single approach, but instead she employed the use of pamphlets to achieve the intended objective. Reading skills should be connected with writing skills, which is why the teacher made learners read from the paper, and transfer the read information to the computer.

Recommendations

Describe at least one alternative or additional form of technology that could contribute to the observed lesson

For the teacher to enhance learning, she should have embraced motivation. Motivation enables learners to develop an interest in the topic being discussed. Learners lose concentration and attention in boring topics hence motivation would help them concentrate more. Therefore, instructors should identify teaching approaches that would motivate students. This would help the teacher in capturing the attention of students for a long time.

Another strategy is the incorporation of the internet into the course material. Students can use the internet to access information. This would enable them to improve computer skills. Access to the internet would expose learners to a great scope of information, which may help in motivating students in the class. The teacher should have avoided approaches that make leaning teacher-centered. She should have developed ideas that would make the topic learner-centered (Borich, 2007). The teacher never allowed students to consult. This could be seen in the video since students turned from their computers to inquire from their friends what was going on in class. They were seen conversing and consulting in low tones.

Justify your choices of recommendations

Technology motivates adventure, making learners develop an interest in learning more. Secondly, through technology, a learner has a chance of acquiring multiple skills that would enhance learning. Nevertheless, technology may limit interaction amongst learners because every student is expected to concentrate on his or her machine. It is therefore recommended that as teachers embrace technology, they should consider the social interaction of learners at class level. Learning is holistic, and learners should be allowed to socialize in order to broaden and enhance their learning abilities.

Incorporation of the internet is encouraged because students might learn things easily. The internet helps in expanding the knowledge base of students. The teacher might not have enough time to show students everything that concerns the computer. However, the teacher could have improved the course material by simply coming up with additional internet sites and showing students how to visit the sites.

Personal Meaning and Professional Growth

Explain your initial reactions after viewing the use of technology in the observed classroom

The use of information technology in the observed lesson reflected an attitude of developing extra approaches to achieve effective learning. It helps learners in discovering their hidden abilities that had not been identified before. Learning becomes fascinating with such discoveries. Incorporating technology in education motivates learners to develop an interest in acquiring knowledge. This motivation enables learners in developing an interest in the topic being discussed.

Learners lose concentration and attention in boring topics because the world has become dynamic. Therefore, technology shows varied methods of teaching and at the same time facilitates effective learning. Depending on one method may not give the desired outcome of the curriculum. Therefore, instructors should embrace creativity to win the confidence of their audience and enhance learning. This suggests that content is a significant factor to be considered when designing teaching approaches.

Explain what you considered as you formulated ideas regarding personal and/or professional implications

A number of factors were considered, one being the educational needs of students at the advanced academic levels. Students are expected to write opinions whereby they can introduce a topic to a reader or clarify an opinion at the end of the course. Moreover, students at an advanced academic level are to support their claims by using strong words. Another aspect to be considered would be to select the best approaches. In addition, the instructor is required to adopt the best teaching materials to match the approaches recommended in the course material. The best approaches would be of value as far as the training needs of students are concerned. In this view, a number of plans would be undertaken to achieve the recommended strategy.

• Number one in the action would be to review the instructional materials employed by the teacher. This should be in line with the action plan recommended by the ministry of education. Thereafter, the instructional material would be compared to those of other institutions offering similar forms of training.
• For those students experiencing problems in grasping the course material, the instructor needs to include suitable materials, which would ensure that the needs of such students are met. Similarly, the instructor should identify those materials used by students exceeding the expectations of the course.
• After conducting an investigation, the teacher should land on the best approaches that have already been proven successful elsewhere. Such approaches would improve the needs of students.

Reference

Borich, G. (2007). Effective Teaching Methods: Research-Based Practice. Upper Saddle River, NJ: Pearson.

Introduction

The growth in Internet technologies led to the introduction of technologies in learning, including online learning. Usages of technological platforms have facilitated classroom learning for both young and adult learners. As the number of adults who want education increases, educators have embraced both formal and informal methods to deliver learning contents to this group. However, challenges to learning are also present in technology-aided learning among adults. There are several challenges that adult learners face when they use technologies in learning. Hence, it is the role of instructional designers and teachers to overcome these challenges.

Technology-based learning requires focused contents and effective modes of delivering contents to learners. This process frustrates adult learners because many of them are new to technologies and modes of teaching based on computer models. One must one understand factors that contribute to low-levels of motivation among adult learners who use technologies. Adult learners require motivating contents and modes of delivery that do not threaten them. This would allow them to succeed in learning and foster positive attitudes to learning and usages of technologies in a classroom situation.

In this regard, it is advisable to find several ways of motivating adult learners with technologies in classroom learning. This paper explores how technology can be used to help in motivating adult learners in classrooms.

Technology to support skills and learning

Scholars have supported the use of technologies to deliver basic skills of life through learning (Bransford, Donovan and Pellegrino, 2000). They have recognized that the increased use of Information and Communication Technologies (ICT) has improved the level of education, particularly in numeracy and literacy. Technology platforms, such as multimedia options and software, offer effective ways of learning. In addition, the Internet has allowed learners to gain access to the best learning materials and discover exciting ways of learning. Still, adults who return to classrooms have opportunities of exploring new methods of learning.

Learners who embrace ICT in their learning activities enhance their skills and acquire various skills simultaneously. Today, educators believe that ICT is a skill for life, which people require to manage various day-to-day activities. Previously, educators regarded only skills in literacy and numeracy as basic skills. Skills in technologies have also become a part of basic skills, which learners need to acquire alongside other skills through learning.

Technologies have introduced great changes in adult education. However, many adults do not feel motivated to use technologies in their classrooms. It is important for educators to develop standards for applying ICT in adult learning. These are approaches to enhance technology-aided learning among adults. They also aim to motivate adult learners to embrace technologies in their classrooms.

