Creating a Metacognitive Tool for Curating Assistive Technologies for Neurodivergent Students

Purpose & objective

The purpose of this session is to provide participants with a hands-on experience for acquiring a technology intervention for curating assistive and adaptive technologies (AT) for neurodivergent students to critically maneuver, becoming more reliant on their own resources. This fully interactive session invites participants to use the tools provided to design their own model for learning how to learn through current technology. A student panel will model success using the educational application wheel and represent diverse backgrounds, perspectives, and experiences. Thus, participants will be able to engage in intellectual discourse within a diverse and equitable instructional environment.

Outline

(90 Minutes)

1. Introduction and background to education application wheel (15 min)
2. Student Panel (demonstration of how it works) (15 min)
3. 7 steps to creating your own assistive technology support tool (10 min)
4. Participants receive a template to create their own app wheel to bring back to their institutions (10 min)
5. Hands-on experience. Participants will create and design an educational application wheel that will serve as a metacognitive approach to helping neurodivergent students locate the appropriate assistive technology support tool. Presenters and students will provide support to hands on activities (40 min)

Supporting research

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Brown, T. (2005). Attention deficit disorder: The unfocused mind in children and adults. New Haven: Yale University Press.

Cummings, R., Fisher, G., Espeland, P., & Hanson, L.K. (1993). A survival guide for teenagers with LD. Minneapolis: Free Spirit Publishing.

Eggen, P. & Kaucheck, D. (2010). Learners with exceptionalities. In P. Eggen & D. Kaucheck, Educational psychology: Windows on classrooms (pp. 124-160). Upper Saddle River, NJ: Pearson.

Ficksman, M. & Adelizzi, J. (Eds.) (2010). The clinical practice of educational therapy: A teaching model. London: Routledge.

Gregg, N. (2009). Adolescents and adults with learning disabilities and ADHD: Assessment and accommodation. New York: Guilford Press.

Mytkowicz, P. & Abrahams, L. (2018). Multilingual college students with learning disabilities/differences. In Ficksman, M. & Adelizzi, J.U. (Eds.), The Clinical Practice of Educational Therapy (2nd ed.): Learning and Functioning with Diversity. New York: Routledge.

Mytkowicz, P., & Goss, D. (2012). Students' perceptions of a postsecondary LD/ADHD support program. Journal of Postsecondary Education and Disability, 25(4), 345-361.

Mytkowicz, P., Goss, D. & Steinberg, B. (2014) "Assessing Metacognition as a Learning Outcome in a Postsecondary Strategic Learning Course" Journal of Postsecondary Education and Disability. 7(1)

Nilson, L. (2013). Creating self-regulated learners: Strategies to strengthen students' self-awareness and learning skills. Sterling, VA: Stylus Publishing, LLC.