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The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
 * __Standard 3__: Teachers understand that children learn differently. **


 * __Evidence 3 __: Project Based Learning – “Independent Use of Assistive Technology to Gather Information” **

**__ ‍ __** This unit of study is an IEP-driven subject, intended for students in a middle or high school setting. In the general education setting, students are required to do research for reports and projects. In most cases, these research materials (library books, encyclopedias, online resources), are not readily accessible to students with visual impairments. Students with visual impairments must therefore be familiar with the types of assistive technology they have access to, be able to determine the best tool suited to their needs, as well as their particular type of research, and effectively utilize that tool (or tools) in order to function as independently as their sighted peers. This PBL was started with a 7th grade student in March, 2012.
 * __Rationale 3__: **

Rather than simply feed the student information as to locating information for a research project, this lesson provided me with the opportunity to foster my student’s independence. Due to time constraints and simplicity, it had been easier for myself or the paraprofessional to read aloud information gathered on the computer, have the student determine what was useful and what wasn’t, then copy and paste that information into a document to be embossed into Braille for the student. However, through that approach, the student was not the one locating the information and relied heavily on the help of his instructors. The PBL allows me to guide the student throughout the process of inquiry, rather than direct it, and it allows the student to take more responsibility and become more self-confident and independent. The student will no longer be held back due to a lack of knowledge of assistive technology, but will learn to harness such technology as Braille note-taking devices and screen-reading software to access the same information as his/her sighted peers.

I have been instrumental in district decision-making when it comes to what types of adaptations, modifications, and assistive technology would best benefit my students with visual impairments. I do Functional Vision Assessments and Learning Media Assessments to best determine which adaptations will best benefit my students at any given time. My instruction is always student-based and individualized to the specific needs of each student on my caseload. This PBL demonstrates my ability to provide opportunities and a broad range of assistive technology for my students to use their problem-solving, critical-thinking, and decision-making skills to determine which of the pieces of technology they are most comfortable using.
 * __Knowledge__: **
 * 3.K.2 The teacher understands and can provide adaptations for areas of exceptionality in learning—including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges. **

I expose my students to any pertinent adaptations, modifications, and assistive technology so that when/if they are in need of something, the students are familiar enough with their options to be able to provide helpful feedback on what will help them the most. Based on Functional Vision Assessments and Learning Media Assessments, it is clear whether a student functions best utilizing the auditory sense, visual sense, tactile sense, or any given combination of those skills. From that information, I determine which pieces of technology, material modifications, or environmental adaptations would best serve that student and, with student, parents, and staff feedback, determine what works best for that individual student.
 * __ Skills or Performance __**** : **
 * 3.S.4 The teacher can identify when and how to access appropriate services or resources to meet exceptional learning needs. **

The level of “success” each student is capable of achieving looks different from child to child. I believe that each student on my caseload is absolutely capable of achieving her or her own personal level of success and I am committed to providing the adaptations, modifications, instructional strategies, and assistive technology to help students achieve that level of success. My students often take different routes to succeed and their instruction may not look the same as their fully-sighted peers, but that does not mean they are any less capable of setting goals, reaching their potential, and achieving their personal level of independence, and this PBL is a step in that direction.
 * __Dispositions__: **
 * 3.D.1 The teacher believes that all children can learn at high levels and persists in helping all children achieve success. **