Edu614 session 5 SF 12 AT

389 views

Published on

Published in: Education, Technology, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
389
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Edu614 session 5 SF 12 AT

    1. 1. EDU614 Session 5 Assistive Technology andAugmentative Communication
    2. 2. Agenda
    3. 3. Agenda• Course Logistics
    4. 4. Agenda• Course Logistics• Guest - Lauren Costa
    5. 5. Agenda• Course Logistics• Guest - Lauren Costa• Augmentative Communication
    6. 6. Agenda• Course Logistics• Guest - Lauren Costa• Augmentative Communication• UDL
    7. 7. Agenda• Course Logistics• Guest - Lauren Costa• Augmentative Communication• UDL• Assistive Technology
    8. 8. Agenda• Course Logistics• Guest - Lauren Costa• Augmentative Communication• UDL• Assistive Technology• iPad
    9. 9. Course Logistics
    10. 10. Course Logistics• One more blog post on tonight’s presentations about assistive technology and augmentative communication
    11. 11. Course Logistics• One more blog post on tonight’s presentations about assistive technology and augmentative communication• Minimum of 28 blog posts
    12. 12. Course Logistics• One more blog post on tonight’s presentations about assistive technology and augmentative communication• Minimum of 28 blog posts • slide share does not count
    13. 13. Course Logistics• One more blog post on tonight’s presentations about assistive technology and augmentative communication• Minimum of 28 blog posts • slide share does not count• Total of 18 comments
    14. 14. Project
    15. 15. Project• Use at least one application you’ve learned
    16. 16. Project• Use at least one application you’ve learned • decision due tonight
    17. 17. Project• Use at least one application you’ve learned • decision due tonight• Show proficiency & familiarity with all features
    18. 18. Project• Use at least one application you’ve learned • decision due tonight• Show proficiency & familiarity with all features• Create a model class
    19. 19. Project• Use at least one application you’ve learned • decision due tonight• Show proficiency & familiarity with all features• Create a model class • include sample assignments, forums, etc.
    20. 20. Project• Use at least one application you’ve learned • decision due tonight• Show proficiency & familiarity with all features• Create a model class • include sample assignments, forums, etc.• Develop and write a detailed plan for classroom use
    21. 21. Project• Use at least one application you’ve learned • decision due tonight• Show proficiency & familiarity with all features• Create a model class • include sample assignments, forums, etc.• Develop and write a detailed plan for classroom use• Include
    22. 22. Project• Use at least one application you’ve learned • decision due tonight• Show proficiency & familiarity with all features• Create a model class • include sample assignments, forums, etc.• Develop and write a detailed plan for classroom use• Include • 21st Century skills students will use
    23. 23. Project• Use at least one application you’ve learned • decision due tonight• Show proficiency & familiarity with all features• Create a model class • include sample assignments, forums, etc.• Develop and write a detailed plan for classroom use• Include • 21st Century skills students will use • assessment if applicable
    24. 24. Project• Use at least one application you’ve learned • decision due tonight• Show proficiency & familiarity with all features• Create a model class • include sample assignments, forums, etc.• Develop and write a detailed plan for classroom use• Include • 21st Century skills students will use • assessment if applicable• See Joey Estes, Lindsay Little, Alden Sorenson
    25. 25. Presentations
    26. 26. Presentations• 15 minute maximum
    27. 27. Presentations• 15 minute maximum• Wednesday: 8 people
    28. 28. Presentations• 15 minute maximum• Wednesday: 8 people• Thursday: 11 people
    29. 29. TechAccess• Fact Sheets
    30. 30. The DESE
    31. 31. The DESE• The Department of Elementary and Secondary Education has awesome links to information, resources and grants.
