REPRESENTATION 3. PROVIDE OPTIONS FOR COMPREHENSION 3.4 Options that support memory and transfer Low-tech: 8 Types: Graphic organizers 1) Assume and anticipate Visual models that 2) Position & Pattern provide tool for understanding concepts 3) Group & Organize and language & 4) Compare & Contrast organizing and applying information to achieve 5) Relate & Reason variety of purposes. 6) Identify & Imagine Allow info to be 7) Estimate & Evaluate represented in easy-to- remember ideas 8) Combine & Create May be easier to study from than traditional notes. (Gallavan & Kottler, 2007).
REPRESENTATION 1. PROVIDE OPTIONS FOR PERCEPTION 1.1 Options that offer ways of customizing display of information High-Tech: Epson DC-11 Document Camera Classroom presentation tech, displays documents or 3D objects 5-megapixel sensor, 10x digital zoom, and 30 frames-per-second video (at full resolution) Can share info from textbooks, models, maps, etc. w/ vivid color reproductions in landscape or portrait view (i.e. maps, whiteboards, 3D objects, videos, etc,) Compatible w/ interactive whiteboard software “Smart Board” Can be connected to internet via USB connection to project images onto a large screen that is remote controlled. Available at: DC 11 Product Page.htm. $559.00 EPSON Presents!.htm
EXPRESSION 6. PROVIDE OPTIONS FOR EXECUTIVE FUNCTIONS 6.2 Options that support planning and strategy development Low-Tech: Homework Planner/Calendar Self-monitoring strategy to keep track of homework assignments and communicate w/ parents Space for students to write homework assignments and record tips for homework completion: • Color the square for the day green if homework was completed and returned. • Color the square for the day red if homework was not done. • Color one-half of the square yellow and one-half of the square red if homework was late. Place included for parents to sign off for homework completion and space for teacher and parent to write messages back and forth (ERIC/OSEP Special Project, 2001)
EXPRESSION 5. PROVIDE OPTIONS FOR EXPRESSIVE SKILLS AND FLUENCY 5.1 Options that use multiple media for communication High-tech: DynaVox M3 AAC (alternative and augmentative communication) w/ speech out put capabilities For individuals who have difficulty understanding conversations, questions, & directions Uses gestures, communicates only basic needs, and uses picture-symbol system. Programmed for developmental age of person Visual scenes use background/images to establish context for communication. Programmed w/ dictionary to continuously add words when needed. (New Products, 2010). http://www.youtube.com/watch?v=5AwpWclyjYo
ENGAGEMENT 7. PROVIDE OPTIONS FOR RECRUITING INTEREST 7.1 Options that optimize individual choice and autonomy High-tech: Podcasting Web 2.0 digital social networking tool. Used to create and share user-generated content by means of portable media players, such as iPods and MP3 players. In classroom, used to record written narratives into a computer via voice for an online community. Students recorded and then re-recorded their narratives, revising and editing each time to develop oral fluency and expression (Does it sound right?) Helped ELL middle-school students be engaged in the reading and writing process (Selingo, 2006). http://www.nytimes.com/2006/01/25/technology/techspecial2/25podcast.htm . https://mysdlax.lacrosseschools.org/groups/couleekids/.
ENGAGEMENT8. PROVIDE OPTIONS FOR SUSTAINING EFFORT ANDPERSISTENCE8.3 Options that foster collaboration and communication Low-tech: http://www.youtube.com/watch?v=__d Peer tutoring – System of instruction in which pairs of students w/ formal roles work to promote each other’s achievement 2 Goals w/ Students w/ Disabilities: 1) Foster social interactions 2) Enhance academic achievement Advantages/Disadvantages (Friend & Bursuck, 2009, p. 493-496)
References (1) EPSON, . (2000-2011). Dc-11 document camera. Retrieved from http://www.epson.com/cgi-bin/Store/jsp/Product.do?sku =V12H377020&BV_UseBVCookie=yes#0 ERIC/OSEP Special Project (Spring 2001). Homework Practices that Support Students with Disabilities. Research Connections in Special Education (number 8). Reston, VA: The ERIC Clearinghouse on Disabilities and Gifted Education. Available on line at www.ericec.org. Friend, M., & Bursuck, W.D. (2009). Including students with special needs: A practical guide for classroom teachers, fifth edition. New Jersey: Pearson Education, Inc., pp 493-496. Gallavan, N. P., & Kottler, E. (2007). Eight Types of Graphic Organizers for Empowering Social Studies Students and Teachers. Social Studies, 98(3), 117-128. Halderson, J. (2009, December 21). Coulee kids podcast . Retrieved from https://mysdlax.lacrosseschools.org/groups/couleekids/.
References (2) McNulty, J. (2007-2011). Free printable behavior charts.com. Retrieved from http://www.freeprintablebehaviorcharts.com/homework_charts.htm. New Products. (2010). Exceptional Parent, 40(6), 10. Retrieved from EP MAGAZINE/www.eparent.com. Selingo, J. (2006, January 25). New york times report: Students and teachers, from k to 12, hit the podcasts . Retrieved from http://www.nytimes.com/2006/01/25/technology/techspecial2/25podcast.html Tangient LLC (2010). Wikispaces. Retrieved from http://www.wikispaces.com/.