Assistive Technology Oak Park

Pride. Disability Pride

2010-10-04T10:25:00.004-05:00

Announcing Pride, a documentary following three disabled Chicago artists (a painter, dancer, and musician) as they navigate physical, social and attitudinal barriers in order to live, work, and thrive in a world that was not designed for them. The film highlights disability as a universal human experience and natural part of human diversity in which people with disabilities take pride their heritage and culture.

"In the ideal world, my differences, though noted, would not be devalued. Nor would I. Society would accept my experience as "disability culture," which would, in turn, be accepted as part of "human diversity." There would be respectful curiosity about what I have learned from my differences that I could teach society. In such a world, no one would mind being called Disabled.”

Carol Gill (Questioning Continuum, 1994), as quoted in Nothing About Us Without Us: Disability Oppression and Empowerment, University of California Press: Berkeley.

Premiere Screening
on Friday Oct 15th 7:45 at The Gene Siskel Film Center http://luministfilms.blogspot.com/ for more show times

Apps for Pods, Pads, & Phones!

2010-05-21T11:28:00.008-05:00

I'm updating this post - because Eric Sailer's updated his list of Apps for the iPhone, iPod touch and the iPad. This seems to be the most requested information right now.

iPhone, iPad, and iPod touch Apps for (Special) Education" is a (PDF) list compiled & updated by Eric Sailers, based on an original list created by Samuel Sennott, Eric Sailers, & David Niemeijer.

Link to the most current version is available on Scribed.

For more great information, check out:
Eric Sailers' Speech-Language Pathology Sharing

Samuel Sennott's All Together We Can

David Niemeijer's Assistiveware (Mac-based accessibility & communication products)

Please See My Website - Technology for Learning

2010-04-06T11:40:00.002-05:00

I update my website most frequently - so for current information

CLICK HERE to go to Technology for Learning.

What does it feel like to struggle?

2009-11-15T12:19:00.000-06:00

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

2009-11-13T14:56:00.000-06:00

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

2009-11-13T14:44:00.003-06:00

Karen Presented UDL Strategies for Success -

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

Friday morning

2009-10-30T09:55:00.002-05:00

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

2009-10-29T14:18:00.005-05:00

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

2009-10-28T16:40:00.011-05:00

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

2009-10-28T11:45:00.004-05:00

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

2009-10-27T13:06:00.003-05:00

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

2009-05-27T15:02:00.007-05:00

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

2009-05-05T13:47:00.003-05:00

Click on the image.

Tools for Converting Text into Speech - Read Aloud

2009-05-04T22:11:00.013-05:00

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

2009-04-15T11:52:00.006-05:00

For more information about this topic, go to EdTechActionNework.

Technology For Learning - My New Website

2009-03-19T18:36:00.012-05:00

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

2009-03-11T17:29:00.006-05:00

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

2009-01-30T15:04:00.008-06:00

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

2009-01-12T14:02:00.008-06:00

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

2009-01-05T09:48:00.005-06:00

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

AT Tip 7 - Holiday Fun

2008-12-19T15:30:00.012-06:00

It's the season of holidays, celebrations, family gatherings, and (hopefully) some time off, so my tip #7 is about having fun. For young children there are several fun web sites:

Christmas Stuff: HelpKidzLearn has a fun Advent Calendar - also look at their "Stories", "The Snow Family" is very cute.
Hanukkah stuff: (unfortunately there are adds on this site) - Apples 4 the teacher has Hanukkah Activities.
Kwanzaa stuff: Apples 4 the teacher also has some interactive Kwanzaa Activities.

For older students - Explore Drawing tools in Word
It's fun to explore the Drawing Toolbar and drawing tools in Microsoft Word. Exploration is a great way to learn new skills, and it's painless. Try creating an image or design and write an acrostic poem to go with it.

Word Art is another way to express ideas creatively.

Explore and enjoy this holiday season.
-Sheri

AT Tip 6 - Write Lists

2008-12-08T16:35:00.010-06:00

Quick and Easy (no prep)- Writing Lists
Since many of our students find writing difficult, making lists of things is a great way to get some writing practice without the pressure of perfect sentences and flawless paragraphs. Making lists also gives students the opportunity to focus on generating ideas. In the book, “Becoming Naomi Leon” by Pam Munoz Ryan, the main character keeps a vast notebook of lists. She lists everything from “Things I Am Good At” to “Superb Spanish Words”.
Here are some ideas for writing lists:

1. Emergent and Early Writers – Classroom Suite – I have created some list making activities; students can click on word buttons to make lists. Number buttons can add numeration and counting to the activity. You’ll find list writing in: Instructional Classrooms > Literacy > Writing > Write Lists:

Color List
Green Things List
List of Favorites
Pet List
Shapes List
Zoo Animal List

2. Here are List Ideas for Intermediate Writers:

Things I Am Good At
Splendid words list – use the Dictionary & Thesaurus available in Word for this list
Animals: categories of pets, zoo, farm, forest….
Forms of Transportation
Books I've read or Books I’d like to read
Favorites: foods, places, things to do
Places I've been
Games I've played
States
Family members
Movies
Winter things
Things I know how to do
Names of pets
Things I need to do before winter break (that’s the list I’m working on).

