Week14 spring+2013 mini lecture
Upcoming SlideShare
Loading in...5
×
 

Week14 spring+2013 mini lecture

on

  • 1,223 views

 

Statistics

Views

Total Views
1,223
Views on SlideShare
149
Embed Views
1,074

Actions

Likes
0
Downloads
0
Comments
0

2 Embeds 1,074

http://www.indiana.edu 1073
http://indiana.edu 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Why IDEA: Students with disabilities have been discriminated against, so IDEA and 504 protect themIDEA: Must fit under one of the identified labelsPakistan exampleIDEA- 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.htmlDifference 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/searchThe 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 Columbia1972. Pennsylvania Association for Retarded Citizens v. the common wealth of Pennsylvania1972.Wyatt v. Stickney (Alabama)1975- IDEA is introduced.Etc…..Special EducationIDEA 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 IEPLeast Restrictive Environment – meaning inclusive classroomsDue process safeguards – schools provide safeguards to protect child’s and parents rightsParent and student participation and shared decision making – schools must collaborate with parents and students with disabilitiesHistory on the law of IDEA:http://www.youtube.com/watch?v=DUn6luZQaXE – videoFurther Questions try out: http://www.doe.in.gov/exceptional/speced/docs/idea_faq.pdfAccording to IDEA Law an IEP (Individualized Education Program) must be developed by a TEAM:Parent(s) of the child1 or more regular teacher of childIf appropriate special education provider of the childLiason 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 DESIGNAccommodating 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=bDvKnY0g6e4Further detailed information: www.cast.orgOn 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 –
  • IEP is a LEGAL document – Legally binding which provide certain rights to the studentCan be changed – IEP meetings occur annually
  • 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.htmlDifference between IDEA 1990 and 2006 – IDEA now includes support for ages 3-21!NO CHILD LEFT BEHIND Act of 2001 (Bush) to today – Every child must perform to same level. (video on NCLB to date) http://www.youtube.com/user/usedgov#p/searchThe 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 Columbia1972. Pennsylvania Association for Retarded Citizens v. the common wealth of Pennsylvania1972.Wyatt v. Stickney (Alabama)1975- IDEA is introduced.Etc…..Special EducationIDEA 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 IEPLeast Restrictive Environment – meaning inclusive classroomsDue process safeguards – schools provide safeguards to protect child’s and parents rightsParent and student participation and shared decision making – schools must collaborate with parents and students with disabilitiesHistory on the law of IDEA:http://www.youtube.com/watch?v=DUn6luZQaXE – videoFurther Questions try out: http://www.doe.in.gov/exceptional/speced/docs/idea_faq.pdfAccording to IDEA Law an IEP (Individualized Education Program) must be developed by a TEAM:Parent(s) of the child1 or more regular teacher of childIf appropriate special education provider of the childLiason 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 DESIGNAccommodating 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=bDvKnY0g6e4Further detailed information: www.cast.orgOn 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 –
  • SMARTBOARD Activity: Game Can you match :Disability with its Description? (Don’t forget to remove the answers from here)So now lets step back and think about what types of learning disabilities are out there?Answer Key:1. d2,h3.a4.f5.g6.e7.c8.BDid 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 PalsyRemember that IEPs for students with learning disabilities can be broken down into ACCOMMODATION / INDIVIUALIZATION / MODIFICATION of learning.
  • ADHD: http://webaim.org/simulations/distractabilityLow Vision : http://webaim.org/simulations/lowvisionColor Blind: http://www.vischeck.com/examples/Dyslexia:http://webaim.org/simulations/dyslexia-sim.htmlExample of game to overcome social behavior problems :http://www.professorgarfield.org/pgf_home.html
  • You may want to copy and paste your students answers to Q1 from the class prep to wordleTechnology 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?
  • 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.pdfThis is an oversimplification of how AT supports learning – cognitive skills
  • http://www.youtube.com/watch?v=34xoYwLNpvw – Carly’s StoryLink to the other video – Student at IU -Real World Examples(TRACY’S SUCCESS STORY IU) http://www.indiana.edu/~iuadapts/resources/videos/TSS_video.htmlServices for students at IU with disabilities:http://studentaffairs.iub.edu/dss/Both focus on use of IPADS:1st video – classroom – Teacher using ipads with students with disabilities (start at 1min in)2nd video - nytimes –mother and child ipad useSelect 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
  • Keyless Keyboard video: How it works: http://www.youtube.com/watch?v=Er6UwA7VYYIEyegaze Communication – control computer with eyes IUB: http://www.indiana.edu/~iuadapts/
  • From: http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002379/http://www.studiostudio.nl/project-dyslexie/en/ (Video)http://www.pixelscript.net/gilldyslexic/ (Try the font out)http://www.dafont.com/open-dyslexic.font (Free font pack)
  • Webquests and extension activities in conclusion

Week14 spring+2013 mini lecture Week14 spring+2013 mini lecture Presentation Transcript

