Spring2012 week14 pt3-1 13-59-57


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  • “ We loose sight of the fact that it’s one system intended for all kids” anon Before we talk about Assistive technologies lets briefly talk about WHY we need Assistive Technologies and then look at WHAT Assistive Technologies are out there.
  • View video 3min IDEA- support for students ages 3-21 meaning until they complete high-school. College is different – no mandate law – Americans with disabilities Act – give students accommodations… First Court Case to start desegregation of Education (ie inclusion for everyone) http://www.watson.org/~lisa/blackhistory/early-civilrights/brown.html Difference between IDEA 1990 and 2006 – IDEA now includes support for ages 3-21! NO CHILD LEFT BEHIND Act 2002 (Bill Clinton) to today – Every child must perform to same level. (video on NCLB to date) http://www.youtube.com/user/usedgov#p/search The recognition of students with learning disabilities and the need to include them in education / in society begun AFTER the American Civil Rights Movement. 1954. Brown v Board of Education Of Topeka (Kansas) case : Whereby a child had to walk 1 mile through railway roads to get to her segregated Black Elementary School while a white Elementary School was only 7 blocks away; was the first of many court cases that WON recognition for the need to overcome Racial Segregation in Education. TO give EVERYONE an Equal Education. Special Education was not recognized until 1975! Following cases (see below) emphasized the need for inclusion and support. 3 important dates in the evolution of IDEA are 1975, 1990 ad 2006. 1967. Hobson v Handsen (Washington, DC) 1970. Diana v State Board of Education (California) 1972. Mills v Board of Education of the District of Columbia 1972. Pennsylvania Association for Retarded Citizens v. the common wealth of Pennsylvania 1972.Wyatt v. Stickney (Alabama) 1975- IDEA is introduced. Etc….. Special Education IDEA Act in detail: Zero Project – Schools must educate all students with disabilities, regardless of severity; Non-discriminatory identification and evaluation-Schools must use non biased, multifactored methods of evaluation to determine if child has a disability. Free appropriate public education – an IEP Least Restrictive Environment – meaning inclusive classrooms Due process safeguards – schools provide safeguards to protect child ’s and parents rights Parent and student participation and shared decision making – schools must collaborate with parents and students with disabilities History on the law of IDEA: http://www.youtube.com/watch?v=DUn6luZQaXE – video Further Questions try out: http://www.doe.in.gov/exceptional/speced/docs/idea_faq.pdf According to IDEA Law an IEP (Individualized Education Program) must be developed by a TEAM: Parent(s) of the child 1 or more regular teacher of child If appropriate special education provider of the child Liason representing public agency (represents the child ’s needs& understands public resources ) An individual who can interpret evaluation results (1 of the people listed above) The child (if appropriate) According to IDEA Law – UNIVERSAL DESIGN Accommodating everyone, to take away emphasis on individual learning disabilities, need to provide everyone equal access. Universal Design for Learning (UDL) http://www.youtube.com/watch?v=bDvKnY0g6e4 Further detailed information: www.cast.org On the one hand we need to design classroom activities that are inclusive of learning disabilities, and on the other hand we can not disenfranchise students without learning disabilities. Therefore its best to design classes that include Universal Design –
  • Game Can you match :Disability with its Description? So now lets step back and think about what types of learning disabilities are out there? Answer Key: 1. d 2,h 3.a 4.f 5.g 6.e 7.c 8.B Did you know that children can have more than 1 type of disability? Teachers in K12 will be dealing with most commonly- Mild learning disabilities like Visual, Audio, Emotional behavioral, Dyslexia, ADHD, Autism, and Cerebral Palsy Remember that IEPs for students with learning disabilities can be broken down into ACCOMMODATION / INDIVIUALIZATION / MODIFICATION of learning.
  • USE SMARTBOARD. / PLAY JUST the LIZARD game for 1 minute and WATCH the video… http://www.creaturediscomforts.org/games/ Additional sites: ADHD: http://webaim.org/simulations/distractability Low Vision : http://webaim.org/simulations/lowvision Color Blind: http://www.vischeck.com/examples/ Example of game to overcome social behavior problems : http://www.professorgarfield.org/pgf_home.html
  • Technology helps equal the playing field so all types of needs- all people can achieve. Can you think of specific devices or technology? Which category would it fall under? http://www.educational-software-directory.net/special-needs/special-education – more examples of hard and software.