-Sheri

AT Tip 5 - Writing!

2008-12-01T17:33:00.011-06:00

There's a lot to be said on this topic, but I'll keep this short and (hopefully) sweet.

1. For Emergent and Early Writers –
Experience with text and daily opportunities to write are crucial to developing literacy skills. All students can learn to express themselves through writing, although some may use nontraditional methods. Here are some ideas for non-traditional and emerging writers:

Letter play (see list of web site letter activities in AT Tip 4)
Use regular or onscreen keyboard (Classroom Suite) for free writing exploration, invented spelling, and writing name.
Use talking text feedback (Classroom Suite) – students hear letters (& words) spoken as they type.
Write with word banks or phrase banks – Classroom Suite.
Use word prediction.
Write for a variety of purposes: here are some

∆ Make lists of colors, people, pets, foods, or anything.
∆ Write about a picture, an event, a personal experience.
∆ Retell a story from a book read in class - using pictures and words.
∆ Journal – Today in school I ...
∆ Fill in blanks to complete sentences or write a story - Wacky Web Tales (Mad Libs)

2. For Students Writing Paragraphs and Extended Responses
Students, who are struggling to write Paragraphs and multiple paragraphs, may find word-processing less frustrating than a pencil and paper. Keyboarding is an important skill at this stage of writing (District 97 Custom Typing information)
• Lessons in Microsoft Word

Formatting a document (Basic Formatting in Word, presentation in Word Handouts)
Editing in Word (Editing in Word, tutorial in 'Word Handouts') – a presentation which can be viewed in QuickTime (as a movie) or opened in PPT.

-Sheri

AT Tip 4 - For Reading and Writing

2008-11-18T10:22:00.010-06:00

A. From Read-Write-Think, a vast resource for students, families, and teachers, comes reading, and letter exploration (under Student Materials):
http://www.readwritethink.org/student_mat/index.asp
Build letter fluency through experience with letter recognition and letter sounds.

KiddoNet Alphabet http://www.kiddonet.com/gb/flash/phonics/Intro.html
Poisson Rouge Alphabet http://www.poissonrouge.com/abc/index.htm
Julia’s Rainbow Corner http://www.juliasrainbowcorner.com/html/a2z.html
Match Pictures to Letter Sounds: In this activity, students type their name to start, and print their picture matches when they are finished - a nice tangible product. http://www.readwritethink.org/materials/picturematch/

B. . Students using word processing - How to Format a Word Document
It’s helpful for students, who use word processing, to know some basics about Microsoft Word.
I've posted 2 resources about basic formatting, you'll find these in "Microsoft Handouts"; one is a PDF handout "Basic Formatting in Word", and the other is a Presentation in QuickTime of the same name (can also be opened in Power Point). Use this presentation in the computer lab or classroom before you begin a writing assignment.
Skills in this lesson include: using the menu bar, how to find & open toolbars, using text alignment tools, zoom, and the ability to properly format an assignment.

AT Tip 3 - Computer Tools

2008-11-17T16:30:00.009-06:00

A. Software available for home purchase at discounted prices. I’m often asked how families can purchase software we use at school; some companies offer special pricing to families when their school district owns particular software. Microsoft Office and Inspiration are two examples. For information about how to apply for software discounts look in my 'General Handouts' for "Home Software Discounts”.

B. For struggling readers - try using “Text-To-Speech” on your Mac computer. Available on all Mac computers through the System Preferences, anyone can use it to read all text on the computer including Internet sites, word documents, and PDF's.
For how to activate this setting on a Mac, I have information in two formats under 'Macintosh Handouts' - "Text to Speech PDF handout", and "Text to Speech Presentation". The presentation could be used for group instruction in the classroom.

AT Tip 2 - Learning Supports

2008-11-17T15:21:00.011-06:00

Tech tip two, here are a couple more free resources, i.e. web sites.

A. For young learners and those with special learning needs: Do2Learn http://www.do2learn.com/ A free online resource for students with special needs.

B. For older students (upper elementary and middle school) check out Wordsmyth: http://www.wordsmyth.net/ This is an electronic dictionary, thesaurus, PLUS has some great teacher tools.