The Adult Learner

Fredericks notes that an adult learner could be someone who had stopped learning for many years and came back for higher education studies later (Fredericks, 2007, p. 261). For instance, women may return to classrooms after starting families to complete their higher education studies. However, adult learning has acquired new and expanded definition as Fredericks shows. He notes that adult learners are people of any age who decide to take part in a learning activity in a given situation (Fredericks, 2007, p. 261). According to this definition, one can conclude that an adult learner is someone who wants to improve his or her skills in a given specialty or specialize in a narrow field.

Adults who go back to classrooms have specific purposes of increasing their skills and knowledge in specific areas. This could be to improve their skills for personal reasons or occupational requirements. In this context, educators and teachers must recognize that adult learners differ significantly from other learners because they have diverse hope, desires, opinions, and experiences in a given learning situation (Fredericks, 2007, p. 261).

Theoretical Aspects in Adult Learning

Social sciences have great impacts on how adults learn in classrooms. Knowles and colleagues note that a human being is a “dynamic animal that grows and develops through the interaction of biological forces, goals, purposes, conscious and unconscious drives, and environmental influences” (Knowles et al., 2005, p. 45). These ideas emanated from the works of Freud, who attempted to show how adults learn. From the Carl Rogers’ perspective, adults drive their own learning.

This facilitates learning and promotes meaningful learning among adults. The learner-centered approach eliminates challenges to the learner’s self-concept. In addition, the learning environment must motivate learners to learn. Social sciences recognize that that learning is an internal process, which the learner controls as he or she interacts with environments. Hence, the teacher is only a facilitator in adult learning.

Studies in developmental psychologies also offer significant insights on how adults learn. This field shows how changes that occur throughout the lifespan of an adult, which include “physical capabilities, mental abilities, interests, attitudes, values, creativity, and life styles” (Knowles et al., 2005, p. 51), may affect learning.

Educators expect adults to have vast knowledge and build upon them during learning. Social systems have great potentials for facilitating or inhibiting adult learning. In addition, other external factors, such as backgrounds, nationality, and socio-economic factors among others, can also influence adult learning (Knowles et al., 2005).

Malcolm Knowles introduced the term andragogy to reflect adult learning as opposed to pedagogy for young learners (Knowles, 1990). Knowles defined andragogy as “the art and science of helping adults to learn” (Knowles, 1990, p. 54). In this regard, Asún and Finger observe that the role of the teacher is to develop the environment for learning, to assist a learner to understand his or her experiences, which aid in intellectual and personal development (Asún & Finger, 2001, p. 66). According to Knowles and colleagues, adults can only learn best in “informal, comfortable, flexible, nonthreatening settings” (Knowles et al., 2005, p. 61).

These theoretical approaches show the need for teachers to create favorable environments, contents, and modes of delivery to their adult learners (Brookfield, 1991). The andragogical model focuses on specific needs of adult learners because adults must understand why they need to learn new skills before embarking on learning (Knowles, 1990). In fact, adults may also engage in a comparative analysis in order to identify drawbacks and benefits associated with learning new skills. Hence, the facilitator should only aid in learning and eliminating knowledge problems that adult learners may have. This improves learning effectiveness, quality, and performance.

The learner’s self-concept is imperative in adult learning. Adults consider themselves as people who make critical decisions about their lives. In this regard, teachers must note that adults are people who have a sense of self-direction in learning.

A learner’s experience is also critical in adult education. Overall, adults have gathered diverse but useful knowledge and experiences with time. Hence, educators must recognize a wide range of differences among adult learners. These differences depend on backgrounds, levels of motivation, and learning styles. Thus, it is imperative to stress the importance of personalized learning methods in adult classrooms. Knowles and colleagues have commented that adult learners have learning resources within them (Knowles et al., 2005).

There is also the concept of adults’ readiness to learn. According Knowles and colleagues, adults get ready to learn “those things they require to understand and be able to accomplish in order to cope well with their real-life conditions” (Knowles et al., 2005, p. 67). In this regard, facilitators must recognize the importance of timing adult learning because experiences and knowledge may relate with developmental activities. These developmental activities complement learning. Adult learners can acquire readiness to learning through exposure to certain roles, simulation activities, and career guidance among others (Merriam and Caffarella, 1998).

Adults approaches to learning focuses on life-centered strategies. This allows them to focus on learning as a part of their lives. Knowles and associates note that adults will learn to the extent that “they perceive that learning will help them perform tasks or deal with problems that they confront in their life situations” (Knowles et al., 2005, p. 67). Therefore, adult learning depends on skills, new knowledge, values, challenges, life experiences, and understanding that would help them to tackle real-life situations. In addition, facilitators should understand the level of motivation and experiences that drive adults to classrooms.

Challenges to Technology Use in Adult Classroom

Technologies have also affected learning environments, including adult learning. At workplaces, organizations have adopted technologies to facilitate their processes. This situation has affected adults because they need to keep up with new developments. Hence, adults have gone back to classrooms equipped with technologies or others take distance online learning. These skills are necessary for career advancement, personal growth, and skill improvement.

Any facilitator must understand theoretical approaches that guide or influence adult learning (Bates & Poole, 2003). Educators must recognize that learning is relevant to adults’ lives, self-directed, account for their life experiences, goal-oriented, related to their jobs and activities, and account for their readiness to learn. Hence, educators must structure a good content for adult learning in order to account for these factors.

Traditional learning relied on on-the-job training or personal learning for adults. However, these have changed as educators and workplaces adopt technologies to facilitate learning activities in their classrooms. Technologies strive to embrace adult learning by recognizing learners’ pace and schedules. Hence, computer competency is necessary for adult learners. However, adults encounter several impediments associated with technology-based learning.

