Many or all classrooms use adaptive equipment for one or more students. Adaptive equipment might include special chairs, tables, dishes, personal care items, pencils, splints, etc.

Part I:  On the modified Critical Analysis Incident template attached,

 please list the adaptive equipment and assistive technology in the

classroom. Describe the function of each.

Part II: Incorporate either a piece of adaptive equipment or

assistive technology into a lesson or activity that you do with a student or group of students in your field placement.

Describe the lesson or activity in the first box of the Critical Incident

Analysis template (What happened?). Use the template to guide your reflection on technology in the lesson and more generally.

Your analysis should align with Danielson Domain 1 – Planning and

Preparation (see attached standards below and/or

 https://www.danielsongroup.org/framework/).  If there is no

adaptive/assistive technology used in your classroom, talk with your

 teacher about observing a student in another classroom. If this is not feasible, modify this critical incident to any use of technology in the

classroom to support student learning.

After watching the three videos provided below, identify three specific pieces of

adaptive equipment (AE) or assistive technology (AT) from two different videos below that you believe would be effective in helping students with low-incidence disabilities access the regular education curriculum. For each piece of AE or AT, explain how it

 helps the student access the regular education curriculum and why you believe this

item might provide equity to special education students in the regular education

setting.

Tools of Inclusion: Assistive Technology for Young Children

Adaptive Equipment for Physical Education

Assistive Technology for Autism