    32. 32. The DESE• The Department of Elementary and Secondary Education has awesome links to information, resources and grants.• Includes:
    33. 33. The DESE• The Department of Elementary and Secondary Education has awesome links to information, resources and grants.• Includes: • CAST - Center for Applied Special Technology
    34. 34. The DESE• The Department of Elementary and Secondary Education has awesome links to information, resources and grants.• Includes: • CAST - Center for Applied Special Technology • Easter Seals - allows teachers to try out technology
    35. 35. Mass Match
    36. 36. Mass Match• MassMatch - initiative to get assistive technology to people who need it
    37. 37. Mass Match• MassMatch - initiative to get assistive technology to people who need it• FREE to borrow from ATRC Assistive Technology Regional Centers.
    38. 38. National Center to Improve Practice in Special Education
    39. 39. National Center to Improve Practice in Special Education • NCIP - through technology, media and materials
    40. 40. National Center to Improve Practice in Special Education • NCIP - through technology, media and materials • take a look
    41. 41. Accessibility in the Classroom
    42. 42. Accessibility in the Classroom• Accessibility features in Microsoft products
    43. 43. Accessibility in the Classroom• Accessibility features in Microsoft products • Includes tutorials
    44. 44. Universal Design for Learning
    45. 45. Universal Design for Learning• UDL based on neuroscience
    46. 46. Universal Design for Learning• UDL based on neuroscience • each principle connects to key area of brain
    47. 47. Universal Design for Learning• UDL based on neuroscience • each principle connects to key area of brain • Multiple Means of Representation
    48. 48. Universal Design for Learning• UDL based on neuroscience • each principle connects to key area of brain • Multiple Means of Representation • To increase recognition
    49. 49. Universal Design for Learning• UDL based on neuroscience • each principle connects to key area of brain • Multiple Means of Representation • To increase recognition • How a teacher prepares
    50. 50. UDL
    51. 51. UDL• Multiple Means of Expression
    52. 52. UDL• Multiple Means of Expression • To expand strategic output
    53. 53. UDL• Multiple Means of Expression • To expand strategic output • Teacher plans for how students will express learning
    54. 54. UDL• Multiple Means of Expression • To expand strategic output • Teacher plans for how students will express learning• Multiple Means of Engagement
    55. 55. UDL• Multiple Means of Expression • To expand strategic output • Teacher plans for how students will express learning• Multiple Means of Engagement • To enhance involvement in learning
    56. 56. UDL• Multiple Means of Expression • To expand strategic output • Teacher plans for how students will express learning• Multiple Means of Engagement • To enhance involvement in learning • How do we get students connected?
    57. 57. Assistive Technology
    58. 58. Assistive Technology• Like RTI Technology has levels too
    59. 59. Assistive Technology• Like RTI Technology has levels too • Level 1 - For everyone
    60. 60. Assistive Technology• Like RTI Technology has levels too • Level 1 - For everyone • Level 2 - Greater access
    61. 61. Assistive Technology• Like RTI Technology has levels too • Level 1 - For everyone • Level 2 - Greater access • Level 3 - Assistive support
    62. 62. AT
    63. 63. AT• Allows manipulation and control of format
    64. 64. AT• Allows manipulation and control of format• Offers alternatives for access
    65. 65. AT• Allows manipulation and control of format• Offers alternatives for access• Supports multi-sensory instruction
    66. 66. AT• Allows manipulation and control of format• Offers alternatives for access• Supports multi-sensory instruction• Supports greater personal independence
    67. 67. AT• Allows manipulation and control of format• Offers alternatives for access• Supports multi-sensory instruction• Supports greater personal independence• Educational technology & assistive technology are a continuum of access to learning.
    68. 68. AccessibleInstructional Materials
    69. 69. AccessibleInstructional Materials• AIM
    70. 70. AccessibleInstructional Materials• AIM • Students have a right to the same text
    71. 71. AccessibleInstructional Materials• AIM • Students have a right to the same text • Publishers are supposed to produce digital forms
    72. 72. AccessibleInstructional Materials• AIM • Students have a right to the same text • Publishers are supposed to produce digital forms • CAST has a center for AIM
    73. 73. Important Questions...
    74. 74. Important Questions...• What does the student need to do to participate in the classroom and achieve his/her IEP goals?
    75. 75. Important Questions...• What does the student need to do to participate in the classroom and achieve his/her IEP goals?• What specifically is the student having difficulty with?