  • ASSISTIVE TECHNOLOGYEDUC W200 Week 14
  • INTRODUCTION• All of you will have classes in your program that will deal with special needs, and the purpose of session today is not to teach you everything about assistive technologies (AT), but to introduce them from a tech integration perspective• Everyone of you will have to deal special needs as teachers, and will be legally mandated to do so• Sometimes, there are tools that can make all of the difference in what and how we learn, and this week is about some of those tools EDUC W200 Week 14
  • LEGAL BACKGROUND FORASSISTIVE TECHNOLOGIES• IDEA: Individuals with Disabilities Education Act o Provide appropriate public education, designed to meet individual needs of students aged 3-21 to anyone, regardless of special needs• Because of IDEA, all students with special needs, in order to receive support, are required to have an IEP: Individualized Education Plan. o Teachers, administrators, and school/district staff work as a team to help student’s individual needs. o Selecting, justifying best technology can be part of the plan.• Section 504 of the Rehabilitation Act of that provides support for learning modifications to some students who do not fall under IDEA (such as ADHD/ADD students) EDUC W200 Week 14
  • IDEA OVERVIEW• According to IDEA an IEP (Individualized Education Program) must be developed by a TEAM: • Parent(s)/guardian of the child • 1 or more classroom teacher for that student • If appropriate, special education teacher/provider for the student/child • Liaison representing a public agency (represents the child’s needs and understands public resources), such as a social worker or social service provider • An individual who can interpret evaluation results (1 of the people listed above can fulfill this role) • Administrators representing the school or school corporation • The student/child (if appropriate) EDUC W200 Week 14
  • LEGAL BACKGROUND FORASSISTIVE TECHNOLOGIES• Key Concept: Least Restrictive Environment (LRE) o Minimize limitations by a special need o Promote inclusive classrooms/minimize separating special needs students from the general population• This is where technology can help students have the appropriate LRE EDUC W200 Week 14
  • IDEA OVERVIEW• Equal access and IDEA • The point is to accommodate everyone, to take away emphasis on individual learning disabilities, need to provide everyone equal access. • That’s where Universal Design for Learning comes in EDUC W200 Week 14
  • UNIVERSAL DESIGN FOR LEARNING (UDL)• The role of Universal Design for Learning: A flexible curriculum for all types of learning o Link to 4min video. o Teachers and schools are being expected to apply a UDL approach in their classrooms and school buildings/environments• Here’s the basics: o What works for students with special needs could help many others o It is a more inclusive approach o It has a focus on improving the learning of everyone, and not just a few EDUC W200 Week 14
  • SO, WHAT CONSTITUTES A “SPECIAL NEED”EDUC W200 Week 14
  • DISCUSSION: WHAT IS A SPECIAL NEED?• Brainstorming session: o Discuss in groups what you think (specific) special needs are (say them by name, if you can) o Create a list that you will share with the rest of the class (as a group)• Let’s list them on the board (or SMART Board)! EDUC W200 Week 14
  • DESCRIPTION OF THE DISABILITYMATCH THE SPECIAL (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 14
  • SO, WHAT DOES IT FEEL LIKE TO HAVESOME OF THESE NEEDS?ADHD: http://webaim.org/simulations/distractabilityLow Vision : http://webaim.org/simulations/lowvisionColor Blind: http://www.vischeck.com/examples/Dyslexia: http://webaim.org/simulations/dyslexia-sim.html EDUC W200 Week 14
  • A DEFINITION OF ASSISTIVE TECHNOLOGY (AT) “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 Assistive Technology (AT): • Mobility devices (such as walker and wheelchairs) • Hardware (physical technology devices) • Software (cds, working inside devices, online programs) EDUC W200 Week 14
  • HOW DO WE CHOOSE THE RIGHT TOOLSFOR EACH STUDENT/CHILD? 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, whe available best re? fits situation? Framework by Schwab AT Resources EDUC W200 Week 14
  • HOW DOES “AT” SUPPORT LEARNERS?For example:•Listening•Reading•Writing•Mathematics•Memory•Motivation•Social Skills•Time Management EDUC W200 Week 14
  • REAL WORLD EXAMPLES OF “AT” IN ACTIONInterview with a K12 Special Interview with a familyEd Teacher Carly’s Story EDUC W200 Week 14
  • MOBILITY NEEDS • Adjustable-height tables and chairs • Special keyboards (e.g., keyless keyboards) • Special mouse and pointing devices • Touch screens and Tablet Computers EDUC W200 Week 14
  • HEARING NEEDS • Phonic ear (wear headset) • Speech to text systems • Pictures, photos, objects • FM amplification systems (e.g., auditory trainer) • Electronic books EDUC W200 Week 14
  • VISION NEEDS• Computer screen magnifiers• Voice-output screen-reading software• Headsets• Word prediction software• Speech recognition• Large-print word processors EDUC W200 Week 14
  • DEVELOPMENTAL READING DISORDER (DYSLEXIA)• Dyslexia is a disorder that interferes with an individual’s ability to read. It often runs in families.• Symptoms: o Difficulty determining the meaning of a simple sentence o Difficulty learning to recognize written words o Difficulty rhyming• Fonts designed for dyslexia can help. o Video that demonstrates how the fonts work o Try the font out o Free font pack EDUC W200 Week 14
  • 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 Many other tools EDUC W200 Week 14
  • Gifted and Talented IT’S NOT JUST ABOUT DISABILITIES!EDUC W200 Week 14
  • DEFINITION OF NEEDS, REVISITED• So, should AT and our concern about special needs be limited to just what we traditionally consider to be “special education?” o What about gifted students? How can AT assist them? o What about all students? How can AT (and UDL) assist them? o Can AT be truly a universal tool to reach and teach all learners, with many, diverse needs? EDUC W200 Week 14