What does it feel like to struggle?

What is it like to see letters jump on the page or arrange themselves backward?
What is it like to struggle through a series of directions that you can't make sense of?
What is it like to be a student trying to succeed in a traditional education system, with textbooks, paper, the expectation that you will learn through the standard presentation of information, but you have a learning disability?

It's hard to know, if you haven't experienced it yourself - so take a few minutes to get a glimpse...

 

go to Misunderstood Minds

The Family Center on Technology and Disability - discussion

Family Center on Technology and Disability (FCTD) - Assistive Technology Works!

a day with Karen Janowski is great

Karen Presented UDL Strategies for Success -

image by http://www.wordle.net/

Friday morning

I wonder how I thought I could blog throughout this conference - when there are so many things to see, hear, experience, and be amazed by. I'm a kid in a candy store - technology, disability, and education - and people with the same passions.
I really should be tweeting which would look more like this:

Just learned how to convert text in Word to an Audio file in iTunes that can be loaded on an iPod.

Ran into Richard Ellenson - the father who developed Tango! for his son Thomas - what an amazing person. Thomas is now a tween - 12 years old.

Can't wait to hear about using Text-to-speech to promote literacy for beginning readers.

Time to go to a meeting with Intellitools about our Classroom Suite woes.

Increasing Awareness of Universal Desgin For Learning

Have you heard of UDL? Expect to hear more about it. Here's what I took away from a session titled "What's Going on in DC? A Report from the Front Line".

The inclusion of Universal Design for Learning (UDL) in Higher Education Opportunity Act (HEOA) of 2008 indicates a federal recognition of the potential for UDL to improve practice in classrooms and provide opportunities for students to succeed. With NCLB and IDEA up for reauthorization, the inclusion of UDL in HEOA establishes a strong foundation for UDL to be incorporated in these K-12 policies.

UNIVERSAL DESIGN FOR LEARNING AND UNIVERSAL DESIGN PROVISIONS IN THE HIGHER EDUCATION OPPORTUNITY ACT (P.L.110-315)
(Summary of Selected Provisions)

SEC. 103. ADDITIONAL DEFINITIONS.

(a) Additional Definitions.-

(23) UNIVERSAL DESIGN.
The term "universal design" has the meaning given the term in section 3 of the Assistive Technology Act of 1998 (29 U.S.C. 3002) [which is: "The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies."]

(24) UNIVERSAL DESIGN FOR LEARNING.
The term "universal design for learning" means a scientifically valid framework for guiding educational practice that-

(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and

(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

For more information about UDL click here to go to the National Center on Universal Design for Learning.

Universal Design For Learning - Design, Implement, Evaluate

Today I attended an all-day workshop on UDL (Universal Design For Learning), presented by Dave Edyburn (University of Wisconsin-Milwaukee). We covered so much and it's such a complex concept but here are some things we learned & discussed:

• Technology Interventions to support student performance
• Designing UDL interventions
  
• Ways to implement UDL in classrooms
• Data collection - Measuring Outcomes of UDL interventions

OK - this will take some time to digest, integrate, apply and express - which I will attempt to offer in smaller chunks than the massive 7 hour profusion I got today.

Teachers Here's one example of an 'intervention to support student performance' -
A cool Math Tool for students - webMATH

What can students do with this tool?



Type a math problem into the boxes -> see each step to solving the problem & the correct answer

• For some it will review/ remind / reteach how to solve problems (Algebra for example).
• For some it will make it possible to do the work (our students with special needs).
  
• For students in the top 10% it might be used to verify answers.
• Some won't use it at all because they can do the work faster without it.

Click here to go to webMATH

Joe's Non-Netbook

Just one of the provocative things I've seen here at ATIA - in the first 3 hours. Thanks to perennial renegade, Dave Edyburn.

Joe tries to interface with a "foreign technology."

ATIA Chicago starts this week

Assistive Technology Industry Association conference - here in Schaumburg Wed through Sat (October 31). Tech heaven for geeks and nerds. :0)

I'll blog from the conference, so check back for updates.

Writing Tools

I used a Glog to show some basic technology tools for writing - these hopefully make the writing process more engaging and manageable for our struggling writers.

Click on the image to go to the Glog.

How to Find & Use Word Templates

Click on the image.

Tools for Converting Text into Speech - Read Aloud

For Mac computers - look in the left column. For PC computers - the right column. For either Mac or PC - see the middle column.

A Case for 21st Century Education

For more information about this topic, go to EdTechActionNework.

Technology For Learning - My New Website

Visit my new website.

Technology for Learning

Click on the picture or the web address below.

http://sites.google.com/site/technologyforlearning/

Make a Chart in Word

Lately I've been teaching workshops about how to improve our data collection methods. One of the things we do is learn to make charts using Microsoft Word. You can use charts for so many things, and they are very easy to make. Click on the link, "Make a Chart", below to watch a 5 minute video about how to make charts in Word.

Make a Chart For written directions look in my Microsoft Handouts section, for "Make a Chart".

-Sheri

AAC Practices in Special Education - Part 1

This information is summarized from a presentation given by Gail M. Van Tatenhove, PA, MS, CCC-SLP, on January 15, 2009.



A common goal for all AAC users is PARTICIPATION - or to "Talk in Class".


Challenges to AAC classroom practices:

• Communication Opportunities are Activity-based. There is limited talking outside of specific activities. It’s common to plan AAC into an activity or daily routine, yet just as important (or more so) for communication to occur throughout the school day in every situation.

• AAC users develop “learned passivity”. Students with severe communication problems are much less likely to initiate communication on their own. They often assume the role of 'responder'. The opportunities for communication then tend to be limited to responding to questions, often with yes/no answers.
  

• AAC users become prompt dependent. Some prompting is important to the teaching process, but prompts should be used sparingly since children can become dependent on them. Allow time for an AAC user to use their system when opportunities arise.

• AAC Systems are often classroom based; yet need to be flexible enough to meet communication needs in a variety of settings (community, doctors office, home).

• Technology is often emphasized over language. Consider the developmental sequence for social interaction & conversation, communication beyond making requests and having basic needs met. Such as; "mine", "my turn", "go"...
  

The majority of vocabulary should be - permanently available, appropriate high-frequency, reusable words that work in any situation. More on vocabulary selection in part 2.

-Sheri

Tech Tip Survey Results

The feedback I received about technology preferences, from last week’s survey, was helpful. What I learned from the 12 (out of 75) people who responded to the survey is...

• 91.7% Save weekly Tech Tips for reference
• 81.8% Use the Tech Tips
• 40% Would like to receive Tips every other week
• 30% Would like to receive Tips monthly
• 83.3% Like getting tips and want to continue
• 100% Prefer to receive tips by Email w/ attachments

Teacher preferences for receiving training / tech information are ranked 1= most preferred, 6 = least preferred:
1 - Classroom Collaboration with Tech Coordinator
2 - Training during grade level meetings
3 - U97 Class - after school
4 - Receive Tech Tips through email
5 - Training during day - release time
6 - Remote online - independent learning


Please contact me if you would like to: plan a classroom collaboration, or schedule training during a grade level meeting or other time.
-Sheri

Happy 2009 - AT Tip Survey

This week I'd like to find out how I'm doing - and what I can improve - through a quick survey. Please let me know how the Tips I send are working for you. The survey has just 5 questions. If you have topic ideas or comments write them into the "comment" or "other" boxes on the survey.

Click here to go to the survey.


Thanks, Sheri