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UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
UDL + Technology Teams = Success for All Students
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UDL + Technology Teams = Success for All Students

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This file accompanies the presentation conducted in Idaho on 6/30/11 and discusses Universal Design for Learning, development of assistive technology programs, and unique professional development …

This file accompanies the presentation conducted in Idaho on 6/30/11 and discusses Universal Design for Learning, development of assistive technology programs, and unique professional development methodologies.

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  • 1. Sally Norton‐Darr snortondarr@yahoo.comChristopher Bugaj attipscast@gmail.com @attipscast via Twitter www.tinyurl.com/attipscast www.attipscast.wordpress.com For More Info: Facebook Site:http://iste.org/chewat http://bit.ly/atbookfb
  • 2. Definition  &  History
  • 3. Dry Erase Board Hold Up Paper Hold Up Hand Bring Up Paper Give us some examples 
  • 4. Universal Design for Learning (UDL) is the practice of embedding flexible strategies into the  curriculum during the planning process so that  ALL students can access a variety of learning  solutions.
  • 5. Universal design for learning (UDL) is a framework for  removing barriers by anticipating the needs of all  students. ©HIAT/MCPS/2007
  • 6. UDL principles…
  • 7. Short Video Explaining UDL: http://bit.ly/udlexplained Multiple Means of Representation Multiple Means of Action and ExpressionMULTIPLE MEANS OF ENGAGEMENT
  • 8. Meet  Adequate Yearly Progress  (For all students!)A rubric for purchasing/implementation decisions  What technology to buy Online subscriptions Hardware Software Textbooks with multiple formats Construction plans & modifications  to existing structuresFramework for professional development
  • 9. Mandates a free, appropriate public education (FAPE) for children and youth with disabilities.Provides procedural safeguards to ensure that children/youth with disabilities receive the special education and related services which they require in order to benefit from their educational program.
  • 10. Each public agency shall ensure that AT devices or AT services or both are made available to a child with a disability if needed as part of the child’s  1. special education (300.36) 2. related service (300.34) 3. or supplemental aids or services (300.38 and 300.114(a)(2)(ii)
  • 11. Assistive technolog y consists of   DEVICES and SERVICES that help  children with disabilities  carr y out a functional activity  in their environment.
  • 12. “any item, piece of equipment or product system, whether  acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.”
  • 13. Dry Erase Board Hold Up Paper Hold Up Hand Bring Up Paper Multiple Ways to Participate!
  • 14. “any service that directly assists a child with a disability in the selection, acquisition, or useof an assistive technology device.”
  • 15. evaluation of technology needspurchasing, leasing, or otherwise providing for acquisition of AT devices, selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing devices, coordinating and using other therapies, interventions, or services with AT devices, training or technical assistance for child, and/or family members training or technical assistance for professionalsinvolved in the major life functions of the child
  • 16. 1. ANY Item!2. ANY Action!Question, when an IEP team meets and they consider AT, are they performing a service?
  • 17. “careful and deliberate thought”Let’s see… Check box? Fill in the blank? Use a matrix/menu to pick from? Or…
  • 18. 1. ANY Item!2. ANY Action! 3. Consideration during      AccommodationsQuestion: When else do you consider the tools a student would be using?Answer: During the planning process when you were using a UDL approach.
  • 19. 1. ANY Item!2. ANY Action! 3. Consideration during  Accommodations4. UDL means: “considering needs of ALL students”
  • 20. Activity – Get up and find your scenario in the room according to the number on the back of your calendar.With the other people in your group, develop a list of “recommendations” for this student (10‐15 minutes)
  • 21. Math Alex is a sixth grade student  who is a super soccer player.    He doesn’t feel like a champ in  math class, though.  He  understands what the teacher is  saying while explaining howand why to do long division but when it’s his turn to solve a division problem he seems to get lost. It’s hard to keep the numbers in the right places so that the correct subtraction  will move him to the next step. How can technology help Alex?
  • 22. Writing Howard  loves to tell you about his  hobbies. He likes to fix cars and build  things. He can tell you all about how  things work and will try to fix anything  that is broken.  Howard rarely  does  homework.  He has a list of excuses  and  a perpetual  set of unsharpened   pencils. How can technology help Howard?