Learners’ beliefs, intentions, and available resources affect technology-based learning. Adult learners have diverse expectations about the role of technologies in their classrooms, which affect how they use technologies to learn new skills. Adult learners have various intentions with regard to skills they need to acquire from the course contents and ICT skills. However, most curricula do not account for these intentions in a single course. Some adult learners do not have ICT resources. Besides, they also lack motivation, supports, attitudes, or support from experienced people. These factors affect how adults embrace ICT in their classrooms (Bates & Poole, 2003).

Facilitators’ beliefs about technologies also affect how adult learners embrace ICT in their classrooms. Facilitators may bring diverse beliefs about the role of ICT in classrooms. Moreover, they also have to balance their teaching objectives, learners’ expectations, and their technology skills in content delivery. Facilitators’ confidence and technology skills are imperative issues, which may influence how they can easily adopt technologies in their classrooms. In addition, the traditional belief system could hinder the adoption of technologies in classrooms while constructivist belief system enhances the use of technologies among teachers.

Technology is an important part of content teaching. It is important to understand how the context of ICT and related technologies affect adult learners and content delivery. Teachers’ educational level, age, gender, educational experience, experience with the computer for educational purposes and financial position could influence the adoption of ICT in teaching.

There are several ways of using technologies to teach adult learners. However, no single approach can claim the best position. Thus, facilitators should adopt a wide range of strategies to motivate and teach adult learners by using technologies in classrooms.

Using Technologies to Motivate Adult Learners in a Classroom

Scholars have reviewed the ability and possibilities of using technologies to motivate adult learners in classrooms. They should also account for emerging technologies and multimedia strategies when adopting technologies to motivate adult learners (Bransford et al., 2000). Moreover, adult learners need motivation from learning contents that appeal to their needs and expectations. Hence, instructors must consider motivating factors when adopting technologies in their classrooms.

The adoption of visual platforms in during teaching can motivate adult learners in classrooms. For instance, Lyons, McIntosh, and Kysilka note that PowerPoint improves learning because “they offer visual signs for students’ cognitive processes” (Lyons, McIntosh & Kysilka, 2003, p. 127). In addition, the use of multimedia can help in motivating adult learners because they can demonstrate an important fact, show an idea, explain a puzzling point, offer background information, or convey the intended meaning (Lyons et al., 2003, p. 127).

Adult learners can also draw motivation from Web-based demonstrations. These approaches can incorporate various learning styles, account for learners’ abilities, encourage drilling, and incorporate learning resources and practical aspects in the course. Self-directed and motivated learners can find Web-based demonstrations to be useful.

Instructors may also incorporate technology-based programs to manage courses. These are comprehensive platforms, which support learning activities in classrooms, and adult learners can use them to manage their programs. In addition, instructors can also adopt e-mails for communication with their adult learners. This is an effective method of fostering and motivating learners, particularly when instructors send regular feedback to their learners. It can motivate self-directed learning.

Technology in classrooms also involves the use of the Internet (Palloff and Pratt, 1999). The Internet is rich in information, which adult learners can explore without barriers because it opens learning barriers and eliminates time constraints among busy adult learners. This is an effective technology for motivating learners to explore new concepts and fields (Lyons et al., 2003).

Conclusion

Technologies define modern learning and teaching. Technologies that incorporate theoretical aspects and motivating factors of adult learning have great potential of enhancing adult learning. Instructors must use technologies with learners’ characteristics in mind in order to motivate and improve the quality of learning in adult classrooms. Moreover, technologies offer several of advantages to learners and educators, such as “class management, improving the relationship among learners, and improving presentations and content deliveries” (Lyons et al., 2003).

References

Asún, J., & Finger, M. (2001). Adult Education at the Crossroads: Learning Our Way Out. London: Zed Books.

Bates, A., & Poole, G. (2003). Effective Teaching with Technology in Higher Education: Foundations for Success. San Francisco: Jossey-Bass.

Bransford, J., Donovan, S., and Pellegrino, J. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, D.C.: National Academies Press.

Brookfield, S. D. (1991). Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices. San Francisco: Jossey-Bass.

Fredericks, A. (2007). The Complete Idiot’s Guide to Teaching College. New York: Alpha Books.

Knowles, M. (1990). The Adult Learner: A Neglected Species. Houston: Gulf Publishing Company.

Knowles, M., Holton, E., & Swanson, R. (2005). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Burlington, MA: Elsevier.

Lyons, R., McIntosh, M., & Kysilka, M. (2003). Teaching College in an Age of Accountability. Boston: Allyn and Bacon.

Merriam, S., and Caffarella, R. (1998). Learning in Adulthood: A Comprehensive Guide. San Francisco: Jossey-Bass.

Palloff, R., and Pratt, K. (1999). Building Online Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. San Franscisco: Jossey-Bass.

Importance of Historical Trends in Early Childhood Education

Early childhood education is a branch of education in terms of which children up to their eight years of age investigate the world, study new material, and develop their skills. The main task is to build a bridge between school and home (Gordon and Browne 4). To meet these goals and provide students with information about social life, some educators do not pay much attention to the historical trends of their profession. As a result, students do not obtain the required portion of education.

The identification of the historical roots of early childhood education is important because many influences came from abroad and determined the way of how students are educated today. For example, Lock developed his educational philosophy using the scientific method and the correlations between the mind and learning (Gordon and Browne 5). Rousseau was the author of such ideas as the importance of learning from firsthand information and the flexibility in the school environment. Dewey proved that teachers had to focus on the nature of the child because childhood was one of the most valuable parts of human life (Gordon and Browne 8). All these theories and trends help to realize that early childhood education may have different forms, and a teacher has to evaluate all available options to provide children with the best services and knowledge. Each child is unique, and this uniqueness should not be lost through the existing frames.