Registration is free. The children's dictionary has a nice layout. In addition to the dictionary feature there are some fabulous teacher tools: use the Glossary Maker to create a topic dictionary, use Quiz Builder to create a vocabulary study guide, Vocabulary has "words of the week", and check out Anagram Solver and Crossword Puzzle Helper.

AT Tip 1 - Reading / Learning

2008-11-17T14:41:00.007-06:00

I started publishing a Technology Tip-a-week for Special Education Teachers and staff, both early learning and older student tips. Now I'm posting those tips here for anyone to reference. So here is Tip number one.

A. For young students and early readers: Starfall http://www.starfall.com/
Starfall.com© has literacy activities for students pre-kindergarten through 2nd grade, and beyond for students with special learning needs.
Choose from a variety of activity levels, such as "Learn to Read". Within each activity there are letter & word games and interactive books.

In the books, click on a word to have it spoken.

B. Older students with limited reading skills – an Online Newspaper
The Key: http://www.keynews.org/
The Key is a newspaper written for people with limited reading skills. It provides news & information about current events, and is published monthly.

Assistive Technology FAQ’s and Other Tips

2008-09-02T13:02:00.008-05:00

1. Referrals:

Q - I have students who need Assistive Technology, how do I get what they need? – or – I have a student who needs an AT evaluation, what do I need to do?

A – Determining which AT tools or strategies are needed for students to achieve IEP goals and make academic progress is always a collaborative team process. If your building team needs information about AT or assistance implementing technology – email me slenzo@op97.org

For more information read my previous blog post, which describes the referral and evaluation process.

To make an AT referral, download (from my handouts) “AT Referral”; send it via interoffice mail to me (Sheri Lenzo) at the Central Office.

2. Talking Text:

Q – How do I make the computer read text out loud?

A – First, headphones help when using this feature. On a Macintosh computer go to System Preferences > Choose Speech > Select “Text to Speech” > √ check the box next to “Speak selected text when the key is pressed”. You will be asked to assign a key combination to this function - speak text you’ve highlighted; I usually use “apple + R” (R for read).

For detailed instructions, download (from handouts) “Text to Speech – Macintosh”.

3. Struggling Writers:

Do you have struggling student's who don't like to write? Do you have students who do write but don't like to edit?
Learning to use special features built into the computer and some cool editing features in Microsoft Word can make the writing process easier and more manageable for those students. If you would like to collaborate with me to teach your students the fun features that make writing easier for them, send me an email.

4. Why is your arrow so BIG?

Make the computer cursor easier to see for students just learning to use the computer, and
those with low vision.
Download (from handouts) “Enlarge Cursor”.

5. Classroom Suite - Facts

CS is not difficult to use once you get started - contact me for assistance. I can help set up a lesson and assist in the classroom or lab - as much, or as often, as needed.
CS will speak letters, words, &/or sentences as students' type.
CS has word prediction - which seems to help some very poor spellers and weak typists.
There are many custom lessons ready to use, plus electronic books students' can have read out loud.
I create custom lessons for teachers upon request. I've done this for Irving, Whittier, Brooks, and Holmes.
General Education classrooms are using Classroom Suite too!

Assistive Technology Evaluations and Referrals

2008-03-19T08:49:00.007-05:00

This information was originally posted in October 2006. To view the original article go to my Blog Archive > 2006 > October > “Overview of the Assistive Technology Evaluation”.

The procedure for considering Assistive Technology for a student is a collaborative team process. My role, as an Assistive Technology Coordinator, is to provide information and guidance to IEP teams considering AT for a student. Decisions about Assistive Technology are ultimately made by a student's team.

An Assistive Technology Evaluation is the process of determining which (if any) technology tools or strategies are needed to support or enhance student learning.

The process, in general, works as follows:

Phase 1 - Gather information about the student related to the area(s) of concern
Phase 2 – Brainstorm & generate ideas
Phase 3 – Implement / test the best ideas for a period of time

Possible outcomes of the trial (phase 3) include:

The tool / strategy was successful and is recommended & implemented.
It was unsuccessful and another idea may be tried or added.
The team needs more time / more information to make a decision, the trial is extended.

Phase 4 – AT Implementation & Follow-up

Assistive Technology assessment is always an ongoing process because students' need's change over time, as do the tools and technologies available.

To request my assistance with an Assistive Technology Evaluation - Go to my "Handouts" - Download "AT Referral" form - fill it out and send it to me at the Central Office.

