Slideshow Transcript

1. Slide 1: Addressing Reading Deficits with Technology Application of Five Types of Text Adaptations
2. Slide 2: •Morning •Review of Reading Difficulties •Systems Approach to Decision Making • Examining 5 Types of Text Agenda Adaptations • Afternoon • Continue 5 Types of Text Adaptations • AT in the IEP • Tips for Staying Informed • BAIP Quick Demo
3. Slide 3: Reading Difficulties • delayed reader, dyslexic, print disabled, learning disabled •80% of students with learning disabilities receive services for reading
4. Slide 4: Performance Gap Average achieving students At-risk students Students w/ disabilities 12 10 Skills/achievement 8 6 4 2 0 1 2 3 4 5 6 7 8 9 10 11 12 Grade in School (Edyburn, 2003)
5. Slide 5: Dilemma Expectations Skills Outcome Appropriate Grade Level Reading Fluency + Skills at Lower Level = Academic Achievement (Edyburn, 2003)
6. Slide 6: Variables of Curriculum Time Achievement Conditions “Compensatory technology enhanced performance system that produces functional outcomes indistinguishable from those of his peers” (Edyburn, 2003, p 17).
7. Slide 7: AT as Compensation •Traditional AT - physical inability to complete a task (i.e. wheelchair) •New Approach - address ongoing persistent deficit to minimize impact of disability. •Decision Making: • How much failure? • When do we intervene?
8. Slide 8: Making Text Accessible 30% devoted to instruction 70% devoted to compensation (Edyburn, 2003)
9. Slide 9: Systems Approach Source: http://www.flickr.com/photos/nycnikonian007/2280658379/sizes/l/
10. Slide 10: Systems Approach Factor Key Question Selected Responses What environment will students be School, classroom, home, 1 school bus, car, etc. expected to read in? What student characteristics need to be Can’t, won’t, does so slowly, 2 considered when designing effective limited attention, blind, low instruction? vision, cognitive disability Read in class Read for homework Answer questions about what What reading tasks are students 3 has been read commonly expected to complete? Engage in learning activity based on information gained from reading Source: (Edyburn, 2003)
11. Slide 11: Systems Approach, cont. Factor Key Question Selected Responses Textbooks, tradebooks, What type of source documents are classic literature, ready 4 students expected to read? reference, teacher-made materials, worksheets, quiz/ exams Remediation literacy acquisition If there is a performance problem in compensation 5 reading, will the intervention involve vocabulary remediation, compensation, or both? study skills higher level thinking Source: (Edyburn, 2003)
12. Slide 12: Systems Approach, cont. Factor Key Question Selected Responses Compensation bypass reading If there is a performance problem in decrease reading 5 reading, will the intervention involve support reading remediation, compensation, or both? organize reading guide reading Student Given many stakeholders concerned General education teacher 6 about student success, what Special education teacher responsibilities will each person assume? Assistive technology specialist Administrator Source: (Edyburn, 2003)
13. Slide 13: Modification Strategies If the reading problem is ...the functional difficulty ...then, AT consideration due to... is... should explore.. Inability to see the text low vision screen magnification the fact that English is a limited English language language translation second language skills high interest reading a lack of interest motivation/interest materials Source: (Edyburn, 2003)
14. Slide 14: If the reading problem is ...the functional difficulty ...then, AT consideration due to... is... should explore.. inadequate word attack poor decoding skills multimedia reading materials skills too many unknown words vocabulary deficiencies electronic word tools a mismatch between the text’s readability and the poor comprehension cognitive rescaling reader difficulty understanding due locate comparable content to limited background poor comprehension at a lower developmental knowledge level difficulty understanding concept mapping poor comprehension concepts and relationships pre-reading guides difficulty identifying poor comprehension electronic quizzes important information Source: (Edyburn, 2003)
15. Slide 15: Text Adaptations Source: http://www.flickr.com/photos/mr_biggs/215592586/sizes/o/
16. Slide 16: 5 Types of Text Adaptations •Bypass reading •Decrease reading •Support reading •Organize reading, graphic organizers •Guide reading Source: (Edyburn, 2003)
17. Slide 17: Bypass Reading • Print disabled Teach the same as students with blindness? • No Tech Response - student, teacher, or para read for students • Low Tech Response - Audio recorded text • High Tech Response - Digital text or covert printed text to digital format
18. Slide 18: Bypass Reading Low Tech Response • Audio Books for Free: http://www.audiobooksforfree.com/ screen_main.asp?gg=2 • Books Aloud: http://www.booksaloud.org/home.htm • LibriVox: (free) http://librivox.org/ Audio versions of Project Gutenberg and Internet Archive digital text • Storynory: (free) http://storynory.com/archives • Learn Out Loud (some free) http://kids.learnoutloud.com • State Library of Kansas (free with library card): http:// kansas.lib.overdrive.com/ • Kids Audible: (cost) http://kids.audible.com • iTunes: Kids and Early Teen books (cost) • Lookybook: (free) http://www.lookybook.com/
19. Slide 19: Bypass Reading High Tech Response (Electronic Text) • World Wide School Library: http://www.worldwideschool.org/library/ catalogs/bysubject-top.html • WikiBooks: http://en.wikibooks.org/wiki/Main_Page • Project Gutenberg: http://www.gutenberg.org • University of Virginia Library: http://etext.lib.virginia.edu/ebooks/subjects/ subjects-young.html • MightyBooks: http://www.mightybook.com/ • Tumble Book Library: http://www.tumblebooks.com/library/asp/ home_tumblebooks.asp • Amazing Adventure Series: http://www.tosiproductions.com/_amazingadventure/ • American Folklore: http://www.americanfolklore.net/