  • 23. ReadingMolly is in fifth grade and loves learning about new cultures.  She loves to watch  history and national geographic programs  whenever she can but Social Studies is her least favorite subject. When asked about this she says the text book is “dumb” and she hates it whenthe class has to take turns reading paragraphs from the text.   She will often ask to be excused from class or go to the nurse’s office frequently  during social studies.  Molly is having trouble learning the material for her end‐of‐the‐year  high‐stakes test. How can technology help Molly?
  • 24. CommunicationHow can technology help Ms. Teacher? Mayer‐Johnson Boardmaker Picture  Symbols
  • 25. Share your person and the recommendations you came up with: Howard Molly Alex Ms. Teacher  http://tinyurl.com/SLfunpractical
  • 26. Who is there to help you make decisions about technology for ALL students?
  • 27. 31 Establish a team of  professionals to create  procedures and  provide services.  A team will reduce waste by sharing  strategies to improve performance  for ALL students (AT + UDL = RTI)
  • 28. Sell yourself!   Chris and Sally are administrators – tell  us why you need an AT Team. Go!
  • 29. Help make decisions about tech to implement (district and student levels)Promote UDLProvide training on technologyKeep current with technologyImprove AYP (NCLB)Save Money / Spend WiselySave time Not wasting time on strategies that don’t work.
  • 30. Things to consider Hardworking is better than  multidisciplinary You need a Leader
  • 31. What is the first item on your Grand Daddy Master To Do ListShare one action item
  • 32. Every team (even a team of one) is going to be a bit different with varying priorities. Developing/writing policies (Should work in as  many scenarios as possible) Inventory (purchasing, maintaining, tracking) – Google Docs? Meetings www.delicious.com/lcpsat Data Storage & Sharing  Team Professional Development (Conferences) Collecting data to prove your worth
  • 33. Be fun and stay positive (approachable)You’ve pitched a team, collected data and your team has been sanctioned/officially created.  What now? “NEVER SAY NO” NO!
  • 34. When a student is struggling to  meet a goal.
  • 35. Once upon a time… We used to only do evaluationsNow… CONTACT US WITH ANY QUESTIONSWE are your colleagues (who don’t necessarily work in your building) The AT Team supports ALL students (even if not in special  education)
  • 36. Always have at least one thing to try before you leave a consultation. Recommendations are  ONLY for what is already  available in the  educational environment.
  • 37. Follow‐up with an e‐mail summarizing your meeting Good for your record keeping Chart this for justification purposes Evaluation as an outcome.   What if the student needs  more than what is already  available?
  • 38. 44 DON’T do evaluations (unless you have to) DO Link Evaluations to Goals   in the IEP
  • 39. 45 • Conducting unnecessary  evaluations wastes time and money • Establish a “Contact Us First” culture • Start by using tools and strategies that  are least restrictive (already exist in the  classroom)
  • 40. 46 Record Sound Feature Graphic Organizing Templates Pacing Boards for Communication Communication Notebooks High Contrast Feature of Windows Visual Schedules  Text‐To‐Speech Social Situation Stories Web 2.0 Tools www.lcps.org/at
  • 41. SETT FrameworkConsider the needs of the student.Consider the environment in which the student in learning.Consider the task the student needs to complete.Consider the tools the student needs to complete the task. www.joyzabala.com www.joyzabala.com
  • 42. Yes!The components are as follows: Background Information Technology already in place Observation (Facts) Student Interviews Educator Interviews Recommendations (Opinions) Additional Resources Appendices
  • 43. They are in the book.
  • 44. In general, the more pictures you can include, the better (in different sections of the report).Include an appendix of tutorials, resources, and images to help explain.
  • 45. Do a classroom evaluation!
  • 46. 52 Conduct  classroom  evaluations to  provide additional  tools and  strategies to an  entire class of  students!
  • 47. Think about a favorite free (or commonly found) RESOURCE YOU LIKE. We’ll be sharing afterward.  AND/OR Write a question you have about  policies/practice & we’ll discuss it.  Put your questions in a pile up here.
  • 48. http://metaatem.net/words Sally Norton-Darr, MS CCC-SLP Christopher R. Bugaj, MS CCC-SLP Eight of our most common, already available, recommendations
  • 49. USE WHATCHYA GOT!The Philosophy:Use the technology that is already in place firstto meet the needs of students.This Philosophy means… Consider low tech strategies first, then move to high tech as needed Implement technology that is least restrictive Better rate of adoption and less chance of abandonment Use a Universal Design for Learning approach All students (not just those in special education) will benefit You’ll save money!!!! You’ll save time!!!! Students implement strategies faster
  • 50. RESOURCEFUL TEACHER’S ACTIVE VOTE Which of thesefollowing strategies do you want to hear about first?
