UDL & Technology Teams = Success for All Students 9/2011
Sally Norton‐Sally Norton‐Darr firstname.lastname@example.org snortondarr@yahoo comChristopher BugajChristopher Christopher Bugaj email@example.com @attipscast via Twitter www.tinyurl.com/attipscast www.attipscast.wordpress.com For More Info: Facebook Site: http://iste.org/chewat http://bit.ly/atbookfb Download a PDF of this entire presentation at http://slideshare.net/attipscast
Coeur d’Alene: Describe your caseload Do you work within a public school or work y p in a separate location? With which eligibility categories do you With which eligibility categories do you usually work?
Snake River: Describe a typical daySnake River: Describe a typical day Do you practice an inclusion model? What does your planning look like? Wh t d l i l k lik ?
Boise: Where do you go for help?Boise: Where do you go for help? Where do you get new ideas? What inspires and energizes you?
Twin Falls: What does professional Twin Falls: What does professional development look like? How often? How much? How much? How fun?
Text Tweet or PollHold Up Hand Bring Up Paper Give us some examples
Universal Design for Learning (UDL) is the practice Universal Design for Learning (UDL) is the practice g g( ) pof embedding flexible strategies into the curriculum during the planning process so that ALL curriculum during the planning process so that ALL students can access a variety of learning solutions.students can access a variety of learning solutions. t d t i t fl i l ti
Short Video Explaining UDL UDL: http://bit.ly/udlexplained1 Multiple Means of Representation Multiple Means of Action and ExpressionMULTIPLE MEANS OF ENGAGEMENT
Alternative Assessments for all! Show teachers how to use multiple means of expression to let Show teachers how to use multiple means of expression to let students demonstrate what they know!A rubric for purchasing/implementation decisions What technology to buy Online subscriptions Hardware & Software Textbooks with multiple formats B Buy materials that are created with everyone in mind t i l th t t d ith i i d (multiple means of representation) Construction plans & modifications to existing Construction plans & modifications to existing structures
Mandates a free, appropriate public Mandates a free appropriate p bliceducation (FAPE) for children and youth education (FAPE) for children and youth with disabilities.with disabilitiesProvides procedural safeguards to ensure Provides procedural safeguards to ensurethat children/youth with disabilities receive the special education and related receive the special education and relatedservices which they require in order to p gbenefit from their educational program.
Each public agency shall ensure that AT devices Each public agency shall ensure that AT devices or AT services or both are made available to a or AT services or both are made available to a child with a disability if needed as part of the child’s 1. special education (300.36) 2. related service (300.34) 3. or supplemental aids or services (300.38 and 300.114(a)(2)(ii)
Assistive technology consists of Assistive technology consists of DEVICES and DEVICES and SERVICES that help children with disabilities hild i h di bili i carry out a carry out a functional activity in their environment.
“any item, piece of equipment or product system, whether acquired product system whether acquiredcommercially off the shelf, modified, or customized, that is used to increase, t i d th t i dt imaintain, or improve functional capabilities of a child with a disability.”
Text Tweet or PollHold Up Hand Bring Up Paper Multiple Ways to Participate! Multiple Ways to Participate!
“any service that directly assists a child with a disability in the child with a disability in theselection, acquisition, or useselection, acquisition, or use of an assistive technology device.”
evaluation of technology needspurchasing, leasing, or otherwise providing for acquisition of p g, g, p g qAT devices, selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing devices, coordinating and using other therapies, interventions, or services with AT devices, i ih d itraining or technical assistance for child, and/or family , and/or family members memberstraining or technical assistance for professionals involved in jthe major life functions of the child
1. ANY Item!1 ANY Item!Question: When an IEP team meets and they consider AT, are they performing a service?consider AT are they performing a service?
Question: When else do you consider the tools a student would be using? gAnswer: During the planning process when Answer: During the planning process whenyou were using a UDL approach.
If you have a piece of If h i fequipment already in the equipment already in the student’s environment, does it get listed as an accommodation?
