At what every neuropsychologist needs to know

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At what every neuropsychologist needs to know

  1. 1. Assistive Technology For Struggling Learners: What Every Neuropsychologist Needs to Know [email_address] Twitter name – KarenJan Blog – http://Teachingeverystudent.blogspot.com
  2. 2. What is AT ?
  3. 3. Federal definition
  4. 4. Any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized,
  5. 5. <ul><li>that is used to increase, maintain, or improve the functional capabilities of a child with disabilities. </li></ul>Devices
  6. 6. Services Any service that directly assists a child with a disability in the selection , acquisition , or use of an assistive technology device
  7. 7. Sec. 300.6 Assistive technology service . e) Training or technical assistance for a child with a disability or, if appropriate, that child's family; and (f) Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.
  8. 8. Devices and Services
  9. 9. Communication Vision Support Environmental Controls Mobility Learning/Curriculum Support Assistive Technology:
  10. 10. Did you know ….
  11. 11. That every student on an IEP MUST be considered for Assistive Technology?
  12. 12. This was written into the Reauthorization of IDEA in ….
  13. 13. 1997 .
  14. 14. § 300.324 Development, review, and revision of IEP. (2) Consideration of special factors. The IEP Team must: (v) Consider whether the child requires needs assistive technology devices and services
  15. 15. So, what does this mean ?
  16. 16. AT consideration
  17. 17. Four possibilities <ul><li>Everything is working, no need for AT </li></ul><ul><li>Everything is working, including the AT </li></ul><ul><li>We want to consider new AT, consult with others </li></ul><ul><li>We need additional information; schedule an AT Evaluation </li></ul>
  18. 18. AT assessment
  19. 19. SETT + TT Framework
  20. 20. what difference does this make?
  21. 21. 4 million students with high-incidence disabilities were now eligible to receive AT services and devices
  22. 22. Team Approach ACCESSIBLE!!
  23. 24. AT Implementation
  24. 25. IDEA 2004 New Provision – students with print disabilities must have access to accessible instructional materials.
  25. 26. (b) On a case-by-case basis, the use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP Team determines that the child needs access to those devices in order to receive FAPE . FAQ:
  26. 27. What does this mean for you as a neuropsychologist?
  27. 28. <ul><li>The school’s academic philosophy is that “it’s not the students who are disabled, but the curriculum,’ </li></ul>The school’s academic philosophy is that “it’s not the students who are disabled, but the curriculum,’ The (Henderson) school’s academic philosophy is that “ it’s not the students who are disabled, but the curriculum ,” Boston Globe, 4/4/11
  28. 29. Identify where is the disability?
  29. 34. It’s a different world for our students
  30. 35. ‘ We’re not reading and writing across and down the page anymore. We’re reading and writing in three dimensions – across, down and out, the out being hyperlinks.
  31. 36. It’s a whole different kind of literacy; it's a whole different kind of writing; it’s a whole different kind of reading. It’s a type of literacy that can’t be done anywhere else but on the web. James Yap Director of instructional technology Ramapo Central School District, Hillburn, NY T.H.E Jounal, april 2009 p. 24
  32. 37. Reflect
  33. 38. Where is the Breakdown ? http:// flickr.com/photos/aussiegall/276131991 /
  34. 39. And what can be done to fix it? http:// flickr.com/photos/aussiegall/276131991 /
  35. 40. Role of Remediation ? Role of Compensation ?
  36. 41. UDL
  37. 42. Cast.org
  38. 43. Based upon Brain Research
  39. 44. Three Networks: Recognition
  40. 45. Strategic
  41. 46. Affective
  42. 47. Multiple Methods of …
  43. 48. Engagement
  44. 49. Presentation
  45. 50. Expression
  46. 51. Proactive Embedded Reaches all Learners
  47. 52. Research Considerations
  48. 53. <ul><li>Elementary school children spend 31% to 60% of their school day on fine motor tasks including handwriting. </li></ul><ul><li>McHale & Cermak, 1992 </li></ul>
  49. 54. <ul><li>Studies show teachers grade papers with better handwriting higher. </li></ul><ul><li>Only difference was quality of writing. </li></ul>
  50. 55. <ul><li>Students are less hesitant to reevaluate and edit their written work produced on a computer. </li></ul><ul><li>(Graham and MacArthur, 1988, Jones, 1996 </li></ul><ul><li>Productivity increases (Mayer-Nichols, 1996) </li></ul><ul><li>Quality increases (Jones, 1996) </li></ul>
