Article # 6

Programs in Practice: Differentiated Instruction: Begin with Teachers!

The article describes the implementation of differentiation teacher evaluations made at a school in Ohio. A team of teachers undergo changes to their self-assessment to include differentiated methods. As for most school's, there is were a few reluctant teachers not up for the challenge. I found it interesting to read that differentiated techniques were used to bring certain teachers along with the implementation process, clever!

I connected with this process immediately. It resembles very much the evaluation process in the school board, not sure if it is provincially used, I would expect it is. Throughout the evaluation process in this article, teachers are encourages to set teaching goals that focus on differentiated practices. Once goals are met, a plan is discussed to how the teacher will meet that goal. What resources are needed, who will be helpful to you, PD, etc.

Again, this is perhaps the article topic that closest relates to my teaching experience since it reflects self-evaluation practices that have been in place in my board for several years already. I find the process useful in terms of guiding my practice and setting needed goals for myself. I'll admit I growl about having to complete them at the time, only because things are already so busy. However once I have them my goals set I and my plan in place, its becomes a part of my teaching and I enjoy taking steps to becoming successful in reaching my goals. There are obviously endless benefits for my students as well. Teachers who have goals set will not become stagnant and will continue to push themselves to become better teachers.    
  

 

Article # 5

Learning from Text

Dave Edyburn article begins with a detailed description of how easy it is to fall behind as a struggling reader. Since grades K-3 are marked as "learning to read" years and grades 4 and up are considered "reading to learn" years, it is very easy to understand how if a student is not reading at grade level by entry to grade 4 they will have major difficulty with their context courses.

Many classroom are still teacher directed and text rich. Edyburn states a valid point reminding us of the cumulative files filled with evidence to academic failure and prove they are not meeting the outcomes or expectations. He asks a very important question:

"...how do we decide if the best course of action is remediation (i.e., additional instructional time, different instructional approaches) versus compensation (i.e., recognizing that remediation has failed and that compensatory approaches are         needed to produce a desired level of performance?)" pg 17

According the Edyburn, we are failing our students because we are not questioning remediation vs compensation enough. I like how the author routinely compares educational dilemmas to real life situation. He rewords the situation to make sense to the reader. For instance, he compares allowing a student with retrieving information difficulties to use Ask Jeeves to an employee finding an answer to a question in a timely manner. It does not matter how the employee found the answer, only that he found it quickly. Why should it be different for the student?

Edyburn asks some very important question throughout his article and I must admit I've answer some of these wrong at some point in my career. I have been reluctant to allow particular students use an assistive device, considering it to be cheating. However I do believe each situation is different as well and sometimes a device is not warranted.

Article # 4

iPads as instructional tools to enhance opportunities for students with developmental disabilities: An action research project

This article was written by Therese Cumming, Iva Strnadova, and Sylvie Singh. Their project looked at the introduction of using iPads in the classroom to assist students with developmental disabilities and also highlighted the perspectives of teachers and students during this process.

The authors strongly support the UDL model and remark of many different studies that demonstrate that while using a UDL model, mobile technology is proven to successfully support learning for students with disabilities. The teachers involved in this action research project investigated two main questions:

1. How can mobile devices such as iPads assist and enhance learning opportunities for students?
2. What are the perceptions of students with developmental disabilities and their teachers in regard to using the iPad as an instructional tool?

Concerning the first question, the project revealed that that iPads had increased learning opportunities

for students in the areas of communication, access, engagement, learning, and independence. Teachers and students also appreciated the ability to personalize apps for the individual needs of each students. They also reported higher engagement from students.

As for the second question, both students and teachers enjoyed using the iPads as instructional and learning tools. They found the iPads offered more vivid graphics of diagrams than textbooks. They also liked the portability of the device, it can accompany the student in a variety of different environments. Students really enjoyed the read-aloud apps, cutting the novel reading time in half in some cases. The iPads were found to be useful in all content areas, from math class to cooking class, there's something for everyone.

I found this article interesting to read and it reminded me in a sense of my own school. Mind you there are many differences, the fact that they are exploring the impact of using iPads in the classroom is similar. Our school is very fortunate to have many iPads within the school. We meet regularly to discuss what is happening on in our classroom in regards to iPad usage and special projects. We also receive a lot of PD, both school and board based, surrounding implementing iPads in our teaching practice.  There is never a negative comment made, except maybe expressing frustration with networks and "out-of-our-hands" tech issues. I feel very fortunate to work in such a eager school.

