"Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means oflanguage acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated."
- Wikipedia
http://en.wikipedia.org/wiki/Reading_(process)
As we have all know, reading is a complex task. During classes 6 & 7 however, reading difficulties were put under the microscope and I have taken a lot of new information and knowledge from those classes. No matter the grade level or subject matter, reading difficulties are an obstacle presented in my classroom every year. I know have a great list of apps for READING REMEDIATION I plan to use for my students. - Reading Rainbow - Raz-kids - IXL - Reading HD - Ready to Read - Grasshopper Apps ~ 123 Genius, ABC Genius, ABC Ninja - Red Rocket Readers
As someone who has never struggled reading, the process can be taken for granted. The diagram to the left displays a ten-step process children must master before becoming fluent readers. All it takes is one issue with any of these steps to cause a problem in their progress. With the help of assistive technology, children with reading difficulties can now participate in reading activities with their class and also independently.
This is the first time seeing these assistive technology assessment models. In my opinion, I find more similarities with all five models than I do differences. Since there is such a variety of AT available, accompanied by even more apps, bells and whistles ranging from free to VERY expensive, I'm happy to see guidelines put in place to help decision-makers (parents, teachers, student, school, etc) make informed choices about which technology would be best for each individual situation. Whether assessing a cognitive or physical need, each of these models collects extensive details about all aspects of the students life. One piece of technology might be suitable for student A, meanwhile be completely useless to student B, even if at first sight they appear similar in terms of academic needs. Here is a breakdown of all five models.
SETT
Framework:
The SETT framework was created to provide guidelines
for school-based program planning teams to ensure they are pairing students’
needs with appropriate assistive technology based on the following criteria: Student Environment Tasks
Tools
Joy Zabala
designed this widely used approach for
collaborative decision-making in AT. Without the full cooperation of the entire
school program planning team, critical mistakes can be made in regards to
providing the best possible options for a particular student.
Some
elements the team will analyze (student, environment, tasks & technology) include:
STUDENT-What are the student’s
needs, why aren’t they being met? Knowing strengths, needs and preferences.
·What does the student need to do?
·What are the student’s special needs?
·What are the student’s current abilities?
ENVIRONMENT- Are there adequate supports?
·What
materials and equipment are currently available in the environment?
·What
is the physical arrangement? Are there special concerns?
·What
is the instructional arrangement? Are there likely to be changes?
·What
supports are available to the student?
·What
resources are available to the people supporting the student?
TASKS- What tasks does the student need to
accomplish?
·What
activities occur naturally in the environment?
·What
is everyone else doing?
·What
activities support the student's curricular goals?
·What
are the critical elements of the activities?
·How
might the activities be modified to accommodate the student's special needs?
Tools – What assistive technology might fit best?
·What
no-tech, low-tech, or high-tech tools should be considered when developing a
system for a student with these needs
and abilities, doing these tasks, in these
environments?
·What
strategies might be used to invite increased student performance?
·How
might these tools and strategies be tried out with the student in the customary
environments in which they will be
used.
H.A.A.T.
H.A.A.T., which stands for “Human Activity Assistive Technology”, was
developed by Cook and Hussey and based on Bailey’s “Human Performance Model.” The components of the HAAT model are (1) Activity, (2) Human, (3)
Context, and (4) the Assistive technology.
Activity refers to
self-care, work/school and play/leisure.
Human refers to the doer
or operator and considers the abilities and skills of the individual, as well
as the level of skill or ability (i.e. novice or expert).
Context refers to all aspects
of where the activity is being
performed: the setting (environment), social context (with peers, strangers,
family), cultural context, and physical context.
Assistive Technology includes all the
interfaces that enable human performance to improve, both hard technologies and soft
technologies.
MTP – Matching Technology to Person
The Matching Technology to Person model
recognizes the immense technology options people with special needs are faced
with. Even though there might be a perfect tool for a certain need,it may not be used appropriately or even go unused when
personality preferences, social characteristics or environmental support are
not considered.
In order to properly match technology to person, data must be gathered and all
aspects of the student’s life must be considered.
L.A.P.
The LAP, or Lifespace
Access Profile, developed by Williams, Stemach, Wolfe and Stanger (1994),
has two assessments for evaluation physical needs. The Lifespace Access Profile
Upper Extension is for individuals with physical needs but not significant
cognitive delays. The Lifespace Access Profile is for individuals with severe
or multiple disabilities. It assesses five domains: physical resources,
cognitive resources, emotional resources, support resources, and environmental
analysis. Each domain has a series of rating scales for students’ abilities and
preferences, and support services available.
Copley and Ziviani (http://stfx.worldcat.org/oclc/4900741410), in
their research paper, Use of a Team-Based Approach to Assistive
Technology Assessment and Planning for Children With Multiple Disabilities: A
Pilot Study, use LAP and
LAPUE as the instrument in their study.
The process follows the
following steps: Referral, Evaluation, Extended Assessment, Plan Development,
Implementation, and Periodic Review. It takes into consideration student's
current levels of performance, maturation process, learning disability, and
changes in the educational environment.
I enjoyed listening to their presentation, as they gave a detailed descriptions of all the apps they found useful. It still boggles my mind at how many of these amazing apps are either FREE or can be bought at a very low cost. Their school survey showed a huge difference in the amount of technology being used at each school. It's amazing at how two schools can be so different.
