Setting: Social Studies Class
Special Needs Student: Student with Cerebral Palsy
Challenge: Include student using Assistive Technology
In planning lessons to implement during the course of the school year, it is important to incorporate components of the Universal Design for Learning model. The three main components of this model are:
1. Multiple means of representation – curriculum materials should be diverse like having digital and internet resources.
2. Multiple means of action and expression – Based on modifications and accommodations from IEPs, educators should allow students to submit artifacts using different levels of technology.
3. Multiple means of engagement – The primary focus of classroom management strategies is to keep students engaged. Using technology (low-high) will make accessing the curriculum easier and meaningful.
For special needs students, notes on key points will be provided in both print and auditory format (emailed).
When assigning a Project-Based group Lesson, a rubric must be developed to give learners a guideline for developing their projects, and to allow the teacher to grade assignments accordingly. The rubric would include the following categories:
Presentation to the Class
Quality and Quantity of Information
Collaboration with Group
Actual Project
During the lesson, Information will be presented to students using an array of media to present the information. Video, graphics, auditory information, and print materials will be available for instruction.
For the group project, students will be free to choose the primary format they wish to complete their project with, but will be required to use PowerPoint, as a medium-tech.
Assistive technology available for special needs student:
On-screen keyboard for computer access.
Mounting plate for wheel chair, which would allow student to mount either a video camera or a still camera. This will allow the student to contribute graphics or examples to the group during project development. A switch system will be in place to allow the student to control the devices. * For class presentation, student will use a text-to-speech program on the computer to present information during the group presentation.
Thursday, June 10, 2010
AT Research Summaries
Organizations:
AblePlay
http://www.ableplay.org/
This is a comprehensive website for families and service providers who work with young children with disabilities. There is a database on the site that is searchable based on specific ability criterion. The toys available on the site have ratings that represent how well they address individual skills. I think the site provides valid information regarding the use of toys to encourage the acquisition of skills in both special needs children and their non-disabled peers.
Alliance for Technology Access
http://www.ataccess.org/
This is the official website of the Alliance for Technology Access. The site also acts as a network for vendors, resources, and service providers. The organization’s mission statement revolves around increasing abilities of persons with special needs to facilitate full participation in their community and educational settings. The site has a list of software geared toward the use of assistive technology software in the classroom. Software tutorials and descriptions are also provided online.
Apraxia Kids
http://www.apraxia-kids.org/
This is the official site for The Childhood Apraxia of Speech Association of North America (CASANA). Although the site is focused around Apraxia, its diagnosis and treatment, there is information available that would be beneficial for all children with speech impairments. The site also includes a message-board, a calendar of events, and e-newsletters. There is also an Apraxia library where there are articles and information available regarding this disorder.
Schwab Learning
http://www.schwablearning.org/
This is a non-profit organization site for families with children with learning disabilities. The articles available on the site provide information and support for families in all facets of their lives. The most useful feature on the site is a parent-to-parent message board. It is a useful tool for parents of children with learning disabilities to connect with each other and share experiences and techniques regarding working with their children.
Wisconsin Assistive Technology Initiative
http://www.wati.org/
This is the Wisconsin Assistive Technology Initiative’s website. Although the site is geared for people who live within the state, as there are links to device libraries, and state resources, there is so much more available on this site that is useful for both consumers and professionals. There is a repository of forms and training materials available, along with training resources that can be ordered.
Online Resources
Abledata
http://www.abledata.com
This informational website consists of both commercial and non-commercial devices. Products are listed on the site according to the deficit area, and a brief description of each category is included under each section. The information provided is extensive; each product description gives information regarding the usefulness of each item with regard to ability, and gives a pretty thorough description of the devices including measurements. The site is primarily geared toward consumers, but this would be a great place for service providers to see what is available. The section of non-commercial devices contains quite an extensive list of “do-it-yourself” projects.