  • Please bear in mind that this is an over simplification of learning disabilities…thank you. Remember we have to create IEPs for our students, how to we know we are selecting the best tool?
  • http://www.disabilityrightsca.org/pubs/Assistive_Technology_Parents_Guide.pdf This is an oversimplification of how AT supports learning – cognitive skills,
  • Link to the other video – Student at IU -Real World Examples (TRACY ’S SUCCESS STORY IU) http://www.indiana.edu/~iuadapts/resources/videos/TSS_video.html Services for students at IU with disabilities:http://studentaffairs.iub.edu/dss/ Both focus on use of IPADS: 1 st video – classroom – Teacher using ipads with students with disabilities (start at 1min in) 2 nd video - nytimes –mother and child ipad use Select one to watch. Additional Links to videos (1)Deaf students and families, Organization skills / Memos to families: Smartboards and ipads: http://www.youtube.com/watch?v=VTSM0m6aT9M&playnext=1&list=PLE7D8979C13E5E881 (2) Autism :Grant writing and Ipads: http://www.youtube.com/watch?v=u-gDQy20k2Y&feature=related (3)Spinal Distrophy & Ipads : http://video.nytimes.com/video/2010/10/29/nyregion/1248069258198/becoming-han-solo.html (4)Autism and Second Life: http://www.youtube.com/watch?v=UV52WRXm1Cg&feature=related
  • IUB: http://www.indiana.edu/~iuadapts/ http://www.youtube.com/indataprojectesc#p/u/35/CfqKyHdme2Q – touch screen example - alternative to ipads
  • How to increase volumne http://www.youtube.com/indataprojectesc#p/search/6/t6eBPjF4j8E
  • http://www.youtube.com/indataprojectesc#p/u/33/SCHUzG1fMJk – 2min 55 sec ZOOM TECH http://www.youtube.com/indataprojectesc#p/u/36/_jVao7Kw9XA – Braille Keyboard that enables writer to communicate with no braille reader Visual impairments and hearing loss (glasses or hearing aids) amplified speakers (Phonic Ear) High: Learning Disabilities, Mild Cognitive (slow to process – require a lot of repeition, tasks need to be broken down into smaller segments, must be taught directly, can ’t just get from modeling. Needs help organizing ), EI (lack social skills – modeling is helpful – ipod that would hold visual images – series of videos on how to deal with situations when you’re angry or don’t know how to handle – required to look at this video), ADHD (timers on desk)(only 9 minutes to stay focused)(PDA: electronic ways to keep track of assignments – help stay organized) Writing – alpha smarts. Dragon naturally speaking. Physical problems. Mouse, trackball, keyboard, switch - check the mobility of the student. High-tech. Quadripoligic – eye gazing systems. Puff device. FM, Infrared, and Audio Loop Assisted Listening JAWS®: Screen–Reading Software Juliet Pro: Braille Embosser Magnifiers MyReader2 PhonicEar®: Personal Listening FM System Reading EdgeT: Scanning & Reading Device Smart View: Video Magnifier Tieman Braille Voyager: Braille Display Device Victor Reader Stream ZoomText®: Screen–Magnifying and Reading Software
  • http://www.youtube.com/indataprojectesc#p/u/2/TrPkwLIwfgI – Braillnote note taking device Inspiration enables users to conceptually organize thoughts and ideas using graphic organizers for representation. These representations can be used for later outlining and studying purposes. Scan & Read Lite©, Scan & Read Pro©, Text-to-Audio©, Talking Word Processor©, Text Cloner©, Text Cloner Pro©, Talking Calculator©, Scan and View©, Complete Reading System©, Universal Reader©, OFF Limits© The Talking Web Browser, PDF Magic©, The Ultimate Talking Dictionary©, Predictor Pro© Word Prediction, The Talking Checkbook, E-Library and E-Text Reader.
