WebQuest, ACC, and AT

I have never before used a WebQuest in my life, so this was an incredibly interesting assignment for me.  I was confused at first as to what to do, but the directions were very clear, and I was soon back on track.  After my few minor mishaps, I believe that my first WebQuest adventure went rather well.  I chose to read Hayden's (a child with autism and communication issues) Case Study.  The WebQuest was so informative and thorough and any questions I thought of were answered with the extra links that were provided.  I learned what laws enabled Hayden to access AT, what different types of AT devices he could implement, where he would find funding for the device, and what process he'd have to go through to obtain this funding.  I truly enjoyed the WebQuest because I was able to learn a great deal of information in a little time, was able to see what kinds of devices were out there for children like Hayden, and learn the laws and resources available to children with disabilities. 
As a future educator, I can definitely see myself utilizing this tool in my own classroom.  There are so many options for how to use the tool and what to use it for, that it could be used across the curriculum with all subjects.  WebQuests in scavenger hunt form would be especially helpful for children with disabilities in my opinion, because it is a fun way to navigate the web and gather new information.  WebQuests allow teachers to provide their own links about the topic, so students navigation of the web becomes much simpler as they do not have to search for the information themselves, but can simply click on the links provided to find what they need. 

Though I was familiar with Assistive Technology and ACC, I found our reading to be highly informative as well as interesting.  Previously, I've worked with about 5 students who use DynaVox systems on a daily basis, which turned out to be great on-the-job training in how to manage and use these communicators.  I was also introduced to DynaVox etiquette, which requires the listener to be patient when waiting for responses, stories, and questions from students with these device, as it takes them longer to "speak."  Our article introduced me to to fact that many children with CCN are taught to utilize sign language for frequently used words and quick, short responses, along with the use of AT communication devices.  Also, I learned that children should consistently and frequently be presented with highly motivating communication tasks, so as to practice using their communicators and becoming more fluent/familiar/comfortable with the device.  I believe that this idea will greatly influence the way in which I instruct individuals who employ these devices.  Basically, this idea is similar to "if you don't use it, you lose it," meaning that if you don't use your communicator regularly, it will take much more time to understand it, and much more effort to use it.