Developmentally Appropriate Practices in the Classroom

Developmentally appropriate practices (DAP) are teaching approaches that are based on children’s interests and needs. DAP is characterized by certain benefits, including the possibility to develop children’s understanding of the world, make meaningful choices, and collaborate with other children (Gordon and Browne 30). These practices include the necessity to encourage children, support their individuality, promote communication, provide information, and give feedback.

For an infant age group, such practices as talks, safety keeping, and responses to infants’ needs in employer-sponsored organizations, non-profit centers, and parent cooperatives are applicable to support infant development in terms of their communication with the world around and the necessity to feel safety, support, and understanding. A toddlerhood group may be provided with such practices as initiative conversations, abilities to make choices, and space arrangements in laboratory schools, parent cooperatives, and families to support a child’s intentions to become independent (e.g., to walk alone) and communicate with the children of the same age. Teachers of multiage groups with children of 3-5 years (also known as preschoolers) can pay attention to play-based learning, communication, and invitations to represent their skills, words, and drawings that express their emotions and thoughts about the world around. These practices are based on such milestones as drawing abilities, personal feelings, and the performance of new roles.

Pictures’ Analysis

Froebel is called the father of the kindergarten due to his intentions to use play as the main phase of child development (Gordon and Browne 6). His gifts include different educational materials which uniqueness lies in their simplicity and sophistication. Montessori introduced the materials to succeed in spontaneous learning and critical thinking development in children.

Froebel’s Gifts

The second gift of Froebel, which is presented on Image 1, also known as “child’s delight”, is introduced in the form of two 2-inch cubes, one 2-inch cylinder, and one 2-inch sphere (“Gift Two”). It promotes the discovery of shape difference and unity and discovers the connections of different shapes and the worth of mediation.

The third gift of Froebel, Image 2, is a big cube that consists of 8 smaller cubes which demonstrate the relation of all parts (“Gift Three”). Small cubes may be used for the creation of simple objects. This practice helps to develop a child’s imagination.

Image 3 is the seventh gift of Froebel with parquetry tables of different geometric shapes (“Froebel Gift 7”). The value of this gift is its variety and individuality (Biddle et al. 39). All new knowledge is closely connected or even built on previous knowledge. Such an approach helps students understand the worth of their previous actions and improve them with time.

Montessori’s Materials

There are four blocks with ten cylinders with knobs which may be fitted into a hole on Image 4 (“Cylinder Blocks”). This material shows how to develop visual measurements, improves coordination of the child’s fingers, and prepares children for math.

Ten cubes of different sizes are introduced as one pink tower that has several helpful tips for students and teachers (“Pink Tower”). This practice promotes concentration and safety among children who have to focus on one activity to achieve positive results.

This Montessori toy includes three boxes with lids which contained 6, 22, and 63 color tablets (“Color Tablets”). The value of this material is the ability to discriminate color, promote orientation, and develop personal opinions about the achievements made.

Comparison of Montessori and Froebel

It is hard to make one common conclusion about the effectiveness of Montessori and Froebel’s works. Their gifts and materials help children develop their skills in different ways. However, Froebel’s approaches seem to be more appropriate for infants who prefer to work alone, and Montessori materials can be used for work in groups.

Activity for Elementary Children

Every school activity has its purpose and outcome. For example, there are activities with the help of which children may be educated about cultural diversity and personal identities. Cultural and racial differences have to be recognized and understood at an early age (Gordon and Browne 53). There are many ways of how to introduce the topic of cultural diversity to infants and young children. For example, it is possible to read books and discuss the stories offered (Maffei). One Green Apple by Eve Bunting is a book about children of different races and the necessity to work together and achieve certain results. Toyomi’s Two Mrs. Gibsons is a story of biracial children and their intentions to live in normal families where race does restrict communication. Finally, Little Blue and Little Yellow by Leo Lionni is a message about the importance of tolerance and respect to people regardless of their race.

Children with special needs require attention and support from the community, teachers, and parents. Changes in physical, mental, emotional, or social development promote new learning approaches not only for education but also for the removal of doubts (Gordon and Browne 60; Lee et al. 80). My Friend Suhana by Abdullah is a story of friendship between a little girl and a child with cerebral palsy based on their common interests in art and personal skills. Andy and His Yellow Frisbee by Thompson is a common story of a boy with autism and the role of family relationships in personal development. Lewis’ In Jesse’s Shoes is another story about human disabilities, special needs, and the role of a family in a person’s life.

Works Cited

Biddle, Kimberly A. Gordon, et al. Early Childhood Education: Becoming a Professional. SAGE, 2013.

“Color Tablets.” 2017. Montessori Primary Guide, Web.

“Cylinder Blocks.” 2017. Montessori Primary Guide, Web.

“Froebel Gift 7: Parquetry Tablets.” 2013. Froebel Gifts, Web.

“Gift Three: The Divided Cube.” 2013. Froebel Gifts, Web.

“Gift Two: Sphere, Cylinder and Cube.” 2013. Froebel Gifts, Web.

Gordon, Ann, and Kathryn Williams Browne. Beginning Essentials in Early Childhood Education. 3^rd ed., Cengage Learning, 2015.

Lee, Frances Lai Mui, et al. “Inclusion of Children with Special Needs in Early Childhood Education: What Teacher Characteristics Matter.” Topics in Early Childhood Special Education, vol. 35, no. 2, 2015, 79-88.

Maffei, Michelle. “Children’s Books that Teach Diversity Are More Important than Ever.” Sheknows, 2017, Web.

“Pink Tower.” 2017. Montessori Primary Guide, Web.