  51. 56. Keyboarding <ul><li>Improvement in : </li></ul><ul><li>language arts — reading, spelling, and writing ability. </li></ul><ul><li>efficiency in using the computer as a writing, editing, and computing tool, thereby maximizing classroom time. </li></ul><ul><li>attitude toward writing—less frustration in looking for keys rather than entering information. </li></ul>
  52. 57. Benefits <ul><li>Improvement in: </li></ul><ul><li>motivation </li></ul><ul><li>creativity </li></ul><ul><li>Rogers, H. (2003). Elementary keyboarding issues . </li></ul>
  53. 58. When? <ul><li>Introduce formal keyboarding BEFORE frequent computer use </li></ul>
  54. 59. Top 10 Goals of Teaching KB <ul><li>Technique </li></ul><ul><li>Technique </li></ul><ul><li>Technique </li></ul><ul><li>Technique </li></ul><ul><li>Technique </li></ul><ul><li>Technique </li></ul><ul><li>Technique </li></ul><ul><li>Technique </li></ul><ul><li>Accuracy </li></ul><ul><li>Speed </li></ul><ul><li>Teaching Keyboarding – When? Why? How? </li></ul>
  55. 60. <ul><li>Studies indicate a dramatic increase in language arts skills as a result of children inputting words and sentences frequently using a computer. </li></ul><ul><li>THE STATUS OF ELEMENTARY KEYBOARDING: A LONGITUDINAL STUDY </li></ul><ul><li>By Harriet Rogers </li></ul>
  56. 61. Richard Wanderman
  57. 64. Word Example with TTS
  58. 65. Research Considerations
  59. 66. Writing Next
  60. 67. 11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Meta-Analysis (of experiemental and quasi-experimental research)
  61. 68. 11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Writing Strategies - explicit instruction in writing process Summarization - explicit instruction
  62. 69. 11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Collaborative Writing Specific Product Goals - identifies purpose & characteristics of final product Word Processing
  63. 70. 11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Sentence Combining – promoting more complex, sophisticated writing. Combining two or more basic sentences into one
  64. 71. 11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Prewriting – to generate & organize ideas Inquiry Activities – experiential, provide engaging activities to develop ideas; compare/contrast, collecting and evaluating evidence
  65. 72. 11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Process Writing Approach - writing for real audiences, promoting planning, reviewing, reflecting, self-evaluation, offering personalized individual assistance, customized instruction, stresses ownership of writing
  66. 73. 11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Study of Models - provides models for each type of writing that is the focus of instruction Writing to Learn – using writing to learn content
  67. 75. Findings of Meta-Analysis Three Core Recommendations
  68. 76. Writing Practices that Enhance Reading Have students write about the texts they read React, reflect, analyze, interpret Summarize Answer questions in writing
  69. 77. Writing Practices that Enhance Reading Explicit instruction Writing process Paragraph Construction Spelling Skills
  70. 78. Writing Practices that Enhance Reading Increase Quantity of Writing
  71. 79. Writing improves Comprehension
  72. 80. Writing improves fluency
  73. 81. Writing improves decoding
  74. 82. so, what are we doing to increase writing opportunities for our struggling writers?
  75. 83. Five Paragraph Essay ?
  76. 84. Low Tech ideas
  77. 88. A word about data collection
  78. 89. This is not in addition to. This is in place of.
  79. 91. What are we currently doing?
  80. 92. Is it working ?
  81. 93. Removes the obstacles to success
  82. 94. Provides alternative ways to demonstrate learning
  83. 95. Promotes Independence!
  84. 96. Makes learning possible!
  85. 100. <ul><li>Photo Credits </li></ul><ul><li>Start button - http://www.123rf.com/photo_3995846_start-button-over-white-concept-of-begin-go-initiate-etc.html </li></ul><ul><li>Frustration - http://www.afslegal.com/images/frustrated.jpg </li></ul><ul><li>Magician’s hat - http://www.ricotheclownandmagician.com/IMAGES/magic-hat-stars.gif </li></ul><ul><li>Shift - http://blog.makezine.com/archive/2007/04/idsa_northeast_district_c.html </li></ul><ul><li>Brick - http://earth911.com/wp-content/uploads/2008/11/single-brick.jpg </li></ul><ul><li>Open Door - http://www.nancyoutloud.com/ </li></ul><ul><li>Team - http://www.navegabem.com/our-team.html </li></ul><ul><li>Process - http://www.core77.com/blog/book_reviews/book_review_process_by_jennifer_hudson_11289.asp </li></ul>

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