Article-+May+10th

Curtis, Diane. "Disabled Bodies, Able Minds: Giving Voice, Movement, and Independence to the Physically Challenged." //Edutopia //. 2 Feb. 2005. Web. 04 Apr. 2012. .

__ //How did the teacher use technology in this lesson/approach?// //Details – time, activities, products, etc// __  Rehmet, Adrian's teacher, spent years trying to figure out which part of Adrian would work best for a communication process like this. Finally he decided on the eyebrows. A school employee who owned a music shop specially engineered the instrument for Lukas to play using a joystick. In both cases, the teacher or adult used technology to adapt the process of communication for the individuals musically or verbally speaking.

__ //How did the students use technology? Details – time, activities, products, etc// __ Speech generation devices or a computer were used by Adrian and another student by using eyebrow movement (one student has cerebral palsy, the other cannot move his limbs). In this way, students were able to communicate with others. In Adrian's case, the computer is tailored for him: photographs/pictures of his friends and family, and pictures depicting situations or events he'd like to write about (meal preferences, weather, family trips). He's participating in a district-wide program called TACLE (Technology and Augmentative Communication for Learning Enhancement). He wears a headband that senses the movement of his eyebrows. This movement triggers the computer cursor's movement and then speaks the words Adrian chooses, thus enabling his communication with others. Another student with very limited use of limbs used similar technology that allowed him to play an instrument by simply manipulating a joystick to change notes, enabling him to play an instrument as he always wanted to.

__ //How were students assessed? How were students’ content knowledge, skills, and/or technology skills evaluated?// __ Assessment was not specifically addressed in this article. However, the ability to use the tool/technology well is evaluated in the success of the communication resulting from the tool's use.

__ //How were students provided feedback, remediation, scaffolding?//  __ No specific instances of the above were mentioned in the article. The tools merely gave all students mentioned the opportunity to communicate in a different means/by a different means to enable them to interact socially with others.