Introduction

Taking into account that the principle of justice should be paid primary attention to in any aspect of social life, the topic of opportunities that exist for people with disabilities remains extremely important. All people who have physical and intellectual disabilities or similar problems should be given an equal right to education. Understanding that there is a wide range of problems that people with disabilities face because they need special resources to learn new information, specialists from different countries design and implement practices helping those with disabilities to enhance their academic performance and unleash their potential more effectively. Assistive technology can be regarded as one of the most important topics in the field of special education; it can be used even with preschoolers (Burgstahler, 2003). In itself, the term refers to numerous inventions that are capable of improving the access of people with different types of disabilities to knowledge and intellectual development. With the help of assistive technology, all students can reach their potential and focus on course materials presented by their teachers instead of struggling with learning due to the specific needs that they have. Speaking about assistive technology and the approaches to its use in special education, it is extremely important to analyze this question in connection with specific laws, regulations, and theoretical understandings of methods helping to solve problems of students with special needs.

Inclusion and segregation belong to the number of the most important concepts that are related to the use of assistive technology at schools. In the first half of the twentieth century, students with special needs could not study together with their peers who did not have disabilities because it was almost impossible to mitigate the difference between students. The use of assistive technology in special education was not so popular, and the number of assistive technology devices helping children with special needs to learn new information was not great. In the 1970s, students with disabilities had to study in special classes for children who were mentally retarded, and they had a limited opportunity to communicate with normally developing peers. At the end of the 1960s, numerous researchers started discussing an idea concerning the creation of classes where children with disabilities could be together with their peers who did not have such problems (Osgood, 2005).

In 1975, one of the first laws protecting the right of children with disabilities to study together with their peers was adopted. At this point, it was necessary to enable special students to learn new information effectively and ensure that they did not feel that they were less talented than their peers. The effective use of assistive technology devices during lessons was the best way helping to achieve the goal. The introduction of mixed-ability classes has become a way to ensure the inclusion of students with special needs. The principle of inclusion rejects the necessity of special classes and researchers who support its focus on numerous benefits that children with special needs receive when communicating with other children. Nowadays, inclusive schooling and the extensive use of assistive technology devices are supported by numerous researchers, students, and teachers all over the world (Fitch, 2003). Students who are taught in inclusive classrooms demonstrate increased self-assurance, and the use of assistive technology devices plays an important role in the inclusion process.

Factors Influencing the Understanding of AT at Schools

The use of assistive technology in special education presents one of the most important tasks that exist in the field as special devices and software help people of different ages to become more independent during the process of learning and focus on information that their instructors present. The functional capabilities of people who have learning problems or disabilities experience a significant increase due to the use of special devices and technologies that minimize the influence of physical or intellectual problems of students on the learning process and academic performance of the latter. Assistive technology involves the use of a range of tools making it easier for students who have various disabilities to effectively communicate with their peers, take part in group discussions, and fulfill individual tasks (Alnahdi, 2014).

To put it in other words, the use of assistive technology is aimed at helping students with disabilities in different grades to become more independent and perceive course materials as other students do. The choice of special tools responsible for improving the quality of education that students with special needs receive heavily depends upon their medical conditions and the types of disabilities that can hurt their academic progress. Among the assistive technology devices that are the most commonly used in special education, there are voice synthesis applications that help those individuals who are unable to talk to take part in discussions. Also, there is a range of devices that students with visual impairments can use to get acquainted with topics discussed by their instructors. They include tape recorders, course books in an audio file format, special keypads, screen lenses, and other devices.

The primary factor promoting the use of AT at schools is presented by a large number of acts reducing the ability gap. Considering that the use of assistive technology and the effectiveness of devices and computer programs are strictly interconnected with the current state of technology and the ability of governments to provide all students with disabilities with enough resources facilitating their learning process, it is clear that the legal history of the question did not start a long time ago. Nowadays, many specialists in the field of special education are interested in the emergence of laws protecting students with disabilities. Reflecting on the legal history of the question, many researchers claim that that the special education needs of children and adolescents have been neglected until the twentieth century (Yell, Rogers, D., & Rogers, E., 1998).

In the middle of the twentieth century, due to the concerted efforts of common people whose children had special education needs and their representatives who were willing to change the system completely, it became possible to force the government of the United States to design new measures helping children with disabilities to become more successful at school. Before the twentieth century, the needs and problems of children and adolescents who had serious health issues or learning disabilities were not taken into consideration by education authorities in the United States. Despite that, thanks to the Civil Rights Movement that involved a struggle for equality in different aspects of social life, the government of the United States had no alternative but to make efforts helping to facilitate access of children with disabilities to special needs education of a high quality (Yell et al., 1998).

Among the most important laws that have an impact on the accessibility of special education and the use of assistive technology, it is possible to single out the EAHCA that can also be referred to as Public Law 94-142 and the Rehabilitation Act (Yell et al., 1998). The implementation of the discussed act is believed to have laid the foundation for assisted education for children with disabilities in the United States. The given act was adopted more than forty years ago, and it was aimed at fulfilling a series of important goals making it easier for children with special needs to learn and socialize. As for the goals of the act, it was implemented to fight injustice related to special education decisions, design the requirements that special education services must meet, and improve access to services for children with special needs. The EAHCA “provided federal funding to states to assist them in educating students with disabilities” (Yell et al., 1998, p. 225).

The states were required to prepare plans containing detailed descriptions of education practices and opportunities that would be available for students with disabilities. The Rehabilitation Act that was adopted in the first half of the 1970s presents other legislation that can be used to improve access to special education and achieve better outcomes for children with disabilities. The act focuses on the opportunities that exist for people with disabilities and services that they need to be provided with. About the use of assistive technology in special education, it is pivotal to pay focused attention to Section 504 of the given law. The latter protects the right of people who have disabilities to take part in any activities that involve education. According to the ideas expressed in the section, the right of any individual who has disabilities or learning difficulties to get an education should be guaranteed by governments, and the use of assistive technology belongs to the range of important questions.