Writing Ideas for Emergent Writers

2008-01-29T15:23:00.000-06:00

The development of LITERACY (reading and writing) evolves through a CONTINUUM of related skills, from emergent to conventional. This process has been described many ways; one example of the writing continuum:
1. Pre writing = play with letters, scribble, pretend writing, approximate letters.

2. Emergent Exploration = drawing with writing, invented spelling, produce favorite letters, tell/retell stories with pictures and words.

3. Developing Sentences = write words, put words together - unconventional, complete sentence starters, shared writing (copy, complete word or sentence).

4. Basic Mastery = produce sentences with correct convention but errors of punctuation, spelling and grammar.
5. Developing Extended Responses = paragraphs, errors in organization & grammar, limited vocabulary, ideas better verbalized than written.
6. Writing mastery = editing skills, expanding ideas and word use, complex sentences and ideas…

Pre Writing and Emergent Exploration: In order for students to reach the developing and basic mastery levels of writing, they need to spend time in the exploration phase. Our students with multiple disabilities, and those who are averse to writing or holding a writing tool require even more time – time to play with and experiment with letters and words. Every student needs a “pencil” (this may be a computer, pointing, a switch, eye gaze, etc…) and an “alphabet” (an onscreen keyboard, paper alphabet board, AAC device, etc.) along with DAILY writing opportunities.
Here are some ideas for the Pre-writing / Emergent / Exploration phase:
1. Build background knowledge of letters: talk about letters & connect them to something students know (names, etc).

2. Have student choose letters – use a flip-book or page with the alphabet - write down the letters the student chooses, read back their writing (pronouncing as written) and discuss with them; or use a computer & open a blank Classroom Suite (or Word) document, increase the font size, and let them play with the keyboard – always print their work.

* You can do this with your non-verbal students, and students using Step-by-step switches – check with me for more information about that.

3. Give your students a topic to write about / with a picture: Such as: “Going to the Movies”. [Look at the "Handouts" on my blog - use the 'Memories From Home' handout to develop student writing topics.]

4. Typical emergent writers will produce first in an alphabetical order: aaaaaa cccccc eeeeeeee ggggggg jjjjjjj oooo pp; then move to a more variable letter placement: iszfjmwwwmosuz
Allow students to experiment this way – no need to direct students to “find the letter d”, just play with letters. Classroom Suite can be set to say each letter as it’s typed.

5. Ask your students: “What do you want to write about?”- offer choices for students who need options: “Do you want to write about your dog or your trip to Grandma’s house?”

6. Use upper case for students with visual impairments – expose students to both, but it’s harder to discriminate between lower case letters.

7. Classroom Suite Activities

• Blank document – type with Option: “speak letters” and “speak words”. If your students are writing sentences, select Option “speak words” and “speak sentences”.

• Classroom Suite Activities found in: Instructional Classrooms > Literacy > Writing o 1. Pre writing [• ABC Book • Abc song • Balls Move write • Beginning alphabet writing (use the mouse to click on letters) • Winter writing
o 2. Emergent Explore Words [• abc & word write • make 3 letter words • Snow • Sun]
o 2. Errorless Sentences [• Silly Subject Predicate • Winter is writing • Write about favorites]
o 2. Errorless Stories [• Errorless Car Story • Errorless Pizza Story]

CONTACT ME for more information about writing for students who need alternative “pencils” – I will also adapt or make new Activities in Classroom Suite to meet the needs of your classroom, curriculum, theme, or individual students.

-Sheri Lenzo

Electronic Book News From Closing The Gap:

2007-10-19T10:20:00.001-05:00

The ABC Project:
A group of volunteers are collaborating with Accessible Book Collection to convert picture books into a switch accessible format for children with low incidence disabilities (children with physical, visual, attention, and cognitive disabilities).

If you are interested in volunteering to convert books to a switch accessible format, email Linda Bastiani (wilson.lindab@gmail.com) or Joe Rickerson (joe@accessiblebookcollection.com) to get started. For more information about this volunteer effort go to: http://accessiblebookcollection.wikispaces.com/

Resources for Electronic Books

1. Accessible Book Collection – www.accessiblebookcollection.org

District 97 has a subscription to this resource. Students who have a print disability (visual impairments and blindness, reading disabilities, and physical impairments that make it difficult or impossible to read printed books) are the only students eligible to use these books. If you would like information about using the ABC subscription, contact me.

2. BOOKSHARE
Bookshare has a new grant to fully support all schools & students (having a print disability) with free access to the Bookshare library, and free software to use the books.

With this grant they plan to add hundreds of textbooks to their library.
Schools will also be able to order textbooks from Bookshare. Here’s how it will work:

• One primary contact will be designated per district.
• Students need to be certified as eligible, due to a print disability.
• Special education teachers can certify a student as eligible.
• Books will be in DAISY format – we’ll use free software to convert the format.