1. ANY Item! . ANY Item!2. ANY Action! 3. Consideration during g Accommodations4. UDL means: “considering needs of ALL students” considering needs of ALL students
Click on the link associated with your location. yWith the other people in at your location, develop a list of “recommendations” for the scenario (10‐15 minutes)
Snake River: MATH S k Ri MATH bit.ly/snakemath Twin Falls: TRANSITION T i F ll TRANSITION bit.ly/twintransition Coeur d’Alene : READING C d’Al READING bit.ly/coeurreading Document Responses HEREGoogle Doc: bit ly/IdahoconsiderationactivityG l D : bit.ly/Idahoconsiderationactivity
Ma h Math Sna River Snake RAlex is a first grade student who has cerebral palsy with ataxia. He has difficulty controlling his limbs. His y gexpressive communication is primarily one word utterances. He lights up whenever presented with anything related to building, fixing or racing cars. His goals include identifying numbers and demonstrating one to one correspondence. His teachers integrate the one to one correspondence His teachers integrate theinteractive whiteboard in many of their lessons. How can assistive technology help Alex?
Transition Twin Falls Grace is an ambulatory student who is new to middle school this year. She demonstrates impulsive behaviors and uses 3 word utterances only when prompted. She acts out verbally and physically throughout the b ll d h i ll h h h day, particularly during transitions. Grace enjoys watching American Idol with her enjoys watching American Idol with her family. Her goals include progressing from one environment to another without incident and following 2 word directions.How can assistive technology help Grace? gy p
Reading Coeur d’AleneMolly is a kindergarten student with a degenerative muscle disorder resulting in the g guse of a wheelchair. Her disorder significantly impacts her motor control and she struggles to adequately control her movements. She is adequately control her movements She isnonverbal and uses her eyes and facial expressions to communicate. She has numerous medical concerns and a full‐time nurse di l d f ll iaccompanies her to school. She is a huge Boise State Broncos fan and comes to school dressed in orange and blue every Monday. Molly’s reading goals include answering comprehension questions and demonstrating letter recognition. questions and demonstrating letter recognition How can assistive technology help Molly?
Productivity BoiseMs. Teacher has a secondary classroom of 7 students who all have different schedules. Each student has different needs, accommodations, and medical concerns. Ms. Teacher has three hardworking assistants who help her manage the hardworking assistants who help her manage theday. One assistant is an English language learner. Another assistant is frequently absent due to family concerns. Ms. Teacher wants to organize f il M T h ithe day better for herself, the assistants, and the students. How can technology help Ms. Teacher? gy p
Tell us about your student and the recommendations Tell us about your student and the recommendationsyou came up with: Alex Alex Grace Molly Ms. Teacher Ms Teacher Let’s look at the responses: bit.ly/Idahoconsiderationactivity
Who is there to help you make decisions Who is there to help you make decisionsabout technology solutions?
By using what you have, you are By using what you have you arebuilding a case (collecting evidence) for additional technology (stuff that f ddi i l h l ( ff hmight cost some scratch). g )
PLN – Your own community of individuals you go to PLN Y it f i di id l twhen you need supportMethods‐ Facebook (Groups – Open & Private) Twitter Moodle (or Blackboard) ( ) Blog Google Plus LinkedIn Happy Hours ☺ Remember: UDL! If people aren t comfortable with these Remember: UDL! If people aren’t comfortable with these methods come up with other ways to include them.
QQIAT LISTSERV : http://lsv.uky.edu/archives/QIAT.htmlExisting social networking groupsExisting social networking groupsRaise awareness by presenting at conferences ATIA, CTG, etc. ATIA CTG etc Many strategies overlap – so they aren’t just for your students f t d t Recognize Yourself as an Expert! R i Y lf E t!