    76. 76. Important Questions...• What does the student need to do to participate in the classroom and achieve his/her IEP goals?• What specifically is the student having difficulty with?• What else has been tried?
    77. 77. Important Questions...• What does the student need to do to participate in the classroom and achieve his/her IEP goals?• What specifically is the student having difficulty with?• What else has been tried?• What will be the the criteria for determining the student’s success?
    78. 78. Important Questions...• What does the student need to do to participate in the classroom and achieve his/her IEP goals?• What specifically is the student having difficulty with?• What else has been tried?• What will be the the criteria for determining the student’s success?• Who will be responsible for training, monitoring, documenting, and reviewing the AT plan?
    79. 79. AT
    80. 80. AT• All students with a 504 or an IEP are eligible
    81. 81. AT• All students with a 504 or an IEP are eligible• Assistive Technology has to be considered
    82. 82. AT• All students with a 504 or an IEP are eligible• Assistive Technology has to be considered• Not all qualify
    83. 83. AT• All students with a 504 or an IEP are eligible• Assistive Technology has to be considered• Not all qualify• IEP is written first, then look at questions
    84. 84. SETT Framework
    85. 85. SETT Framework• S - Student First
    86. 86. SETT Framework• S - Student First• E - Environment
    87. 87. SETT Framework• S - Student First• E - Environment• T - Task
    88. 88. SETT Framework• S - Student First• E - Environment• T - Task• T - Tool
    89. 89. SETT Framework• S - Student First• E - Environment• T - Task• T - Tool• Joy Zabala - SETT Framework
    90. 90. the Student
    91. 91. the Student• What does the student need to do?
    92. 92. the Student• What does the student need to do?• What are the student’s special needs?
    93. 93. the Student• What does the student need to do?• What are the student’s special needs?• What are the student’s current abilities?
    94. 94. Environment
    95. 95. Environment• What materials and equipment are currently available in the environment?
    96. 96. Environment• What materials and equipment are currently available in the environment?• What is the physical arrangement?
    97. 97. Environment• What materials and equipment are currently available in the environment?• What is the physical arrangement?• What is the instructional arrangement?
    98. 98. Environment• What materials and equipment are currently available in the environment?• What is the physical arrangement?• What is the instructional arrangement?• Are there likely to be changes?
    99. 99. Environment• What materials and equipment are currently available in the environment?• What is the physical arrangement?• What is the instructional arrangement?• Are there likely to be changes?• Color is a powerful tool
    100. 100. Task
    101. 101. Task• What activities take place in the environment?
    102. 102. Task• What activities take place in the environment?• What are the critical elements of the activities?
    103. 103. Task• What activities take place in the environment?• What are the critical elements of the activities?• How might technology support the student’s active participation in those activities?
    104. 104. Tools
    105. 105. Tools• FINAL step
    106. 106. Tools• FINAL step• What no tech, low tech, and high tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments?
    107. 107. Tools• FINAL step• What no tech, low tech, and high tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments?• What strategies might be used to invite increased student performance?
    108. 108. Tools• FINAL step• What no tech, low tech, and high tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments?• What strategies might be used to invite increased student performance?• How might these tools be tried out with the student in the environment?
    109. 109. UDL Toolkit
    110. 110. UDL Toolkit• UDL toolkit wiki
    111. 111. UDL Toolkit• UDL toolkit wiki • Please spend some time looking at the resources:
    112. 112. UDL Toolkit• UDL toolkit wiki • Please spend some time looking at the resources: • graphic organizers
    113. 113. UDL Toolkit• UDL toolkit wiki • Please spend some time looking at the resources: • graphic organizers • literacy
    114. 114. UDL Toolkit• UDL toolkit wiki • Please spend some time looking at the resources: • graphic organizers • literacy • study skills
    115. 115. UDL Toolkit• UDL toolkit wiki • Please spend some time looking at the resources: • graphic organizers • literacy • study skills • math
    116. 116. UDL Toolkit• UDL toolkit wiki • Please spend some time looking at the resources: • graphic organizers • literacy • study skills • math • writing 
    117. 117. National Center on UDL
    118. 118. National Center on UDL• National Center
    119. 119. National Center on UDL• National Center • Examples & Resources
    120. 120. National Center on UDL• National Center • Examples & Resources • Every principle is linked to resources & tools
    121. 121. Investigation
    122. 122. Investigation• Please take about 30 minutes to investigate all the resources.