  • 51. THE GREAT EIGHT (LINKS TO RESOURCES AT THE END OF THIS PRESENTATION)1. High-Contrast in Windows2. PhotoAlbum Feature of PowerPoint Google Doc- http://bit.ly/attb102 PowerTalk Demo too!3. Visual Schedules (Linear and Amorphous)4. Text to Speech5. Social “Situation” Stories6. Sound Record Feature of MS Word*7. Graphic Organizers (paper, software, Internet)8. Pacing Boards (communication strategy)
  • 52. HIGH CONTRAST IN WINDOWS Tutorial – http://bit.ly/highcontrasttutorial Podcast – http://bit.ly/53audiohighcontrast Blog - http://bit.ly/episode53highcontrast Video - http://bit.ly/shiftaltprntscrn
  • 53. PHOTOALBUM FEATURE OF POWERPOINTTutorial - http://bit.ly/powerpointphotoalbumPodcast -http://bit.ly/ep39audiopowerpointphotoalbumBlog - http://bit.ly/ep39blogpowerpointphotoalbumVideo - http://bit.ly/videopowerpointphotoalbumImplementation Ideas - http://bit.ly/attb102
  • 54. VISUAL SCHEDULESLinear - Blog: http://bit.ly/ep17linearvisualschedules Podcast: http://bit.ly/ep17linearvisualschedulesaudioAmorphous – Blog: http://bit.ly/ep18amorphousvisualschedules Podcast: http://bit.ly/ep18amorphousvisualschedulesaudio
  • 55. TEXT-TO-SPEECHwww.readplease.com – Blog: http://bit.ly/readpleaseblog Podcast: http://bit.ly/ep6readpleaseaudio Video: http://bit.ly/readpleasevideowww.vozme.com - Blog: http://bit.ly/ep48vozme Podcast: http://bit.ly/ep48vozmeaudio Video: http://bit.ly/vozmevideo
  • 56. SOCIAL SITUATION STORIESIntroduction and examples- www.polyxo.com/socialstoriesMore examples-www.region2library.org/SocialStories.htmMore examples-http://csefel.vanderbilt.edu/resources/strategies.htmlMore examples- http://bit.ly/watsonstories
  • 57. SOUND RECORD IN MS WORD Tutorial- http://bit.ly/recaudword Tutorial- http://tinyurl.com/quickrecord Blog- http://bit.ly/ep2blogrecinword Podcast- http://bit.ly/ep2audiorecinword
  • 58. GRAPHIC ORGANIZERSTemplates-www.eduplace.com/graphicorganizerMore Templates- http://bit.ly/holtgosBlog-http://bit.ly/ep37goi1blogPodcast-http://bit.ly/ep37goi1audio Web 2.0 Tools: http://bubbl.us http://mindmeister.com http://mindomo.com
  • 59. PACING BOARDS Video- http://bit.ly/atpbvid Blog- http://bit.ly/ep5pacingboardblog Podcast- http://bit.ly/ep5audiopacingboards
  • 60. Conduct “Traditional” and “Alternative” professional development to provide support.You have built in staff development at hand. “If you build it, they will come.” 67
  • 61. 5 minute faculty meeting tipsFace‐to‐Face Workshops Customized by school needsWebsite (www.lcps.org/at) Handpicked resources FAQs Training VideosStrategy‐A‐Day Calendar One strategy a day, rip‐off calendar “Are you talkin’ to me?” 68
  • 62. AT Tonight DVDs • Teachers check out the DVD,  watch the videos, answer  questions and return to  get staff development credit.Podcasts on CDs • Burn podcasts to CD so teachers can listen to content (while commuting) “There’s no place like home.” 69
  • 63. Participate in district‐wide committees to implement solutions that meet the needs of all learnersAT Clubs (Involve Students!)Share FairsParent Group/Community PresentationsConference Presentations (cooperation with other districts)Promotion of ServicesSummer SeminarsCreate a LOGO! http://bit.ly/atmontagevid 70
  • 64. The Practical (and Fun) Guide to Assistive Technology  in Public Schools:  http://iste.org/chewat http://udlcenter.org http://cast.org http://delicious.com/lcpsat/atp Alternate Presentation tool: Prezi: http://prezi.com Download a PDF of this entire presentation at http://slideshare.net/attipscast

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