National Public Website on Assistive Technology
http://www.assistivetech.net
This is a great site for both consumers and professionals. The site consists of a searchable database for devices, and has links to vendors where the items can be purchased. The database system enables you to search for products under specific disabilities. When using the functional skills option, the database takes you through a number of steps to help you find the appropriate device. This can save hours of searching through web pages and catalogs looking for just the right thing, and because the site is non-commercial, multiple vendors are listed.
Play to Say Toys
http://www.playtosay.com
This is a commercial site that sells toys and games to be used during “play therapy” sessions. Toys are offered according to age-range, or ability. Browsing through commercial sites is important to become aware of what is available on the market, and to gain inspiration when it comes to using toys or devices that are already on hand, or can be modified simply. This would be a good site to encourage parents to visit to get ideas of toys and activities that they should be looking for when purchasing items for their children.
Technology for Education, Inc.
http://www.tfeinc.com/
This is a commercial site that sells learning aids for students with a range of abilities. The site has numerous resources available, including a blog that addresses current trends in AT, and some innovative ideas and discussions. The site is also linked to Twitter, so you can get updates on a regular basis. Products are categorized based on the skill or deficit area- This is extremely useful for individuals who need guidance in terms of what is available for students based on their deficit area.
Oklahoma Assistive Technology Center
http://www.theoatc.org
The Oklahoma Assistive Technology Center is a web site developed as a resource for the state of Oklahoma. The site is a work in progress, and not all links are available at the moment, but there are useful resources currently available. The site has handouts and presentations, along with general information regarding Assistive Technology. I especially liked the instructions to create a book using PowerPoint. Illustrations are included in the handout to encourage ease of use. There is also a repository of activities for users to exchange. This is most helpful so that busy teachers do not have to “re-invent the wheel” when it comes to producing modified activities.
Research Articles
Accessible Education Through Assistive Technology
White, E. A. ; Wepner, S. B.; and Wetzel, D. C.
THE Journal: Transforming Education Through Technology, 2003
http://thejournal.com/articles/16270
The article sheds light on the importance of assistive technology in education-starting at a very young age, and following the students through post-secondary education. Currently, students receiving a public education have AT considered during their IEPs, but by the time the student reaches the post-secondary level, they need to self-identify themselves as a person with disabilities.
Computer-Based Reading Instruction for Young Children with Disabilities
Lee, Y.; Vail, C. O.
Journal of Special Education Technology, 2005
http://jset.unlv.edu/20/JSETv20n1.pdf
This article is of a study conducted to measure the effectiveness of computer-based reading programs with students who have learning disabilities. The study was quantitative, and was rather extensive. Based on the subjects, they found that students were able to acquire and attain reading skills using the computer-based programs.
Disparities in usage of assistive technology among people with disabilities.
Kaye HS; Yeager P; Reed M
Assistive Technology (ASSIST TECHNOL), 2008 Winter; 20(4): 194-203 (25 ref)
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=2&hid=9&sid=738fd4ba-8d7c-47fc-91b0-2b6366580552%40sessionmgr4
The article is a study conducted to examine the disparity of Assistive technology usage between individuals based on income, race, and age of onset of disability. The article is useful in that as educators, we need to be aware of factors that come into play regarding the use of Assistive Technology devices and services. The study implies that the higher the individual’s education, the more likely they are to use “higher-tech” devices.
Assistive Technology Approaches for Large-Scale Assessment: Perceptions of Teachers of Students with Visual Impairments.
Johnstone, C.; Thurlow, M.; Altman, J.; Timmons, J. and Kato, K.
Exceptionality, 17:66–75, 2009
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=18&hid=9&sid=0f611be9-cf84-4a6e-bfd8-15bc488a3781%40sessionmgr4
The article discusses the use of Assistive Technology by teachers of students with visual impairments, and the use of AT for Assessments. The main point is that when administering assessments, what teachers would consider to be AT, the assessments consider accommodations. This is an important factor considering the use of AT is becoming more common. The research also sheds light on the fact that teachers of students with visual impairments have a different focus based on their case-loads. The study implies that the larger the case-load, the more likely the students are to receive instruction using technology- less focus is placed on Braille.
