When it comes to the ability of a student to transmit information clearly, sometimes it can be a difficult task to undertake. Special needs students can have this experience more frequently than most, and could take more to help them communicate effectively both inside and outside the classroom, which is where ai can play a role.
Here we talk to Matt Gorin (main civic teacher in the Department of Education of New York City), Claire Keller, (Visual Arts, Education Link for the Department of Education of New York City) and Erin Laraway (teacher Special Education and Sustainability Coordinator for the New York City Education Department), about the implementation of ai solutions to help students better.
Giving students the ability to impact their learning environment is key, and communication is essential for that to happen. The use of technology in the classroom does not have to be complex to help students transmit their point of view.
“First (we) we highlight the use of a very simple technology ,” Gorin says. “Individual switches to enable the student's choice. Then I wanted to show a progression to learn from available technology and how we can use that, especially with new ai tools, so that student's thoughts really come to life and show interest. When they are interested in things, they want to learn more. They want to be more involved. “
Giving students the ability to communicate easily can drastically improve the sections of attention in the classroom, in addition to improving interaction with the material material. And finding tools that have accessibility and ease of use can contribute greatly to help students with special needs to get more involved.
“Coughdrop is a cloud -based AAC program (adapted and increased communication program),” says Keller. The platform allows users to communicate alternatively, such as choosing images or symbols to form sentences. “They had introduced me through PD in district 75 with Amanda McKee (our arts director). You can create your board and then access it even from a amazon Kindle. “
With a Boosted ai program like Coughdrop, students and teachers can access it from almost any device you have. But the main point is that students have the ability to interact in a way that allows them to help create the subject they use.
“Creating our rubrics, our children generate our rubrics for each unit we do,” says Keller. “Children decide the levels of the rubrics. Children describe things at those levels, and then the next steps. I think (it was difficult for students) vocalizing what they thought should be the next steps. So we did the process and took video fragments and put that in the button so that the next step literally was a video of the next step that happened, so when they were in their discussions about their work for the formative evaluation, they could offer the next steps to each other in a really shocking way. “
Even when a student has difficulty expressing a teacher or his classmates, finding simplified ways of providing communicative power to his students can make a difference.
<h2 id="how-to-get-more-out-of-your-ai –tech -3″>How to get more from your ai technology
Helping students and teachers are inside the IA rudder, but we may not know the total scope of what certain tools can do for us. To realize these potential results, Gorin says he begins to forge a good relationship with technological links.
For example, “one thing that would suggest to teachers is that most buildings have an adobe link or a technological link,” he says. “These companies love to communicate and give suggestions and show what is happening. It is good for teachers to learn, feel comfortable and communicate directly with their suppliers. “
Do not be afraid of asking questions. The more information you get from your suppliers, the more information you will have to provide your students. As Laraway explains, having this additional information can help greatly when it comes to students with special needs.
“technology has really opened doors for students with special needs,” says Laraway. “Some of our students have limited verbal skills. What I have found, particularly teaching students with autism who do not like to make visual contact, is that using classroom technology through multiple types of applications has allowed me as a teacher to evaluate their real -time knowledge. “
Laraway also mentions the need to involve teachers in the decision -making process when it comes to what type of ai technology could fit better.
“Teachers survey,” says Laraway. “Discover what your needs are. Each school district is different. Some school districts have more students with multilingual students. They can trust translation characteristics or accessibility characteristics. I think it varies according to the population to which school serves. “
Keller warns against trying to do too much at the same time. Choosing your tech battles can help focus efforts.
“Choose one thing,” says Keller. “Find this particular program at this time and monitor the areas that you want them to be different, or what does not fully meet the needs of their students. It is better to say “I have to do all this at the same time.” Depth on amplitude. “
As always, the support of their decision makers is fundamental.
“(We would like to) shout at our wonderful director,” says Laraway. “Without her, none of this would be possible. She always gives us support. “
“Many thanks to (Barbara Tremblay), who really wants teachers and students to succeed,” Gorin adds.
If you want to achieve a higher level of communication with your special needs students, simplifying your technological offers, learning what IA technology can achieve through the construction of a relationship with your technological links, obtaining your administration by showing the benefits and learning what ai technology can better serve your students, needs can help mark a new level of accessibility for those who normally do not feel comfortable in a classroom.
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