Article # 3

Expanding Horizons for Students with Dyslexia in the 21st Century: Universal Design and Mobile Technology

By: Gavin Reid, Iva Strnadova & Therese Cumming

Over the years, our educational system has tried many different ways to teach students with special needs such as streaming and inclusion. UDL, universal design for learning, is the preferred choice of the others as UDL offers a flexible learning environment for ALL learners in one classroom. This article discusses ways students with dyslexia can use mobile technology to achieve academic success. If using the UDL model, there is no need for adaptations or modifications to the curriculum for students with special needs. The classroom would be arranged so that learning is obtainable for all. According to CAST, there are three important elements to meet UDL criteria: 

1. provide multiple means of representation,
2. provide multiple means of engagement and,
3. provide multiple means of action and expression. 
   

The authors ask an important question in the introduction of the article, wondering if a combination of dyslexia, UDL, and mobile technology make for a positive solution.

The authors point out that mobile tech pairs nicely with UDL because of its portability and endless app possibilities, all learners can thrive academically but also create a strong link between school, home, and community. I strongly agree with this view. Children do not only read in school, if technology is being used in one setting, it should also be used in all others.

I like how the author describe the needs of dyslexic students and describe the processes necessary even for a simple reading, writing, or spelling task. Because these tasks require using simultaneous learning skills, tablet apps can be customized towards the student's stronger/weaker areas of learning. Dyslexic learning requires multisensory which includes auditory, visual, kinesthetic and tactile input.

There are also many suggestions for appropriate reading, writing, notetaking, and organisation apps useful to dyslexic students such as Speak It! and iThoughts and iCal.

I have never taught a student with dyslexia but still found this article very useful with suggested websites, apps, and strategies. It also included strategies for schools, teachers and parents.  They make it clear that each child is different and there is no clear-cut solution for dyslexia, simply ways to make learning and functioning easier. Supporting dyslexic students by offering programs which allow them to feel successful should be our goal.

Article # 2

Using iPads With Students With Disabilities: Lessons Learned from Students, Teachers, and Parents.

By:Cathi Draper Rodriguez, Iva Strnadova & Therese Cumming

The authors of this article did a great job of presenting the benefits of incorporating mobile device into daily teaching practices. Devices such as iPads, ipods, and smartphones are a one-shop-stop that include all the tools students need for the classroom. Not only do they provide writing and reading features, but also calculators, cameras, video, and endless app possibilities.  

One issue I have always been concerned about is actually having the resources available to use technology in the classroom and have enough for everyone. Each year our school boards are forced to slash their budgets and pinch pennies, making it difficult to invest in an expensive endeavour such as equipping schools with mobile devices. My school board, just as the authors, encourage students to BYOD, "bring your own device" to school. This allows for an increase in mobile tech in the classroom without the expense. One flaw however is that personal devices are geared for games and private messaging, which has been a problem at my school yet it has been manageable.

Rodriguez, Strnadova, and Cumming argue students can advance more quickly when using a mobile device as opposed to being teacher-led. In one study, they investigated the the app Language Builder with 30 students diagnosed with a language-based disability. The study was successful in demonstrating that students who were using the app made more gains than those who were not using it.

I like the fact the author included the perspectives of teachers and parents within the article as well. I think sometimes as teachers we can feel isolated at times, and do not have an idea of how what we do in our classrooms impacts our students at home. It was nice to read the perspectives from parents, to know that they have seen an increase in engagement, their children are more independent, and that they have seen a positive shift in their children's behaviour.

What I thought was most useful were the suggestions on how to make the transition to having mobile devices in your classroom as easy as possible. They have six recommendations:

1. Planning for mobile technology in your classroom ~ when, where, how...
2. Choose apps wisely ~ make the best choice for our students' needs.
3. Bulk buying apps ~ if possible, buy helpful accessories to assist with syncing and charging devices (very expensive!)
4. Professional development ~ In order to implement it, teachers must be comfortable using it.
5. School-home communication/collaboration ~ Essential for meeting the needs of each child, parents know their child best.
6. Transition between environments ~ The mobility of these devices are perfect for diverse environments, especially for students using a device for AAC purposes.

Class # 10!

Visually Impaired

Visual impairment (or vision impairment) is vision loss (of a person) to such a degree as to qualify as an additional support need through a significant limitation of visual capability resulting from either disease, trauma, or congenital or degenerative conditions that cannot be corrected by conventional means, such as refractive correction or medication.