Enhancing TPACK with Assistive Technology: Promoting Inclusive Practices in Pre-service Teacher Education.
Marino, M., Sameshima, P. & Beecher, C. (2009).
Contemporary Issues in Technology and Teacher Education, 9(2), 186-207. AACE.
http://www.editlib.org/f/30279
This is an excellent article that touches on the importance of not just technology training for pre-service teachers, but on the importance of training in the assistive technology field. The research includes models of implementing assistive technology training into the training of future educators, and encourages a full-inclusion model for students with disabilities.
AblePlay
http://www.ableplay.org/
This is a comprehensive website for families and service providers who work with young children with disabilities. There is a database on the site that is searchable based on specific ability criterion. The toys available on the site have ratings that represent how well they address individual skills. I think the site provides valid information regarding the use of toys to encourage the acquisition of skills in both special needs children and their non-disabled peers.
Alliance for Technology Access
http://www.ataccess.org/
This is the official website of the Alliance for Technology Access. The site also acts as a network for vendors, resources, and service providers. The organization’s mission statement revolves around increasing abilities of persons with special needs to facilitate full participation in their community and educational settings. The site has a list of software geared toward the use of assistive technology software in the classroom. Software tutorials and descriptions are also provided online.
Apraxia Kids
http://www.apraxia-kids.org/
This is the official site for The Childhood Apraxia of Speech Association of North America (CASANA). Although the site is focused around Apraxia, its diagnosis and treatment, there is information available that would be beneficial for all children with speech impairments. The site also includes a message-board, a calendar of events, and e-newsletters. There is also an Apraxia library where there are articles and information available regarding this disorder.
Schwab Learning
http://www.schwablearning.org/
This is a non-profit organization site for families with children with learning disabilities. The articles available on the site provide information and support for families in all facets of their lives. The most useful feature on the site is a parent-to-parent message board. It is a useful tool for parents of children with learning disabilities to connect with each other and share experiences and techniques regarding working with their children.
Wisconsin Assistive Technology Initiative
http://www.wati.org/
This is the Wisconsin Assistive Technology Initiative’s website. Although the site is geared for people who live within the state, as there are links to device libraries, and state resources, there is so much more available on this site that is useful for both consumers and professionals. There is a repository of forms and training materials available, along with training resources that can be ordered.
Online Resources
Abledata
http://www.abledata.com
This informational website consists of both commercial and non-commercial devices. Products are listed on the site according to the deficit area, and a brief description of each category is included under each section. The information provided is extensive; each product description gives information regarding the usefulness of each item with regard to ability, and gives a pretty thorough description of the devices including measurements. The site is primarily geared toward consumers, but this would be a great place for service providers to see what is available. The section of non-commercial devices contains quite an extensive list of “do-it-yourself” projects.
National Public Website on Assistive Technology
http://www.assistivetech.net
This is a great site for both consumers and professionals. The site consists of a searchable database for devices, and has links to vendors where the items can be purchased. The database system enables you to search for products under specific disabilities. When using the functional skills option, the database takes you through a number of steps to help you find the appropriate device. This can save hours of searching through web pages and catalogs looking for just the right thing, and because the site is non-commercial, multiple vendors are listed.
Play to Say Toys
http://www.playtosay.com
This is a commercial site that sells toys and games to be used during “play therapy” sessions. Toys are offered according to age-range, or ability. Browsing through commercial sites is important to become aware of what is available on the market, and to gain inspiration when it comes to using toys or devices that are already on hand, or can be modified simply. This would be a good site to encourage parents to visit to get ideas of toys and activities that they should be looking for when purchasing items for their children.