20. Slide 20: Bypass Reading High Tech Response (Electronic Text Readers) •ReadPlease (free Windows software) http://www.readplease.com/ •Copy and paste text into the reader and save files •Fire Vox (free software) - http://www.firevox.clcworld.net/features.html •Reads Firefox internet browser •Read the Words (free online) http://readthewords.com/ •Upload a file (Word, PDF, HTML, or cut/paste), choose reader, and download mp3 file of story to computer, ipod, or burn to disc •Mac VoiceOver (free Mac software) http://www.apple.com/accessibility/ voiceover/
21. Slide 21: Exploration Time Source: http://www.flickr.com/photos/slack12/314854035/
22. Slide 22: Decreasing Reading • Cognitive Rescaling • Altering difficulty level of information • Examples: • Autosummary (Word) • Windows to the Universe Website http://www.windows.ucar.edu/
23. Slide 23: Support Reading Vocabulary support and illustrations • Idiom Site: http://www.idiomsite.com/ • The Internet Picture Dictionary: http://www.pdictionary.com/ • Word Central: http://www.wordcentral.com/ • Google Definitions: http://www.google.com/ Type define and word • Little Explorers English Dictionary: http:// www.enchantedlearning.com/Dictionary.html • ThinkMap Visual Thesaurus: http://www.visualthesaurus.com/ trialover.jsp • Usborne’s Animated Thousand Words: http:// www.tomsnyder.com/products/product.asp?SKU=USBFIR • VisuWords: online graphical dictionary http://
24. Slide 24: Exploration Time Source: http://www.flickr.com/photos/slack12/314854035/
25. Slide 25: Organize Reading • Illustrate relationships among key ideas • Map understanding of material • Software - Inspiration/Kidspiration www.inspiration.com/) (http:// • Downloadable Resources instruction/ela/6-12/tools/index.htm) (http://www.greece.k12.ny.us/
26. Slide 26: Mind Mapping Tools • Text2Mindmap - http://www.text2mindmap.com/ • Bubble.us - Free web-based brainstorming tool (http:// www.bubbl.us/) • Wise Mapping - http://www.wisemapping.com/c/ publicView.htm?mapId=5603
27. Slide 27: Guide Reading • Study guides and structure notes • Facilitate student engagement • No tech • Students use strategies of pre-reading, skimming, rereading, and self-question • Teacher created materials
28. Slide 28: Guided Reading • CliffNotes: http://www.cliffnotes.com/ • SparkNotes: http://www.sparknotes.com/ • Free Book Notes: http://www.freebooknotes.com • Pink Monkey: http://www.pinkmonkey.com
29. Slide 29: Exploration Time Source: http://www.flickr.com/photos/badboy69/2333409688/sizes/l/
30. Slide 30: Technology in the IEP “If the answer to any of the following questions is YES, the district is required to provide the assistive technology device and/or service. • Is the provision of an assistive technology device or service essential for the student to receive FAPE? • Is an assistive technology device or service necessary to be educated within the least restrictive environment? • Given the assistive technology device or service, will the person with disabilities have access to school programs and activities? • Are the assistive technology devices or services necessary related services?” - (Source, Assistive Technology in the Individual Education Plan Outline, http:// www.nls.org/atiep.htm )
31. Slide 31: AT Evaluation • WATI (Wisconsin Assistive Technology Initiative): http://www.wati.org • AT Consideration Guide • AT Checklist • AT Decision Making Guide • Environmental Observation
32. Slide 32: AT Evaluation Cont. • How did the child’s performance change when using the tools? • How did the student like using each tool? • Did the student prefer one of the tools over another? • What are the advantages of using the tool? • How long can the child be expected to use the tools? • (Source, (WATI, 1998) Ed Tech Points: A Framework for Assistive Technology Planning)
33. Slide 33: Technology Services • Services include: • evaluation of the technology needs of the individual, including a functional evaluation in the individual's customary environment • purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for individuals with disabilities • selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing or replacing of assistive technology devices • coordinating and using other therapies, interventions or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs • assistive technology training and technical assistance with assistive technology for an individual with a disability, or, where appropriate, the family or an individual with disabilities • training and technical assistance for professionals, employers, or other individuals who provide services to, employ, or otherwise are substantially involved in the major life functions of individuals with disabilities. (IDEA: 20 United States Code, Section 1402(2)).
34. Slide 34: Staying Informed Websites • Assistive Technology Training Project: http://atto.buffalo.edu/ • Open Source Assistive Technology Software: http://www.oatsoft.org/Software • TechMatrix: http://www.techmatrix.org/index.aspx Blogs • Free Resources from the Net for Special Education: http:// paulhami.edublogs.org • The Assistive Technology Blog: http://www.assistivetechnology.vcu.edu/ • Inclusion Revolution: http://www.classroom20.com/group/ technologyinspecialeducation
35. Slide 35: Contact Information Kylie Stewart, Ph.D. kylie.stewart@greenbush.org (620) 724 - 6281 Source: http://www.flickr.com/photos/80641721@N00/155869489/
36. Slide 36: References • Info: • Edyburn, D. (2003). Learning from Text. Special Education Technology Practice, 5(2), 16-27. • (WATI, 1998) Ed Tech Points: A Framework for Assistive Technology Planning • Source, Assistive Technology in the Individual Education Plan Outline, http://www.nls.org/atiep.htm ) • IDEA: 20 United States Code, Section 1402(2) • Links • Free Resources from the Net for Special Education: http://paulhami.edublogs.org • Images: • Slide 1: http://www.flickr.com/photos/norby/152723505/ • Kids books: http://www.flickr.com/photos/xstarsprinklesx/2337283765/sizes/l/ • Boys at Library: http://www.flickr.com/photos/tonyxq2006/312930980/sizes/l/