Week 4- Class Presentaions

The presentations this week highlighted the many applications Kurzweil can have across a wide variety of academic settings. As I listened and viewed each presentation I realized how for some students this could be the key to them experiencing success at every level of their academic career.
Initially, when Kathy and I began our unit at a grade one level we were sceptical to how the program could be used successfully since so much of our material is typically covered through group-shared experiences such as class discussions, teacher-read stories and hands-on exploration. However, just like with all Assistive Technology programs we realized that there could be specific students that would benefit from Kurzweil even at our lower elementary level.
At the upper elementary level the potential of the program really begins to be revealed. I was disappointed there were not more presentations at this level since these are the gradesl were the decision between remediation and supporting the needs of the student is often made. Through the few upper elementary activities that were shared, the potential at this level was highlighted. As an Elementary Program Support teacher this year, I am beginning to use the program with a grade six student. She is keen to use Kurzweil and feels more independence and success when using the program. During the upper elementary presentations I could not help but reflect upon the various aspects of the overall curriculum that we (student, teacher and PST) have yet to apply Kurzweil to for further independence and success.
As a former Program Support and classroom teacher at the Junior High school level I knew that Kurzweil would be a powerful tool for the middle and secondary levels. The various presentations across curriculum areas highlighted the many applications Kurzweil has within the secondary level. However with each of these presentations I wondered what it must be like for a student at the secondary level who may have Kurzweil implemented in only some of their courses due to teacher participation and acceptance of the program. While I understand, it is important for the student to learn self-advocacy and I am sure that Program Support teachers are advocating the use of the program across all subjects, the reality may be for some students the program is not being implemented to the same degree in all subjects. For students experiencing great success with the program it would be very frustrating to have a course in which your needs (and therefore your independence/success as a student) were not being fully met due to your Assistive Technology recommendations not being completely implemented.

Further questions that I have at the secondary level are:
-How can students approach an educator if they feel their needs are not being met?
-What roles do the teachers and support staff at the school need to take to remedy the situation when Assistive Technology recommendations are implemented at varying levels?
- Are students being taught that they have a channel available to use when they feel the program is not being used effectively by a teacher?