At what every neuropsychologist needs to knowPresentation Transcript
Assistive Technology For Struggling Learners: What Every Neuropsychologist Needs to Know [email_address] Twitter name – KarenJan Blog – http://Teachingeverystudent.blogspot.com
What is AT ?
Any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized,
that is used to increase, maintain, or improve the functional capabilities of a child with disabilities.
Services Any service that directly assists a child with a disability in the selection , acquisition , or use of an assistive technology device
Sec. 300.6 Assistive technology service . e) Training or technical assistance for a child with a disability or, if appropriate, that child's family; and (f) Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.
Devices and Services
Communication Vision Support Environmental Controls Mobility Learning/Curriculum Support Assistive Technology:
Did you know ….
That every student on an IEP MUST be considered for Assistive Technology?
This was written into the Reauthorization of IDEA in ….
§ 300.324 Development, review, and revision of IEP. (2) Consideration of special factors. The IEP Team must: (v) Consider whether the child requires needs assistive technology devices and services
So, what does this mean ?
Everything is working, no need for AT
Everything is working, including the AT
We want to consider new AT, consult with others
We need additional information; schedule an AT Evaluation
SETT + TT Framework
what difference does this make?
4 million students with high-incidence disabilities were now eligible to receive AT services and devices
Team Approach ACCESSIBLE!!
IDEA 2004 New Provision – students with print disabilities must have access to accessible instructional materials.
(b) On a case-by-case basis, the use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP Team determines that the child needs access to those devices in order to receive FAPE . FAQ:
What does this mean for you as a neuropsychologist?
The school’s academic philosophy is that “it’s not the students who are disabled, but the curriculum,’
The school’s academic philosophy is that “it’s not the students who are disabled, but the curriculum,’ The (Henderson) school’s academic philosophy is that “ it’s not the students who are disabled, but the curriculum ,” Boston Globe, 4/4/11
Identify where is the disability?
It’s a different world for our students
‘ We’re not reading and writing across and down the page anymore. We’re reading and writing in three dimensions – across, down and out, the out being hyperlinks.
It’s a whole different kind of literacy; it's a whole different kind of writing; it’s a whole different kind of reading. It’s a type of literacy that can’t be done anywhere else but on the web. James Yap Director of instructional technology Ramapo Central School District, Hillburn, NY T.H.E Jounal, april 2009 p. 24
Where is the Breakdown ? http:// flickr.com/photos/aussiegall/276131991 /
And what can be done to fix it? http:// flickr.com/photos/aussiegall/276131991 /
Role of Remediation ? Role of Compensation ?
Based upon Brain Research
Three Networks: Recognition
Multiple Methods of …
Proactive Embedded Reaches all Learners
Elementary school children spend 31% to 60% of their school day on fine motor tasks including handwriting.
McHale & Cermak, 1992
Studies show teachers grade papers with better handwriting higher.
Only difference was quality of writing.
Students are less hesitant to reevaluate and edit their written work produced on a computer.
(Graham and MacArthur, 1988, Jones, 1996
Productivity increases (Mayer-Nichols, 1996)
Quality increases (Jones, 1996)
Improvement in :
language arts — reading, spelling, and writing ability.
efficiency in using the computer as a writing, editing, and computing tool, thereby maximizing classroom time.
attitude toward writing—less frustration in looking for keys rather than entering information.
Rogers, H. (2003). Elementary keyboarding issues .
Introduce formal keyboarding BEFORE frequent computer use
Top 10 Goals of Teaching KB
Teaching Keyboarding – When? Why? How?
Studies indicate a dramatic increase in language arts skills as a result of children inputting words and sentences frequently using a computer.
THE STATUS OF ELEMENTARY KEYBOARDING: A LONGITUDINAL STUDY
By Harriet Rogers
Word Example with TTS
11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Meta-Analysis (of experiemental and quasi-experimental research)
11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Writing Strategies - explicit instruction in writing process Summarization - explicit instruction
11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Collaborative Writing Specific Product Goals - identifies purpose & characteristics of final product Word Processing
11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Sentence Combining – promoting more complex, sophisticated writing. Combining two or more basic sentences into one
11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Prewriting – to generate & organize ideas Inquiry Activities – experiential, provide engaging activities to develop ideas; compare/contrast, collecting and evaluating evidence
11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Process Writing Approach - writing for real audiences, promoting planning, reviewing, reflecting, self-evaluation, offering personalized individual assistance, customized instruction, stresses ownership of writing
11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Study of Models - provides models for each type of writing that is the focus of instruction Writing to Learn – using writing to learn content
Findings of Meta-Analysis Three Core Recommendations
Writing Practices that Enhance Reading Have students write about the texts they read React, reflect, analyze, interpret Summarize Answer questions in writing
Writing Practices that Enhance Reading Explicit instruction Writing process Paragraph Construction Spelling Skills
Writing Practices that Enhance Reading Increase Quantity of Writing
Writing improves Comprehension
Writing improves fluency
Writing improves decoding
so, what are we doing to increase writing opportunities for our struggling writers?