|Name of Unit||Assistive Technology|
|Author(s)||Alex Pugnali and Geena Lucibello|
|Brief Description||Assistive Technology Unit.|
|Keywords||Assistive Technology, Handicapped Students, Service Learning|
|Number of Weeks||8|
|Week 1||Service Learning: Animal Disabilities
In our first lesson we had the students explore the idea of Service Learning. Students were either given a stuffed dog with paralyzed legs or a monkey with paralyzed arms. They first job thought of all of the actions that either animal performs. Then they build something that would allow to animals to perform those tasks despite their disability.
|Week 2||Service Learning: Animal Disabilities
Students were given a second day to build then shared what they created with the class. Students discussed what did/didn’t work in their designs.
|Week 3||Handicapped Classroom Interaction: Activity
Students from the Handicapped class at JQS came to our class to participate in STOMP. As a Valentines Day treat for both classes we had the students make Candy Pushers. A brief lesson was given about programming directly on the brick (the NXT car was already built, student just had to add something to push the candy with).After STOMP, students from our class were directed to either not use their dominant hand, or not speak for the rest of the day. They then had to write a journal about their experience.
|Week 4||Handicapped Classroom Interaction: Observation/Short Activity
Students from our class visited the Handicapped classroom. While they were there, they interviewed both the teacher and the students about things in their classroom that they don’t like, or things that they feel could be improved.Then students participated in a paper airplane challenge. Students were split up into pairs are were each given a different handicap (the inability to speak, hands tied together, arms tied to torso, hands tied to a partners, and the inability to move wrists or fingers). Students worked together to make a paper airplane.
|Week 5||Final Project: Discuss/Come up with Ideas
We had students reflect on the experiences that they had with the students from the handicapped classroom (The activities they did together, visiting their classroom, and the after STOMP challenge). Then, as a class we wrote down some difficulties that those students had that we could solve using Engineering (*We introduced the Final project and began the list of problems on Week 3).Then we had students split up into pairs and each come up with a problems and solutions. After all the students wrote their ideas we discussed how helpful and plausible (based on technology, material, and time constraints) each idea was. As a class we narrowed it down to 6 projects.
|Week 6||Final Project: Planning/Designing/Materials
With the help of our teacher, split the class up into 6 groups of 4.In their groups students planned and drew prototypes for their project. Students then began working on their projects with the basic materials that we brought (cardboard, styrofoam, hot glue, felt, string). We told them to be specific about any extra materials that they were going to use because we would bring everything on their list the following week.
*The Handicapped students from the other class joined our students for STOMP
|Week 7||Final Project: Building
Students finished building their projects without the help of the other classroom. Those who finished early prepared for their presentation the following week.
|Week 8||Final Project: Students Present
The students from the handicapped class came back to watch the presentations. They stood alongside the groups that they worked with on Week 6 and helped present/modeled the things that were made.