Please contact me if you would like assistance using, or obtaining electronic books for your students!

Knowledge and Accessibility: Promoting Higher Ordered Thinking

2007-10-18T07:21:00.000-05:00

This is from a presentation by: Dan Herlihy, Susan DuBuske, Pattie Rea

When we make curriculum modifications for our students, how do we maintain the content integrity and higher ordered thinking process? In other words how do we keep from diluting curriculum too much?
Bloom's Taxonomy is a helpful tool that will answer those questions; it’s a great way for teachers to gauge the type of learning and level of thinking required of students. Benjamin Bloom developed this classification of intellectual behavior related to learning, along with a team of educational psychologists, in 1956! Six levels were identified within the cognitive domain, from simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels to the highest order - creating a new idea (termed Evaluation, by Bloom).
They were originally represented on a pyramid here they are, in top down order:

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

How does this help teachers? By using key words and higher-order questioning when planning & modifying lessons we can establish and encourage better critical thinking, especially at the higher levels. As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time. (That is the lowest level!) These questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These questions require much more "brain power" and a more extensive and elaborate answer.

Bloom’s taxonomy constitutes a continuum of learning characteristics, not a sequentially acquired skill set. Therefore it is NOT necessary for a student to master a level before moving to another level, students need exposure to learning activities at all levels. This merges nicely with differentiated instruction – using a variety of instructional strategies that address diverse student needs and enhance learning for all students.

(check out my Handouts section.)
Next step, Handouts: I posted a Bloom's Taxonomy Planning Guide - use this to support lesson planning, striving for higher order thinking activities.
I also posted a Bloom's Taxonomy Polygon - with a visual overview of the Taxonomy.

I'd love to share more about this; if you are interested, please contact me.

Writing With A Personal Connection

2007-10-17T14:20:00.000-05:00

Follow-up to yesterday’s post: here’s a writing project idea for your students. This idea relates to providing a ‘Personal connection with the Curriculum’. Request a picture or item from home that relates to a home event or story about a student, and the story details to go with it. In the “Handouts” section I’ve added something you can send home called “Memories from Home”. This would make a nice long-term (or short term) writing project for students.

In my next post I’ll talk about ways to adjust learning activities to address various levels of the thinking & learning processes, from lower order thinking to higher order thinking.

Closing the Gap - Literacy Supports for Students with Severe Disabilities

2007-10-16T21:40:00.000-05:00

Today at Closing the Gap: I spent 8 hours learning strategies to support literacy for students with complex special needs. In addition to the notes / summary below, I have new ideas for writing activities using Classroom Suite, and incorporating AAC (Augmentative and Alternative Communication) devices as a writing tool.
Teachers – email me your sight words, target vocabulary, &/or spelling words, and I’ll make them into writing activities!

Creative Expression: Supporting Literacy Skills in the Classroom for Students with Severe Disabilities Pattie King-DeBaun, Dan Herlihy October 16, 2007

Six Conditions of Learning
Pattie King-DeBaun related the following 6 conditions as the foundation for learning. I’ve added ideas for how to “Apply” these conditions in the classroom.

1. Knowledgeable Others –
The best way to learn a new skill or idea is to learn from someone who already knows. In addition to learning from knowledgeable “others”, we learn from peers, and for students with a disability that includes successful older students and adults with similar unique qualities.
• Apply – create a story, supported with photos, to illustrate how a person with unique abilities would do a task (such as painting a picture using a head stick); or film the person doing the task and show it as a movie to the student and their classmates. If painting, follow-up with a painting activity – ‘paint without using your hands’.
• This idea could be incorporated into Classroom Suite as an electronic book or movie clip.

2. Means of Communication / Interaction –
All communication, intentional or not, must be encouraged.
• Apply – Provide students with a support system for communication that contains multiple ways of communicating – this is important for students with limited verbal communication who are just learning to use a device, or as a backup to the device. A system might contain all of these and more…
o A Photo album to set topics
o Alphabet board to reinforce use of alphabet
o Word banks with core words – a 3 ring binder with communication pages organized by categories, or file folder boards
o A comment board for social remarks and feelings
o A voice output device (simple low tech to high tech)

3. Cognitive Clarity –
Learners need to know why they are doing what they are asked to do and what it will help them accomplish. Teachers must know what it is they are asking learners to do and why.
• Apply – Communication vocabulary expansion
Provide a purpose for communication. Introduce / expand a student’s use of Augmentative and Alternative Communication through training tasks. For your Open Court lesson or story of the week:

Find 3 words on your device that describe this character
Find 3 words that describe how you think the boy felt in the story
Look at this picture and tell me 3 things that describe what you see

• Apply – Writing
The ultimate purpose for writing is to generate novel thoughts. This is a laborious process for AAC users. Do not expect that students should always use generative-based writing; for emerging, and early writers, provide word banks and phrases.