The legislation emphasizes the fact that children who have special needs should be provided with special conditions or resources if they have problems preventing them from achieving success at school. Focusing on improving the quality of life of people with specific needs, the legislation prohibits any discrimination against children and adults who have disabilities. The section is extremely important for people with specific needs and their families as it helps to prevent discrimination and ensure that the interests of those with disabilities cannot be neglected when it comes to education or employment. Due to this section, people working in an organization for individuals with disabilities were able to urge the Government of New Mexico to fulfill the special education needs of students in the 1970s (Yell et al., 1998).

The case of Rowley presents one of the brightest examples helping to understand whether current laws can protect students with disabilities whose needs are neglected (Tulman, Feinstein, & Kule-Korgood, 2015). According to the case, the parents of a female student with a severe hearing impairment decided to seek legal redress for the unwillingness of the school management to provide special devices helping the girl to study. The most important question related to this case was the way to interpret the EAHCA, the act that urged all educational institutions to provide children who had special needs with appropriate education of high quality. The girl’s parents regarded the school’s inability to provide their daughter with assistive devices for individuals with hearing impairments as a discriminatory practice. Nevertheless, despite their arguments, the court decided the case in favor of the Board of Education. As it follows from the decision, the girl’s parents cannot urge the school management to buy special equipment because no law requires schools to supply students with assistive devices. As it follows from the discussed case, the misinterpretation of laws ensuring equal opportunities for people who have disabilities can cause serious problems. Parents’ inflated expectations concerning the resources that their children should be provided with can sometimes be detrimental to the further success of their sons and daughters.

The IDEIA is the act that was signed by President Bush thirteen years ago; the discussed act presents a more recent version of IDEA (formerly known as EAHCA) that contains important changes focusing on the needs of children with disabilities and learning difficulties (Yell, Shriner, & Katsiyannis, 2006). The discussed act was aimed at improving certain points covered in the IDEA; among the most important changes that it is supposed to encourage, there is the decision “to emphasize the substantive requirements of the special education process” and the necessity to “align IDEIA with No Child Left Behind provisions such as adequate yearly progress” (Yell et al., 2006, p.4). As for the definition of the latter, it presents the particular amount of academic growth that students have to demonstrate. AYP is regarded as the measure helping to analyze the performance of educational institutions and the effectiveness of teachers’ work (Stockall & Dennis, 2015).

The first change concerning the substantive requirements of educational services for children with special needs influences accessibility and decision-making related to the use of assistive technology. Considering the existing requirements, specialists who assess the quality of educational services that children with special needs receive are expected to base their analysis on the degree to which the unique educational needs of students are met (Warger, 2007). Among the measures that can be taken to meet these needs, there is the effective use of assistive technology, setting measurable goals, and providing regular reports concerning the academic performance of students with special needs. Among the most important practical changes that were encouraged by the reauthorization of the law, there was the creation of the National Instructional Material Access Center that adopted a new digital format (Karger & Lazar, 2014). The creation of the new format initiated by the law was regarded as the measure helping to reduce problems of children with special needs (basically, those children with visual impairments) who lack special textbooks and other resources that can enhance their understanding of course topics. The center stores special files that can be used for K-12 learning materials. The use of such files involves numerous advantages for students who have vision problems as it helps to create more appropriate versions of textbooks with large fonts. Also, it is possible to convert them into audio files or braille books to use these materials during the lessons with optically challenged children and adolescents (Wong & Cohen, 2016).

The legislation that has the most obvious impact on accessibility and decision-making for students with disabilities in the area of assistive technology was adopted together with the reformulation of the IDEA. The Assistive Technology Act adopted in 2004 presents the most recent version of the act. The ATA is focused on providing local educational authorities in the United States with an opportunity to use government financing to ensure that people with disabilities from different age groups have access to assistive devices and programs helping them to fulfill everyday tasks (Tshiswaka, Clay, Chiu, Alston, & Lewis, 2016). The changes that have been implemented since the adoption of the previous version of the act have a significant influence on the field of special education. Thus, according to the most recent version of the act, the primary task of education authorities in the United States is not limited to contributing to the creation of systems helping individuals with various impairments to use assistive devices (Bausch, Mittler, Hasselbring, & Cross, 2005). Instead, the discussed version of the act emphasizes that the states must play a pivotal role in the development of assistive technology programs and keep track of the key needs of citizens whose opportunities are limited due to their physical condition.

Two years ago, it was decided to replace NCLB with the ESSA law that provides the states with the opportunity to implement their standards and education programs (Darrow, 2016). The law is believed to be “a step in the right direction for all students, including those with disabilities” (Darrow, 2016, p.42). Despite the efforts of the federal authorities and researchers to promote understanding of AT at schools, numerous AT service providers in the United States report “the lack of a recognized standard for the provision of services” that can hurt student outcomes (Arthanat, Elsaesser, & Bauer, 2017). Therefore, the lack of standards can also impact the understanding of AT.

AT Implementation Practices and Their Impact on Learners

Due to the efforts of numerous researchers focusing on methods helping to implement assistive technology to help students, there is a range of evidence-based practices that special education teams can rely on to expand learning opportunities of children who have specific problems. In general, implementation plans that special education professionals utilize include a few important steps that cannot be omitted. Thus, to create an effective plan based on the needs of children who have difficulties, it is possible to create special AT implementation teams. The members of such teams are supposed to solve a great number of problems interconnected with the use of assistive technology devices. For instance, it is pivotal to create a defined framework for task distribution and define the type of assistive technology devices to be used. Also, close attention must be paid to the ability of children with disabilities, their parents, and their teachers to use chosen assistive technology devices appropriately.