Technology for Education, Inc.
http://www.tfeinc.com/
This is a commercial site that sells learning aids for students with a range of abilities. The site has numerous resources available, including a blog that addresses current trends in AT, and some innovative ideas and discussions. The site is also linked to Twitter, so you can get updates on a regular basis. Products are categorized based on the skill or deficit area- This is extremely useful for individuals who need guidance in terms of what is available for students based on their deficit area.
Oklahoma Assistive Technology Center
http://www.theoatc.org
The Oklahoma Assistive Technology Center is a web site developed as a resource for the state of Oklahoma. The site is a work in progress, and not all links are available at the moment, but there are useful resources currently available. The site has handouts and presentations, along with general information regarding Assistive Technology. I especially liked the instructions to create a book using PowerPoint. Illustrations are included in the handout to encourage ease of use. There is also a repository of activities for users to exchange. This is most helpful so that busy teachers do not have to “re-invent the wheel” when it comes to producing modified activities.
Research Articles
Accessible Education Through Assistive Technology
White, E. A. ; Wepner, S. B.; and Wetzel, D. C.
THE Journal: Transforming Education Through Technology, 2003
http://thejournal.com/articles/16270
The article sheds light on the importance of assistive technology in education-starting at a very young age, and following the students through post-secondary education. Currently, students receiving a public education have AT considered during their IEPs, but by the time the student reaches the post-secondary level, they need to self-identify themselves as a person with disabilities.
Computer-Based Reading Instruction for Young Children with Disabilities
Lee, Y.; Vail, C. O.
Journal of Special Education Technology, 2005
http://jset.unlv.edu/20/JSETv20n1.pdf
This article is of a study conducted to measure the effectiveness of computer-based reading programs with students who have learning disabilities. The study was quantitative, and was rather extensive. Based on the subjects, they found that students were able to acquire and attain reading skills using the computer-based programs.
Disparities in usage of assistive technology among people with disabilities.
Kaye HS; Yeager P; Reed M
Assistive Technology (ASSIST TECHNOL), 2008 Winter; 20(4): 194-203 (25 ref)
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=2&hid=9&sid=738fd4ba-8d7c-47fc-91b0-2b6366580552%40sessionmgr4
The article is a study conducted to examine the disparity of Assistive technology usage between individuals based on income, race, and age of onset of disability. The article is useful in that as educators, we need to be aware of factors that come into play regarding the use of Assistive Technology devices and services. The study implies that the higher the individual’s education, the more likely they are to use “higher-tech” devices.
Assistive Technology Approaches for Large-Scale Assessment: Perceptions of Teachers of Students with Visual Impairments.
Johnstone, C.; Thurlow, M.; Altman, J.; Timmons, J. and Kato, K.
Exceptionality, 17:66–75, 2009
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=18&hid=9&sid=0f611be9-cf84-4a6e-bfd8-15bc488a3781%40sessionmgr4
The article discusses the use of Assistive Technology by teachers of students with visual impairments, and the use of AT for Assessments. The main point is that when administering assessments, what teachers would consider to be AT, the assessments consider accommodations. This is an important factor considering the use of AT is becoming more common. The research also sheds light on the fact that teachers of students with visual impairments have a different focus based on their case-loads. The study implies that the larger the case-load, the more likely the students are to receive instruction using technology- less focus is placed on Braille.
Enhancing TPACK with Assistive Technology: Promoting Inclusive Practices in Pre-service Teacher Education.
Marino, M., Sameshima, P. & Beecher, C. (2009).
Contemporary Issues in Technology and Teacher Education, 9(2), 186-207. AACE.
http://www.editlib.org/f/30279
This is an excellent article that touches on the importance of not just technology training for pre-service teachers, but on the importance of training in the assistive technology field. The research includes models of implementing assistive technology training into the training of future educators, and encourages a full-inclusion model for students with disabilities.
Sunday, June 6, 2010
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