Group 2:
Mary, Courtney & Amy
Top Free Apps in Special Education
I liked the way the group presented their apps, they divided the apps into a table by appropriate age and grade level. It was a nice presentation that introduced my to CANVA.com. It's the first I've heard of this site but I'm excited to use it in the near future. I enjoyed learning about Science 360, Pocket Pond and Dragon Dictation apps. I feel as though I've been cheated not knowing about these apps before.
Group 3:
Evelyn, Evan, Karen, Nicole
Apps that Enhance Performance of Individuals with Extreme Autism
I've never had the opportunity to work with a student with severe autism, so most of these apps are completely new to me. I was very impressed by the capabilities of these apps, but also shocked by the cost! For instance, Proloquo 2 Go costs 219.00$, that really surprised me. I was taken by Pictello, an app to help follow directions. This app appeared very functional and easy to use.
Group 4:
My group
Group 5:
Victor, Janice & Sheri Executive Function
I found this presentation very interesting because it applies to many students I know from school. I personally have a few students who has very little self- and impulse-control. The apps they identified really peeked my interest. I'm looking forward to trying Photo Mind, Take a Chill, and Shreddar. I feel as though taking the time to introduce these apps in the classroom would have an amazing impact on their ability to focus and control blurting out in class.
Group 6:
Dawn Exciting New Apps for LD
Something that really stuck with me from Dawn's presentation was the short video clip she shared of Piper. She said "From first to eighth grade I was taken out of normal, regular classes to be taught in a different way..." Her statement meant a lot to me since I currently have students leaving to work with specialists instead of staying with me. I find they returned lost and not knowing what going on. It's difficult for everyone. This course has already changed the way I view teaching using the UDL model. There's no reason whyALL my students can't be learning at the same time.
Group 7:
Angela, Lacee & Christine New Apps for Learning Disabilities
I found it interesting how the group members gave their presentation a personal touch by describing their own school setting and their personal use of technology in their classrooms. Even though this topic has been presented four times, I found it interesting to hear their views on current technology and their current situation. It still amazes me at how different some schools can be.
I am definitely becoming increasingly appreciative of whats been happening in class so far. Technology and I are not overly close, and I tend to struggle and fight using technology to the best of its ability in my classroom. This course has absolutely changed the way I view technology and has made me much more confident in only three classed. My only regret is that I am now on maternity leave and feel disappointed that I won't be able to ably most of what I've learned until next May. My teaching assignment, which is grade 5 French immersion, comes with a few flaws. Even though my school offers the program, there is no French resource available of any kind. In the past, students who began to struggle in the program or who were diagnosed with a learning disability would switch out of the program and would enter the English stream. Recently though, there are more and more students staying with their French studies, which is definitely a welcomed sight. The struggle now is to figure out how to support them with limited support, especially in comparison to their English counterparts. I am very thankful for this course, which has helped introduce me to simple iPad features I had not known about, but also to new apps that can assist my students in achieving success in a program that might otherwise be out of their reach. My group, which included Michelle, Jeremy, and Joey, decided to watch the "New Apps for Learning Disabilties" webinar. Our choice was based on the fact that LDs affect us the most in our teaching experience and we could apply what we would learn from the session more effectively. I personally really enjoyed the webinar, I learned a lot about some pretty impressive apps.
At first glance, Susie appears to be low cognitive and unable to communicate with others. It wasn't until she was introduced to an assistive technology device that allowed her to communicate that the "our world" knew she had a voice. Presumed competency in this case is very visible. Her support team knew she was able to communicate and wanted to speak. Her AT allowed her to escape being a prisoner in her own body. She can now contribute verbally in class, carry conversations with family and friends, but most importantly express her feelings and emotions.
The title of the clip is very powerful, "Autism is a World". People living outside of that world make assumptions and judgments without knowing the true abilities of people with similar conditions. Most of our society can only see the disability and what they are unable to do, rather than the locked intellectual trapped inside.
I left our first class feeling inspired to use more technology in my practice, not only for struggling students but for the entire class. There was always something holding me back from truly making the jump to technology implementation in my classroom, mainly a lack of confidence. I am very fortunate to be working in a board where technology is a top priority as well as administrators who manages to provide the latest technologies for student use.
I have one student with a language-based LD who is learning to use an iPad to assist with spelling and reading. She currently feels uncomfortable using the iPad in class since she is the only one. My goal is the have more iPads in the classroom on a regular basis (my school has 150 to sign out) and to make my student feel comfortable and at ease.
Assistive Technology
My group was in charge of defining "assistive technology".
AT is considered an umbrella term since the definition is so broad.
AT is a device that is assistive, adaptive, and rehabilitative.
AT also includes having the ability to select, locate, and use a given device.
AT promotes independence by making tasks easier to accomplish.
Lightbulb Moment
I connected most with when we explored the term "presumed competence". As teachers we try to motivate and encourage all our students to work to their potential. When we have a student with a disability, they can develop a sense of incompetence or have a dismissal of potential or ability. Those feelings can also come from parents and teachers.
The idea of presumed competence is that we need to assume a student has intellectual ability, provide opportunities to be exposed to learning, and assume the child wants to learn, no matter the disability.
I found a wonderful video demonstrating the close connection between assistive technology and presumed competence. Elle's story proves that most students have the ability to communicate and function independently within the learning environment, it is a matter of finding the proper means to extract it. Follow the link below to watch Elle's story: https://www.youtube.com/watch?v=g95TO20hnmo
The Reading Process