Assistive Technology available:

1. Magnifiers

Visually impaired individuals will often use magnifiers to assist with reading and viewing. This device allows for independent viewing of material that would otherwise be too small to see. Magnifiers are ideal for a wide range of individuals, from young students to the elderly. One challenge of using this device in a classroom is that it is bulky and students may not bring it to class as needed. It may also cause a problem outside of the home, such as at the grocery store, for the same reason. 

2. Optelec ClearReader+ OCR Reading and Scanning Device

This user friendly device offers high quality, multilingual voice output and fast optical character recognition (OCR) and text-to-speech recognition technology for the visually impaired. The intuitive portable reading assistant captures any printed material such as letters, newspapers and books, and reads text aloud using a naturally sounding voice. This device costs 2245.00$! And this is in US funds. 

3. JAWS for Windows

This popular screen reader works with your PC to provide access to today’s software applications and the Internet for those who are blind or have low vision. Its multilingual synthesizer, Eloquence, speaks through the computer’s sound card, reading out information from the screen. This program is quite expensive, at 700.00$! 

Ariadne GPS App

Cost: $5.99

Description:

Like a Guide Dog, this high tech assistive technology app supports individuals who are visually impaired by enhancing their ability to be mobile. If you have VoiceOver activated on your device, you will be able to know the street names and numbers that are around you by touching them. You can also explore a different region than the one around you by telling the app the street and the city. If you add your favorite points to the app database, you can be alerted when you get closer than a certain distance to one of them.

Targeted Population:

This app is completely accessible using VoiceOver and gives you access to information that are normally unavailable to people using the speech synthesizer and can be therefore especially useful to blind and partially sighted people. 

Strengths:

- Aids in eliminating an enduring travel barrier experienced by individuals who are blind and visually impaired.

- Provides a vast amount of location information sighted people have access to when traveling by virtue of simply being able to look around.

- With this tool, a blind person can conduct geographic research for a place to live, to go to school or to work, completely on their own.
Limitations:
- Technology is not always accurate and sometimes might be unreliable.
- Requires learned skills and/or support to learn how to use the app.
- Delay with relaying information on location.

SayText App

Cost: Free

Description:

SayText is a high tech assistive technology device that scans text within any image, such as a medical form or restaurant menu, and reads it aloud. Center the document under the iPhone camera and double-tap the "Take Picture" button. Then raise it slowly: a beep indicates that the entire document is in the phone's frame. It will scan the image and then read it out loud.

Targeted Population:

Any individual with a visual impairment disability would benefit from using this app.

Strengths:

- Provides compact scanner at the tip of your fingers.

- Allows individuals with visual impairments the ability to access text.

Limitations:
- Difficulty lining up the image to the phone in order to scan the image accurately.

MANO Portable CCTV

Cost: $595.00

Description:

Mano is a high tech assistive technology tool users can easily carry in their pocket. Its 3.5" TFT screen will still allow you to view font easily and clearly.  With this portable CCTV you get all the additional features and quality for the low price.  An angled stand gives you optimal, ergonomic reading as well as comfortable space for writing or signing checks.



Targeted Population:

All individuals with visual impairments would benefit from the features this assistive technology offers.

Strengths:

- Size and accessibility.

- Requires limited technology skills to use.

Limitations:

- COST$$$

Video: Teaching Students with Visual Impairments

Article # 1:

AIM for Digital Equity

By Gayl Browser and Joy Smiley Zabala

This article is written by Gayl Browser and Joy Zabala. Both of these women are pillars in the world of technology education for students with disabilities. Their backgrounds in this field offers valid insights in this article and they make great points on UDL in the classroom. 

"Ensure that your instructional materials are universally designed to be flexible, accessible, and usable for 
students with and without disabilities."

The article discusses ways to increase equity for struggling readers and other students either with or without a reading LD diagnosis. AIM stands for ACCESSIBLE INSTRUCTIONAL MATERIALS, which are instructional materials provided in a variety of formats. They made an important point of acknowledging that there are many existing barriers found in a typical classroom. Relying solely on the printed word is still a reality for most schools in North America. 

By incorporating a technology-rich educational environment, teachers are providing beneficial strategies for ALL students, not only struggling learners. An example of this can be found in Dylan's story. When Dylan was struggling of understand what he was reading in his math textbook, his teacher demonstrated to the whole class how to access the audio version of their textbook, not only Dylan.  