There is no doubt that the implementation of assistive technology at schools is related to numerous tasks and involves a range of risks. Therefore, to implement assistive technology effectively, it is extremely important to use a framework that unites key components taking part in the process and, therefore, utilizes a holistic approach to the use of assistive technology in special education. The use of the SETT framework belongs to the number of practices that have a positive impact on people with specific problems limiting their opportunities, their family members, and specialists in the field of assistive technology. The name of the framework presents an abbreviation that reflects the key components that the approach is focused on: “student, environment, task, and tools” (Zabala, Bowser, & Korsten, 2004, p.1). To use the framework during the planning stage, specialists who are responsible for the implementation of assistive technology are required to answer a range of questions related to the role of each component shaping the basis of the approach. Importantly, the SETT framework can be applied to make specific assistive technology decisions based on the situation of a particular student; therefore, the approach helps to create individualized plans.

First, it is pivotal to define the specific needs of a student, paying special attention to factors that can motivate him or her and strengths. As for the classroom environment, the framework requires special education professionals to assess various environments in terms of special resources that a student has access to and specific problems that an improved AT strategy would help to solve. The third component that must be analyzed is presented by tasks that a student has to fulfill. Having analyzed the environment, it is pivotal to define the tasks related to it that a student cannot complete without the use of assistive technology devices. Finally, it is necessary to decide on the specific tools helping a student to feel better and improve his or her academic performance. When it comes to the tools that can be used to fulfill students’ needs, the SETT framework defines the latter as devices, “support and training needed by the student and others, accommodations and modifications of the environments”, and task adjustment (Zabala et al., 2004, p.1).

The short-term and long-term impact on children with disabilities of utilizing the framework can be regarded as positive because the effectiveness of this approach to AT implementation is approved by numerous researchers. The primary advantage of the approach that can produce positive outcomes for students with limited opportunities is related to the fact that the framework aims at analyzing every single aspect of the AT implementation process. Specialists utilizing it are required to base the analysis of one component on what they already know about other elements. The concerted efforts of special education professionals paired with the comprehensive analysis of key factors influencing the implementation process help learners to use assistive technology devices in a manner that addresses their key problems. Also, the framework pays careful attention to teaching practices for parents and school teachers who need to know how to use AT devices as well. Therefore, it will be easy for them to help learners with disabilities if they have technical problems.

The Wisconsin Assistive Technology Initiative was designed in the middle of the 1990s to enable school districts to use assistive technology devices in an appropriate manner (Jones & Hinesmon-Matthews, 2014). Specialists who implement the initiative to improve the quality of special education use a few important practices that help them to support school districts. For instance, the implementation of the initiative involves the establishment of a “technical assistance network of individuals across the state” (“Historical overview of WATI,” n.d., para. 2). To fulfill the goals set by those specialists who developed the initiative, it was necessary to establish more than ten agencies where AT specialists provide direct help to the management of schools to ensure that the latter have access to necessary tools and strategies.

Providing training that special education teachers can undergo, specialists implementing the discussed initiative improve outcomes that exist for students with disabilities. The short-term impact of the implementation of this initiative is presented by the expanded knowledge of special education teachers related to the effective use of assistive technology devices. Over the longer term, the initiative is expected to strengthen the collaboration of AT service providers and provide more learners with modern equipment. WATI has a positive impact on learners as an increased focus on teacher training makes students with disabilities use assistive technology devices properly. Apart from enabling students with special needs to use assistive devices, teachers who demonstrate expanded knowledge of implementation practices can use it to deal with interpersonal conflicts and students’ psychological problems that stem from their physical condition.

The introduction of special quality indicators helping to assess AT implementation programs is also considered to be a practice enhancing the quality of special education. (“Quality indicators for assistive technology implementation,” 2012). According to the QIAT Community, seven key indicators can be used to check whether an implementation plan can produce positive results. About the indicators, a successful team is expected to create a written plan together, integrate AT devices into everyday classroom activities, and share the responsibility for the results of the implementation. At the same time, factors that help to conclude the success of AT programs include the ability of implementation teams to provide a substantial number of strategies that students can use. Also, these teams should provide education and support to students, teachers who are going to use AT devices during their lessons, and students’ families.

According to these indicators, the implementation process and the improvement of strategy must be based on the results of observation and changes related to academic performance. Finally, a good strategy clearly defines practices helping to maintain equipment productivity. The use of these indicators by specialists planning and implementing AT strategies is expected to have a positive impact on learners both in short and long-time perspectives. The indicators encourage specialists responsible for the implementation of AT strategies to design effective plans helping to consider students’ opinions on the effectiveness of proposed devices. Providing students with an opportunity to choose from a few strategies, specialists who use the discussed indicators in their work help children with special needs to take an active part in the process and better understand their needs. From a long-term perspective, the use of these indicators can help to elaborate standards that will be used by all AT service providers. In this case, there will be numerous advantages for learners with special needs as the emphasis will be placed on responsibility, the quality of service, and the perceptions of students and their families.

In the field of special education, assistive technology devices helping to meet the needs of students with disabilities are divided into a few groups based on costs and accessibility (“Assistive technology continuum of low to high tech tools,” n.d.). The so-called low-tech tools include devices and materials that are quite simple and are sold at reasonable prices. As for the most common examples of such devices, they include pens of different shapes, rug locks, paper with raised lines, various tools for children with visual impairments helping to enlarge text, transparent films for children who have difficulties in color perception, and other devices. About the high-tech tools for children with disabilities, they include more expensive devices such as keyboards for children with impaired vision and computer programs allowing students to develop reading, writing, and drawing skills in an easy way. Due to the use of this classification helping to categorize assistive technology devices, specialists responsible for the implementation of AT strategies at their schools can analyze students’ needs and estimate financial expenses. The catalog provided by ATC in Boston clearly explains the way to use each AT device presented, and it helps members of IEP teams to choose devices based on the needs of students and available financial resources. The impact of high and low-tech AT devices on children with special educational needs is positive as the combination of such devices can help to facilitate the learning process and improve the academic performance of children with different degrees of disability.

