Why Not Make Assistive Technology Available to All Students in Inclusive Classrooms? Betty Nelson, Ph.D. University of Alabama at Birmingham

Input

Learning Styles

Output

How do we measure educational success? The almighty test scores … and how many of the non-disabled students are failing or under achieving…who is paying attention???

According to Sandra Rief, students retain 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.

10% of what they read

20% of what they hear

30% of what they see

50% of what they see and hear

70% of what they say

90% of what they say and do

Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.

Universal Design (Architectural concept in the 80’s) Universal Design for Learning (Classroom architecture for all learners) © Rice Univ., 2005 Alliance for Technology Access Report indicated that 180,000 to 300,000 students are in need of highly specialized assistive technology. It found that with appropriate access, almost 75% of children were able to remain in a regular education classroom and 45% were able to reduce school-related services © TNT Signs, 2005

Alliance for Technology Access Report indicated that 180,000 to 300,000 students are in need of highly specialized assistive technology.

It found that with appropriate access, almost 75% of children were able to remain in a regular education classroom and 45% were able to reduce school-related services

© U.S. Dept. of Justice http://www.usdoj.gov/crt/ada/images/handles.gif The decoding chip used for television captioning

Control Panels Accessibility Options (PC)

Accessibility Properties (XP), (2003)

Halls are color- coded with object symbols/labels to allow non-readers independent navigation.

© Los Angeles Dept. of Recreation http://www.laparks.org/dos/playground/boundlessplay.htm

The food service area of the cafeteria uses picture symbol labels with written language. © Mayer Johnson ™, 2005 leche

Audio support is available in the classroom and auditorium/gym for students with hearing impairments or attention deficit disorder (i.e. FM receiver, FM system, head set). Hearing Helper Personal FM System

Alternative output is provided for students on computers in the classroom, computer lab, and media center. Screenreading (text to speech) software is installed and readily available on older computers and staff is trained to use screenreading software within newer Windows systems. Screen magnification software alternatives are available. XP Magnifier Zoom Text

Alternative output is provided for students on computers in the classroom, computer lab, and media center.

Screenreading (text to speech) software is installed and readily available on older computers and staff is trained to use screenreading software within newer Windows systems.

Screen magnification software alternatives are available.

According to Sandra Rief, students retain 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.

10% of what they read

20% of what they hear

30% of what they see

50% of what they see and hear

70% of what they say

90% of what they say and do

Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.

An Example - Reading Talking Word Processors Screen Readers E-texts

© (Digital Vision Royalty Free Photograph) http://www.fotosearch.com/SBY206/212404rke / Is he learning to read or reading to learn?

Library /Media Centers can provide books that are accessible in multiple formats. © Gibson City-Melvin-Sibley http:// www.gcms.k12.il.us/gcmsms/media/mvc-006f.jpg © City of Farmingdale http://www.fdale.com/Library/images/2.jpg

Chafee Amendment Public Law 104-197 "SEC.121. Limitations on exclusive rights: reproduction for blind or other people with disabilities "(a) Notwithstanding the provisions of sections 106 and 710, it is not an infringement of copyright for an authorized entity to reproduce or to distribute copies or phonorecords of a previously published, nondramatic literary work if such copies or phonorecords are reproduced or distributed in specialized formats exclusively for use by blind or other persons with disabilities. "(b) (1) Copies or phonorecords to which this section applies shall-- "(A) not be reproduced or distributed in a format other than a specialized format exclusively for use by blind or other persons with disabilities; "(B) bear a notice that any further reproduction or distribution in a format other than a specialized format is an infringement; and "(C) include a copyright notice identifying the copyright owner and the date of the original publication.

Students have equal opportunity to select and access appropriate library books (i.e. high interest with lower reading level text, print, Braille, digital, or electronic formats)…now free for qualifying students www.bookshare.org NIMAS

Accessible text (Bookshare.org)

Accessible text (Bookshare.org)

FREE: ReadPlease HELP Read Screen Reading Software Screen Reader (TextHelp) eReader (CAST)

E-texts Project Gutenburg (http://promo.net/pg)

Books on Tape & Books on Video Tape

Interactive Reading Software Start to Finish Series by Don Johnston, Inc

Kurzweil 3000 Kurzweil Education Systems

Transferring text to a computer

Writing with Symbols 2000 (Mayer-Johnson)

Using PowerPoint to create Books

Using PowerPoint to Read Text

Drylighters/Erasable Highlighters

Reading Pen, Superpen, or Quictionary II translators (Wizcom Inc.)

© University of Fribourg http://www.unifr.ch/admission/images/E/2_r6_c5.jpg

According to Sandra Rief, students retain 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.

10% of what they read

20% of what they hear

30% of what they see

50% of what they see and hear

70% of what they say

90% of what they say and do

Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.

An Example - Writing Talking Word Processors Word Prediction Voice Recognition

When asking the students with motor disabilities to respond with written responses to questions, is the cognitive task of recalling information coupled with the physical task of writing? (i.e. Can the tasks be separated by using a talking word processor?) This decreases the focus on the mechanics of writing and allows the students to concentrate on content and more accurately reveal their knowledge. © Intellitools, Inc., 2005

Writing with Symbols 2000 (Mayer-Johnson)

Writing with Symbols 2000 (Mayer-Johnson)

Word prediction © Don Johnston, Inc., 2005 © TextHELP, Inc. 2003

Portable Spell Checkers, Thesaurus, Dictionary Speaking Spelling Ace & Homework Wiz (Franklin Learning Resources)

Voice recognition

If… we are supposed to apply evidence-based practice we know that a critical mass of users can influence the acceptance/availability/effective use of a process/practice we know that we need to bridge the gap that exists for many ELL students DO THE RESEARCH We have a choice to make….

we are supposed to apply evidence-based practice

we know that a critical mass of users can influence the acceptance/availability/effective use of a process/practice

we know that we need to bridge the gap that exists for many ELL students

DO THE RESEARCH

Evidence- Based Practice

(© 2005, Webshots Inc.) http://community.webshots.com/photo/181918520lsLXdx

Thinking out of the box – Possibility thinking Removing obstacles

Our changing environment – Where is there opportunity? Co-teaching/Collaborative teaching models Scheduling vs practice Sharing of responsibility for teaching Defining line of my students/your students weakens Over 55 cognitive score is in inclusive setting… but special education teacher is not there 100% Is the handwriting on the wall for students with low incidence disabilities…training for general education educators Up to 45% of class can be on IEP students

Co-teaching/Collaborative teaching models

Scheduling vs practice

Sharing of responsibility for teaching

Defining line of my students/your students weakens

Over 55 cognitive score is in inclusive setting… but special education teacher is not there 100%

Is the handwriting on the wall for students with low incidence disabilities…training for general education educators

Up to 45% of class can be on IEP students

Our sales challenge in and out of our profession Baby Sign Language Voice Recognition Systems

Contact info. Betty Nelson [email_address] http://www.slideshare.net/