  

Offering AIM materials does not simplify or diminish the learning outcome, rather they make them achievable. AIM materials does not imply mean an IPP is needed. The UDL model allows for these strategies and methods to be used by the whole class. 

"Technology-savvy teachers can integrate digital text and other 

accessible formats into classroom routines and activities in ways 

that generally do not require major shifts in their instructional practices."

Although these strategies and materials would benefit more than learning disabled students, Browser and Zabala note that there are problem areas.

1. Not all students have access to these materials. 
2. Not all versions of digital texts are the same as the printed version.
3. Most students do not the necessary technologies.  

They also give three suggestions to teachers to help eliminate barriers as we move forward into digital education:

1. Increase you awareness of the current resources available to you ~ Many classroom are already equipped with digital resources without anyone's knowledge. We need to know what we already have at our disposal. 
2. Educate yourself about AIM ~ In order to help your students, you must first have technological, pedagogical, and content awareness of digital tools in order to instruct with digital tools.  
3. Increase collaboration ~ Many hands make light work. Use the human resources at you school to help increase digital awareness and materials. 

Class # 9

AAC ~ Augmentative and Alternative Communication

First this class assignment, Mary and I worked together. The assignment was to investigate AAC and post our findings to our whiteboard. Here is a screen shot of our final product:

AAC is all forms of communication (except for verbal) that are used to communicate needs, wants, thoughts and ideas. 

AAC is used by anyone who cannot rely on their natural speech to communicate, whether because of a birth-related issue or due to medical/accidental reasons, such as ALS or stroke victims.

There are three crucial elements for effective communication:

1. Having a communication partner

2. Having a common language

3. Joint attention




There are many ways to communicate using AAC. Here are a few examples:

• Communication apps
• Painting
• Sign language
• Signals
• Cue cards
• Gestures
• Drawings
• Singing
• Dancing
• Music
• Puppets
• Photos
• Objects of reference
• Cartoon bubbles
• Communication cards
• Communi-bands...

TYPES OF AAC DEVICES

I adore this video! It is a true representation of the power of AAC. Non verbal children have so much to share and are incredibly intelligent. Lianna Bryant is a prime example of the beautiful personality trapped in a seemingly unaware body. 

Class # 8

The Writing Process

Since I am a French Immersion teacher, I have not had many experiences teaching student with severe learning, physical or mental disabilities. The topic for this class was very personal for me as it is a common struggle for many of my students and a reoccurring dilemma for me; THE WRITING PROCESS. 

As it stands right now, my school offers French Immersion, but not French resource. In the past, students who were flagged has having difficulties would transfer out of the program. In recent years years I have noticed that more and more students are continuing their education in French even with a diagnosis of a learning disability or even when placed on an IPP, which I think is fantastic. The problem is that I have no support and find it difficult to balance all of the needs in my classroom, especially when it comes to writing. I have students at every level of writing and struggle to tend to their needs. 

For most students, the writing process is as simple as the diagram above. Basic rules allows them to organize their thoughts and writing into an easy to follow plan, resulting in a strong writing piece. This past class has really opened my eyes to the actual frustration that coincides with a writing disability. In class tonight, we were asked to start writing a letter to our school board to ask consideration for buying iPads for the classroom. While writing the letter, we had to think of the steps we were taking while completing the task. As I started to write I thought more about word choice and organization, knowing my audience, and brainstorming. It was not until other classmates started to share their process that I heard "where's my pencil?", "where's my paper?" "I can't see" or even thought about lighting, core muscle control or pencil grib. Those processes had never even crossed my mind. Unreal!

Then we were asked to switch hands and write about our summer. I was never so frustrated! I knew what I wanted to say, but it was taking forever to get my thoughts to paper. My hand was cramping up and I was becoming very discouraged. I was very pleased when we were told to stop early. I guess what I realized is that I take the simplicity of writing for granted and have never considered the actual difficult task writing can be for some students. I was VERY eye opening and overwhelming. More importantly it was inspiring!

During this class we also investigated tools used to improve handwriting and increase productivity during assignments. The following video, entitled "Sharpening up on Pencil Skills" demonstrated how simply using your core muscles properly and having proper posture can have a dramatic effect on written output. 

The second video entitled "Low Tech AT for Handwriting" listed tools used to improve penmanship. These tools ranged from basic to complex. 

This diagram represents the complexity of the writing process...

Classes 6 & 7

The Reading Process

"Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language 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.