4. Cognitive Engagement –
Learning requires that the learner be engaged cognitively in the learning process – participation alone is insufficient.
• Apply –

Every student needs a pencil, the ‘pencil’ will vary depending on the physical abilities of the student; it can be a computer, a word processor, an Intellikeys keyboard, a communication board, a tape recorder, or a communication device. When not using a computer you can use an alphabet board and scribe the letters.
Every student needs opportunities to write – and use their “pencil”.
Every student needs access to the alphabet - no matter what learning level they are at.
Print all student work composed on computer – send it home, and include it in a writing portfolio. Printing immediately is highly motivating to the student, and gives them a paper copy the same way a pencil & paper would.

• Student Writing Sample –
An early writer might produce work as follows here. Mary’s assignment was to write a story. She selected a topic and wrote independently using an Intellikeys Keyboard. Her writing (translated in parentheses):
Title: Twkj t b (?)
Mom pd prtd wh m. (Mom played pretend with me.)
Ye hsded fi ed sld. (We had fish and salad.)
It ks et gd. (It was not good.)
N I wt to bd (Then I went to bed.)

5. Repetition with Variety – To learn a skill and generalize it across contexts, instruction must provide repetition of the skill in a variety of ways. Provide opportunities for students to practice using the skills they know, allow them to use their skills/knowledge in a variety of ways.
• Apply - Write for different purposes. Move beyond the same writing assignments or activities. Model and give students the opportunity to understand that writing is meaningful and serves a purpose, do not just write for writing. Use sight words and core vocabulary to:

Compose a letter
Re-tell a story – familiar story or own personal experience
Relate an event
Make Lists – shopping, things to do, things to wear in winter, etc
Sign in
Older students write stories for younger students
Email & Instant message
Journal

6. Personal connection with the Curriculum –
Learners must find enough of themselves in the curriculum that they can relate the known to the new.
Research suggests that children often use their names as a basis for their further learning in writing. When children are aware of some letters within their names, they will begin to use these letters in their writing. (Harste, Woodward, & Burke, 1984).
• Apply – Use Photo Albums for writing

Create a record chronicling the life of the child (school activities, or home)
Use a photo album to select a topic for writing, relate an event from a picture, or describe the picture.

• Apply – Prompt Children through Telling Stories

Elicit and support storytelling:
Teacher: “Will you tell me the story that goes with your picture?”
Student: [Silence]
T: “What’s happening?”
S: [“me”]
T: “Okay and what are you doing?”
S: [“me …park”]
T: “Oh, so does your story go, ‘One day I was at the park?’”
S: [nod - ‘yes’]
T: “What did you do next?”
S: [“play”]
T: “Oh, so you played at the park, you can write that here. Keep going. How does it end?”
S: [“Fell down, ouch”]
T: “Oh no; you can write that here. I fell down. How did you feel?”
S: [“sad”]
T: “I felt sad.”

Contact me if you would like more information or assistance with these ideas.

Tomorrow’s CTG topic: Knowledge and Accessibility: Promoting Higher Ordered Thinking and Accessible Testing Activities!

Autism Spectrum Disorders: Part 1 - Considerations for Teaching and Learning

2007-10-05T17:19:00.000-05:00

(Workshop summary- Autism Spectrum Disorders: Therapies to Consider, by Tina K. Veale, Ph.D. Eastern Illinois University; September 28, 2007)

Let’s start with the question; what is an Autism Spectrum Disorder (ASD)? ASD is a spectrum of disorders involving social, communicative, and behavioral symptoms that manifest from neurobiological and/or genetic origins. The communication and social interaction components of ASD have the most notable impact on daily activities and relationships in all environments (school, home, community). Autism Disorder and Asperger Disorder are examples of ASD’s.

Autism Learner Characteristics:
In order to teach a child with Autism, it’s helpful to think the way a person with Autism would think. Individuals with Autism have several unique learner characteristics. These learners:
• Prefer a fast pace - when the flow of information is interrupted, mental engagement or attention is lost.
• Do not like repetition.
• Respond best to Visual Directions, auditory directions are harder to follow. Combine verbal instructions with a visual representation or gesture. For readers, write directions and highlight.
• Attend to one sensory stimulus at a time, and use only one sensory receptor (hearing, vision, touch, etc) at a time (mono channel or mono processing). Classic multi-sensory teaching is confusing to these learners.