Implications

As is clear from the sources used, there is a large number of factors influencing the incorporation of AT at schools. The latter include special regulations protecting the rights of students with disabilities and eliminating the so-called ability gap. Also, there are various resources including theoretical materials and training for special education teachers and the range of low and high-tech assistive tools enabling children with disabilities to learn new information despite specific problems. Also, among influential factors, there is the presence of evidence-based practices, frameworks that teach the members of IEP teams to develop effective implementation strategies, and the systems of quality indicators that can be used during the planning stage for self-assessment. The impact of these factors on the process of AT implementation at schools cannot be overstated. The key aspect that makes them similar is that all these initiatives, tools, and laws are based on the superiority of students’ needs. Therefore, the consequences of their implementation for the state of assistive technology at schools are positive.

Recommendations

Specialists who need to incorporate AT into individual education plans can face numerous obstacles that can be detrimental to the outcomes for students. Among the most common problems that can reduce the effectiveness of AT implementation strategy and, therefore, have a negative impact o student outcomes, there is the lack of clarity in terms and practices included in individual plans for students with special needs (“Writing assistive technology into the IEP,” 2013). In terms of recommendations that members of IEP teams can use to incorporate AT into IEPs, such specialists should base assessment and the process of strategic planning on the unique educational needs of students. The lack of attention to this aspect can cause significant obstacles to the implementation of AT in IEPs. To eliminate the impact of this factor, special education professionals developing such plans need to analyze student profiles thoroughly. In particular, the attention must be paid to details specifying the medical condition of a student because there are no unique AT devices that would be helpful to all students. Also, the degree of a disability must be taken into account during the planning process (Edyburn, 2006). A common mistake that special education professionals make is the absence of clear measurable goals helping to keep track of students’ academic progress and improve AT strategies if necessary. To avoid making this mistake, the members of IEP teams are recommended to use the information on students’ performance, grades, and the degree to which they participate in classroom activities to identify skill gaps helping to set measurable goals.

Conclusion

In the end, there is a wide range of laws, assumptions, and practices that have an impact on the implementation of assistive technology at schools. Among them, there are various acts such as IDEA and ATA that protect inclusion in education and ensure equal opportunities and rights for children with disabilities and regular students. Also, some special practices and frameworks are expected to facilitate the implementation of assistive technology in education and improve the quality of special education programs for children with various disabilities. Examples of such frameworks include WATI that was initiated in Wisconsin to explain the principles of AT implementation to special education professionals at schools. Also, there is a set of quality indicators encouraging the members of IEP teams to focus on the analysis of students’ situations and develop follow-up strategies before the implementation of AT into children’s plans. Another factor that helps to facilitate the implementation of AT at schools is the existence of numerous AT providers who are ready to help IEPs and fit special needs students with necessary assistive devices. A large number of devices that are available nowadays (including both low-tech and high-tech ones) also present a factor that facilitates AT implementation. Despite all these factors, special education professionals can face problems when incorporating AT into individualized education plans. To avoid them, such specialists can use the discussed frameworks, set clear goals that can be measured, and analyze the medical condition of their students.

References

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Bus Fees Issue: Parents Should Not Pay

The issue concerning the bus fees has emerged quite recently. The majority of parents oppose the introduction of such fees. However, not many parents express their point of view. To my mind, parents pay enough money to school so there is no need to introduce an additional fee for bus schools. Moreover, these fees will negatively influence pupils’ academic performance and their safety, and they can also worsen the environmental situation.

The bus fees have been introduced quite recently. In Leicester, parents started paying bus fees in 2007 (Arsenault). The fee is $150, which is quite much especially if a family has several school children. First of all, it is important to remember that parents pay school fees, so it is still unclear why they should pay for school buses separately. Some schools do not fund this service, which is funded by city governments.

Nowadays all organizations try to overcome financial difficulties, so city governments try to cut budgets and make a parent pay for the service. However, it is necessary to take into account that many families do not have the opportunity to pay additional fees. Many pupils will have to look for another way to get to their school. This can lead to poorer academic performance and even various accidents.

Thus, many pupils will have to walk or use any opportunity to get to their schools. They will spend more time solving the problem of getting to the school rather than concentrating on their classes. Moreover, pupils may have to miss the classes because they simply have failed to find a way to come on time. The issues of children’s safety also emerge. If pupils live in dangerous districts, they can get into trouble while walking to their school. No parent would take the risk to let his/her child go to school if it can be dangerous for the child’s life. Eventually, attendance can drop.

Apart from these issues, the introduced school bus fees can cause environmental problems. The number of emissions will increase since parents will have to drive their cars to take their children to school. Thus, the introduction of eco-friendly technologies (hybrid buses) in school bus services will not work. It will become a waste of money for the city budget.

The bus fees introduction will cause many serious problems. On the other hand, the difficult financial situation in the country and the whole world requires certain actions. However, I think the sphere of education should not become a tool of city expenses reduction since education is the basis of the nation’s wellbeing. The city governments should look for other spheres to cut their budgets. It is also possible to raise funds for school bus service.

For example, the charity can be a good source of funding for this service. It is possible to consider whether school fees can be reduced. Do parents need to pay for everything included in the school fees? Thus, parents should express their position against the introduction of school bus fees. According to vice-chair of the School Committee, Jim Gonyea, there were only five complaints about the fees in three years (Arsenault). Of course, this is not the way to express parents’ concerns. It is essential to raise the question about the fees on the level of city government. Thus, parents can influence the situation, they only should be organized.

Works Cited

Arsenault, Charlene. “Paying to Ride the School Bus – Do You Care about the Fee? Oh, and Your Town’s Politics?” TheDailyLeicester.com. 2010. Web.