  • Spring2012 week14 pt3-1 13-59-57

    1. 1. EDUC W200 Week
    2. 2. OVERVIEW OF THE LAWAs part of the No Child Left Behind Act (2002)IDEA: Individuals with Disabilities Education ActProvide free appropriate public education, designed to meet individual needsof students aged 3-21.All students with disabilities must have an Individualized Education Plan (IEP).Teachers work as a team to help meet students’ with individual needs.Selecting, justifying best technology can be part of the plan.All schools must use Universal Design for Learning, a flexible curriculum for alltypes of learning. Link to 4min video. EDUC W200 Week
    3. 3. OVERVIEW OF SPECIAL DESCRIPTION OF THE DISABILITY (a) One example is, rapid repetitions of vowels.NEEDS (b) Difficulty organizing thoughts, note taking.TYPE OF NEED (c) A foundation of genetic endowment,(1) Emotional or Behavioral Disorders personality attributes to development, focuses on an area creativity.(2) Autism (d) Externalizing behaviors: like yelling, walking(3) Communication Disorder out, destroying, stealing & lying.(4) Blindness (e) Neurological complications, malnourishment /typically low social economic(5) Cerebral Palsy background(6) Acquired immune deficiency (f) Leads to delays or deficits in motorsyndrome (AIDS). Human development. Reduces a babies motivation toimmunodeficiency virus (HIV) move. (g) Disorder of voluntary movement and(7) Gifted and Talented posture.(8) Dyslexia (h) Neurobehavioral syndrome, inability to relate to others, repetitive behavior, normal physical appearance EDUC W200 Week
    4. 4. SIMULATIONS: WHAT IT FEELS LIKE http://www.creaturediscomforts.org/games/Optional….ADHD: http://webaim.org/simulations/distractabilityLow Vision : http://webaim.org/simulations/lowvisionColor Blind: http://www.vischeck.com/examples/ EDUC W200 Week
    5. 5. DEFINITION OF ASSISTIVE TECHNOLOGY “Any product, device, or equipment, whether acquired commercially, modified or customized, that is used to maintain, increase, or improve the functional capabilities of individuals with disabilities.” (US Office of Special Education Programs) Examples of AT: •Mobility devices (such as walker and wheelchairs) •Hardware (physical technology devices) •Software (cds, working inside devices, online programs) EDUC W200 Week
    6. 6. HOW DO WE CHOOSE THE RIGHT AT FOR THECHILD? 2. TASK 1. INDIVIDUAL What is the task What are their they need to needs? perform? 4.TECHNOLOGY 3. CONTEXT Select which In what subject technology area, when, available best where? fits situation? Framework by Schwab AT Resources EDUC W200 Week
    7. 7. HOW DOES AT SUPPORT LEARNERS?For example:•Listening•Reading•Writing•Mathematics•Memory•Motivation•Social Skills•Time Management EDUC W200 Week
    8. 8. REAL WORLD EXAMPLES Interview with a K12 Special Interview with a family Ed Teacher EDUC W200 Week
    9. 9. MOBILITY IMPAIRMENTS • Adjustable-height tables and chairs • Special keyboards (e.g., keyless keyboards) • Special mouse and pointing devices Touch Screen Exam • Touch screens Alternative to IPAD EDUC W200 Week
    10. 10. HEARING IMPAIRMENTS • Phonic ear (wear headset) • Speech to text systems • Pictures, photos, objects • FM amplification systems (e.g., auditory trainer) • Electronic books Increasing sound EDUC W200 Week
    11. 11. VISION IMPAIRMENTS • Computer screen magnifiers • Voice-output screen-reading software • Headsets • Word prediction software Zoom Tech Demonstra • Speech recognition • Large-print word processors EDUC W200 Week
    12. 12. GENERAL LEARNING DISABILITIES• Graphic organizers (e.g., Inspiration)• Text readers o Type-and-speak writing assistant (e.g., Co:Writer 4000) o E-text readers (e.g., Universal Reader Plus)• Books on CD• Alarms• Organizers o Calendars EDUC W200 Week