Present visual information first
Add auditory next
Demonstrate
Use a sequential process to present information

• Respond well to encouragement, “Show me”

Cognitive inferences are very difficult – help the learner make the inference through specific feedback: “you did this one right; this one is wrong. Lets see how you did this one; now do this one the same way”.

• Need sit well supported. Full contact with their seat (seat & back support) gives them good sensory input through their body and feet making them more ready to learn: sitting straight, legs quiet. Rifton chairs are excellent seats to accomplish this. (http://www.rifton.com/products/sitting/seatingsystem/index.html)
Learners can distract themselves with moving body parts, and not sitting up straight.
• Have an intelligence and aptitude for learning new material.
• Are detailed focused – not big picture oriented – and they may not choose the same details that the teacher is interested in.
• Are good sequential learners – doing one step at a time. They are not good simultaneous learners (process many things at same time). Language & social skills are examples of simultaneous functions while dismantling the radio is a sequential function.
• Respond to timing and rhythm
• Have good rote, phonological (sound) memory, and can file words by first sound.
• Are highly motivated to finish tasks – sequential learners.
• Are motivated to be successful – and by successful learning experiences.

Individuals with Autism Disorder experience the following challenges to learning:
• Attention deficit - impulsivity
• Can process only one stimulus at a time
• Cognitive Inflexibility. (“Cognitive flexibility is the ability to adapt cognitive processing strategies to face new and unexpected conditions in the environment. Cognitive Inflexibility occurs in situations where a person needs to be flexible in order to deal with changes in the environment, but fails to do so. An example of this inflexibility occurs when actions that have shown to be effective in previous situations are insistently carried out in new situations where they are ineffective.”) [Source: José J. Cañas, http://www.ugr.es/~ergocogn/articulos/cognitive_flexibility1.pdf. ]
• Narrow range of interests – ideational perseveration (one thought repeating)
{Strategy – help them interrupt the repeating idea sequentially – say: "you are thinking about cars" > redirect> “I need you to switch”, or > “I played with cars too, first the car zoomed, then beeped, then crashed, and finally went home – good-bye”.}
• Nonverbal messaging
• Executive function disorder – it’s difficult to plan and carry out daily routine activities.
• Emotional regulation

Asperger Disorder (AD) Learner Characteristics
Difficulty with social skills and change (or transitions) are features of AD, and individuals with AD prefer sameness & routine. They may develop obsessive routines and may be preoccupied with a particular subject of interest. They have a great deal of difficulty reading nonverbal cues (body language) and the individual with AD may have difficulty estimating personal body space. Individuals with AD may be overly sensitive to sounds, tastes, smells, and sights, or may prefer soft clothing, certain foods, and be bothered by sounds or lights no one else seems to hear or see. It's important to know that the person with AD perceives the world very differently. Therefore, many behaviors that seem odd or unusual are due to those neurological differences and not the result of intentional rudeness or bad behavior. Individuals with Asperger Disorder also have unique learner characteristics.
These learners:
• Do NOT like a fast pace
• Are not good with time, space, amount, timing & rhythm. Awareness of the passage of time, and estimation of time are poor.
• Tend to be Disorganized - Executive function disorder – which affects the ability to complete tasks; individuals with AD may need support throughout life to stay organized.

There are several different types of therapies for children with ASD’s and Associated Conditions. In part 2, I’ll summarize those presented by Tina Veale, in “Autism Spectrum Disorders: Therapies to Consider”.

Assistive Technology and the Law

2007-09-04T13:34:00.000-05:00

Welcome back to school. This is my first posting in a long time, I hope to publish more this year.

What are our legal obligations to provide AT? This question is raised fairly often.

• Under the reauthorized IDEA, children with disabilities, ages birth through 21, must be considered for assistive technology use if it is needed in order to receive a free and appropriate public education (FAPE). These AT devices and services must be identified by their IEP team and their use determined within the natural environment; the one in which they will use the device.

• Every IEP Team is now required to "consider" the child's need for Assistive Technology for every child in special education, as part of the new Special Factors requirement in reauthorization of IDEA:

(3) DEVELOPMENT OF IEP-
B) CONSIDERATION OF SPECIAL FACTORS-
(v) consider whether the child requires assistive technology devices and services.

• Consideration
esped: p. 37 Education Accommodations / Special Factors
Consideration is a brief process, one that can take place within every IEP meeting. In order to consider the need for assistive technology, at least one person on the IEP Team must have some knowledge about assistive technology.
When considering a child's need for AT, there are only four general conclusions that can be reached.

1). The first is that current interventions (what ever they may be) are working and nothing new is needed, including AT.