    123. 123. Investigation• Please take about 30 minutes to investigate all the resources.• Be sure to bookmark Diigo any site you want to return to.
    124. 124. Investigation• Please take about 30 minutes to investigate all the resources.• Be sure to bookmark Diigo any site you want to return to.• I’ll briefly meet with folks individually on final presentation topic.
    125. 125. iPad - a game changer
    126. 126. iPad - a game changer• FreeTech4Teachers
    127. 127. iPad - a game changer• FreeTech4Teachers • Steve Jobs & Apps for Autism
    128. 128. iPad - a game changer• FreeTech4Teachers • Steve Jobs & Apps for Autism • 60 Minutes
    129. 129. iPad - a game changer• FreeTech4Teachers • Steve Jobs & Apps for Autism • 60 Minutes • Links
    130. 130. iPad - a game changer• FreeTech4Teachers • Steve Jobs & Apps for Autism • 60 Minutes • Links • iPodsibilities
    131. 131. iPad - a game changer• FreeTech4Teachers • Steve Jobs & Apps for Autism • 60 Minutes • Links • iPodsibilities • Teaching Learners with Special Needs
    132. 132. iPad - a game changer• FreeTech4Teachers • Steve Jobs & Apps for Autism • 60 Minutes • Links • iPodsibilities • Teaching Learners with Special Needs • Free Speech app
    133. 133. iPad
    134. 134. iPad• a blog post how iPad is used in a special education classroom
    135. 135. iPad• a blog post how iPad is used in a special education classroom• A Blog Post listing many apps
    136. 136. iPad• a blog post how iPad is used in a special education classroom• A Blog Post listing many apps• Apps Store has Special Education section
    137. 137. iPad• a blog post how iPad is used in a special education classroom• A Blog Post listing many apps• Apps Store has Special Education section • and our friend Cybrary man’s list
    138. 138. iPad• a blog post how iPad is used in a special education classroom• A Blog Post listing many apps• Apps Store has Special Education section • and our friend Cybrary man’s list• A handout for using iPad in the Special Education Classroom
    139. 139. More on the iPad
    140. 140. More on the iPad• Live Binders on iPad in Schools - a tremendous amount of material
    141. 141. More on the iPad• Live Binders on iPad in Schools - a tremendous amount of material• Mr. G Blog iPads, Web tools, math education
    142. 142. More on the iPad• Live Binders on iPad in Schools - a tremendous amount of material• Mr. G Blog iPads, Web tools, math education• a CNN report
    143. 143. More on the iPad• Live Binders on iPad in Schools - a tremendous amount of material• Mr. G Blog iPads, Web tools, math education• a CNN report• App Smackdown
    144. 144. Even more on the iPad
    145. 145. Even more on the iPad• ipads in the classroom - Kathy Schrock
    146. 146. Even more on the iPad• ipads in the classroom - Kathy Schrock• Moms with apps blog
    147. 147. Even more on the iPad• ipads in the classroom - Kathy Schrock• Moms with apps blog• Smart Apps for Kids
    148. 148. Even more on the iPad• ipads in the classroom - Kathy Schrock• Moms with apps blog• Smart Apps for Kids• my Pinterest board on iPad
    149. 149. Even more on the iPad• ipads in the classroom - Kathy Schrock• Moms with apps blog• Smart Apps for Kids• my Pinterest board on iPad• iPodsibilities
    150. 150. Even more on the iPad• ipads in the classroom - Kathy Schrock• Moms with apps blog• Smart Apps for Kids• my Pinterest board on iPad• iPodsibilities • blog, apps review, resources

    ×