Think about a favorite free (or commonly found) RESOURCE you would like to share RESOURCE you would like to share enter on Resources Tab bit.ly/Idahoconsiderationactivity bit ly/Idahoconsiderationactivity AND/OR Questions?www.wallwisher.com/wall/idahoquestions Email us at: firstname.lastname@example.org Email us at: attipscast@gmail com
http://metaatem.net/words ttp: etaate . et wo ds Sally Norton-Darr, MS CCC-SLP Christopher R Bugaj, MS CCC SLP Ch i t h R. B j CCC-SLP Eight of our most common, already available, y , recommendations
USE WHATCHYA GOT!The Philosophy:Use the technology that is already in place firstto meet the needs of students.This Philosophy means… p y Consider low tech strategies first then move to high first, tech as needed Implement technology that is least restrictive Better rate of adoption and less chance of abandonment Use a Universal Design for Learning approach All students (not just those in special education) will benefit You’ll save money money!!!! You’ll save time!!!! ’ time!!!! Students implement strategies faster
THE GREAT EIGHT1. High- High-Contrast in Windows2. PhotoAlbum Feature of PowerPoint A f Google Doc- http://bit.ly/attb102 Doc- PowerTalk Demo too!3. Visual Schedules (Linear and Amorphous)4. Text to Speech5. Social “Situation” Stories6. Sound Record Feature of MS Word Word*7. Switch Websites8. Pacing Boards (communication strategy)
HIGH CONTRAST IN WINDOWS Tutorial – http://bit.ly/highcontrast4u p y g Podcast – http://bit.ly/53audiohighcontrast Blog - http://bit.ly/episode53highcontrast Video - http://bit.ly/shiftaltprntscrn
PHOTOALBUM FEATURE OF POWERPOINTTutorial - http://bit.ly/pptphotoPodcast -http://bit.ly/ep39audiopowerpointphotoalbum p y p p p pBlog - http://bit.ly/ep39blogpowerpointphotoalbumVideo - http://bit.ly/videopowerpointphotoalbumImplementation Ideas - http://bit.ly/attb102
VISUAL SCHEDULESLinear - Blog: http://bit.ly/ep17linearvisualschedules Podcast: h P d http://bit.ly/ep17linearvisualschedulesaudio //bi l / 17li i l h d l diAmorphous –A h Blog: http://bit.ly/ep18amorphousvisualschedules Podcast: http://bit.ly/ep18amorphousvisualschedulesaudio
TEXT-TO-SPEECHwww.readplease.com – Blog: htt //bit l / Bl http://bit.ly/readpleaseblog d l bl Podcast: http://bit.ly/ep6readpleaseaudio Video: http://bit.ly/readpleasevideo p y pwww.vozme.comwww vozme com - Blog: http://bit.ly/ep48vozme Podcast: http://bit.ly/ep48vozmeaudio Video: http://bit.ly/vozmevideo
SOCIAL SITUATION STORIESIntroduction and examples-www.polyxo.com/socialstoriesMore examples-www.region2library.org/SocialStories.htmMore examples-h // f l d bil d / / i h lhttp://csefel.vanderbilt.edu/resources/strategies.htmlMore examples- http://bit ly/watsonstories http://bit.ly/watsonstories
SOUND RECORD IN MS WORDTutorial- http://bit.ly/recordwordTutorial- http://bit.ly/quickrecordBlog- http://bit.ly/ep2blogrecinwordPodcast- http://bit.ly/ep2audiorecinword
SWITCH WEBSITESBlogs: http://teachingall.blogspot.com/p/switch accessible http://teachingall blogspot com/p/switch-accessible- activities.html http://teachinglearnerswithmultipleneeds.blogspot. com/Resource Portal:R P t l http://www.guest.portaportal.com/otr4access
PACING BOARDS Video- http://bit.ly/keepingpace p y p gp Blog- http://bit.ly/ep5pacingboardblog Podcast- http://bit.ly/ep5audiopacingboards
Delicious: www.delicious.com/lcpsatDelicious: www.delicious.com/lcpsatVideos: youtube.com/pacercenterVideos: youtube.com/pacercenterVid b / See “AT Minutes”Podcasts: attipscast.wordpress.comPodcasts: ttiP d t attipscast.wordpress.com t dCalendarRSS! (Blogs – How to subscribe in Google Reader)RSS! (Blogs – !( l b ib i l d )Be a consumer and a producer!And just for YOU: delicious.com/lcpsat/delicious.com/lcpsat/atp
The Practical (and Fun) Guide to Assistive Technology in Public Schools: http://iste.org/chewat http://udlcenter.org http://udlcenter org http://cast.org http://delicious.com/lcpsat/atp Alternate Presentation tool: Prezi: http://prezi.com // Download a PDF of this entire presentation at http://slideshare.net/attipscast