2). The second possibility is that AT is already being used (or there has been a trial with AT) so that we know that it does work. In that case the IEP Team should write the specific AT into the IEP to insure that it continues to be available for the child. When writing AT tools into an IEP, be sure to describe the AT FUNCTION rather than a brand or product name (for example, instead of the brand "AlphaSmart", indicate that a "portable word processor" is needed.)

3). The third possibility is that the IEP Team may conclude that new AT should be tried. In that case, the IEP Team will need to describe in the IEP the type of AT to be tried, including the features they think may help, such as "having the computer speak the text as the student writes".

4). Finally, the last possibility is that the IEP Team will find that they simply do not know enough to make a decision. In this case, they will need to gather more information. That could be a simple process of calling someone for help, or obtaining print or online resources to help better "consider" what AT might be useful. It could also be an indication that the child's team needs to consider a formal evaluation. In this case AT will be further evaluated before a recommendation is made.

TWO FAQ's:

Where do you write Assistive Technology tools and strategies on the IEP? In esped, go to page 41. Materials/Miscellaneous.

Who provides the AT equipment that a student needs? Each situation is different. A student's equipment will often be provided by the school district, however some students will obtain their equipment through private and personal resources.

The Top 10 Things I learned at Closing The Gap

2006-10-23T14:50:00.000-05:00

1. I learned to make a Blog, which is fairly obvious since I’m posting this on my Blog. It’s pretty easy and I have some good information on - Blogs, Wiki’s, Podcasts, and Webcasts: New Tools for Students with Disabilities.

2. The Tango is a new Augmentative and Alternative Communication device that has changed how AAC looks and works. Designed for kids, it looks cool and prioritizes the focus of AAC to make social conversation quickly and easily accessible, while sentence construction (cleverly designed also) which takes more time and effort to generate takes a back seat.

3. Data collection – How to collect it, What to collect, How to analyze it, What to do with it.

4. Special Education Research – what does the research show? Check out this website
http://www.uwm.edu/~edyburn/what.html for a look at the top 12 research articles in 2004 and 2005.

5. For students who struggle with the process of writing: there are some simple, and easy ways to use record their answers on tests, writing ideas, and more using a microphone and Microsoft Word!

6. Students who cannot physically write or type might need more than voice recording; typing with voice (Speech Recognition or Voice Recognition) is more difficult to use, but is an option available for highly motivated students.

7. For students who struggle with reading there are many ways to access digital text that can be read on a computer screen. We have several options available in District 97.

8. Macros! Wow! This is a great tool to help students who need computer steps reduced because of physical needs, or because of memory or cognitive needs. Students can use one mouse click to automatically perform several functions in sequence, such as opening and logging into email.

9. For students with severe disabilities ask me about the “Early Literacy Engagement Progress Monitoring Checklist” (by Pati King-Debaun, M.S. CCC-SLP) as a way to collect data on literacy skills.

10. No time to make Augmentative and Alternative communication materials? Take a look at the ideas in Augmentative Resources http://www.augresources.com/

For information on any of these topics, contact me through email.

Overview of the Assistive Technology Evaluation

2006-10-20T23:38:00.001-05:00

An Assistive Technology Evaluation is the process of determining what technology tools or strategies are needed to support or improve student learning. The AT evaluation is carried out by the student’s IEP team, which includes all special services providers (Resource teacher, OT, PT, Speech), their classroom teacher, and parents.

In a Formal AT evaluation the student's team will identify the school tasks of concern, assess the student’s abilities and needs, determine the IEP goals related to the task, identify assistive technology tools or strategies to try, obtain trial equipment, and document the effectiveness of the trial use.

Phase 1 Information gathering
The student’s IEP team meets to gather information about the student’s needs and abilities. Using the WATI Assistive Technology Consideration Guide, the team determines specific tasks, and what the student goals are for these tasks. During this phase questions which should be addressed include the specific difficulties the student is experiencing, information about challenges and needs as well as strengths, and areas in which assistive technology might be of assistance to the student.

Phase 2 Brain Storming & Idea Generating
Focusing on the specific features the student needs, the team discusses and identifies several assistive technology tools and strategies to try, then selects the best ideas to try.

Phase 3 Trial the Best Idea
The team obtains any equipment needed, determines goals (related to the students IEP) that this technology will address, the length of time for a trial (usually a minimum of 2 to 4 weeks), and begins the equipment test in specified learning environment(s). Information, or data, is collected during the trial period. At the trial review date the team reviews the results of the trial and decides the next step.

Phase 4 AT Plan in Practice
The student’s team puts the recommended assistive technology into practice, and monitors it’s effectiveness. Assistive technology assessment is an ongoing process, as the needs of students change over time.

2006-10-20T23:31:00.000-05:00