Sped410 week 5 - sept 26

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  • Work in groups.Come up with ideas for low tech solutions. Add to the todays meetexplore everyday tech devices within the room. Share your device with others – explain some of the built in accessibility features that you felt were important.Complete the Google Doc on the WIKI page. We will go over these as we move through presentation
  • Hands on activity – explore everyday tech devices within the room. Share your device with others – explain some of the built in accessibility features that you felt were important.Complete the Google Doc on the WIKI page. We will go over these as we move through presentation
  • Sped410 week 5 - sept 26

    1. 1. SPED 410 – Universal Design & AT sped410@gmail.com @mmatp Week 5 – 9/26/13
    2. 2. Agenda  PLN Check in #1  AT Consideration  UDL & AT for Reading
    3. 3. PLN Check in #1- Due 10/10/13  Phase 1: Build your network  Provide examples of resources you are using to grow your network  Share with me via email ◦ Email text ◦ Powerpoint Presentation ◦ Video ◦ Pinterest Page
    4. 4. Assistive Technology
    5. 5. The Case Against AT
    6. 6. AT Cycle Monitoring Implementation Provision Consideration
    7. 7. AT Cycle Consideration
    8. 8. AT Consideration Section 300.324(a)(2)(v) of the IDEA 2004 regulations states that IEP teams must “consider whether the child needs AT devices and services” when developing a student’s IEP
    9. 9. AT Consideration  The AT consideration is a purposeful process that involves ◦ collaborative decision making, ◦ reviewing existing information about a student, ◦ potentially collecting additional information about a student, ◦ deciding whether or not a student needs AT, and, ◦ ultimately, if a student does need AT, identifying the AT needed for a student to receive a FAPE.
    10. 10. AT Consideration The onus for AT consideration falls upon the entire IEP team and is not relegated to an individual or an outside evaluator
    11. 11. Device or Service  Defined by Public Law 100-407 of IDEA ◦ AT Device is any item, piece of equipment, or product system whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities
    12. 12. Device or Service  Defined by Public Law 100-407 of IDEA ◦ AT Service means any service that directly assists an individual with a disability in the selection, acquisition, or use of an AT device.
    13. 13.  Student (Person) – Information specifically related to the student  Environment – Information related to anything or anyone around the student in places where the technology is expected to be used  Task – Information about what exactly happens in the environment – educational tasks the student needs to complete  Tool – Information about what types of tools could be used to address the students’ needs, in the environment for a specific task 14
    14. 14.  Promotes team building for consensus  Provides for the collection of data  As environments and tasks are explored, links between assessment and intervention become strong and clear  Identify roles and responsibilities of team members  Implementation of technology  An array of technology options (no, low & high)  QIAT (Quality indicators in Assistive Technology) 15
    15. 15. 16Reference: http://joyzabala.com
    16. 16. AT Consideration AT Evaluation AT Consideration AT Evaluation  Brief discussion that determines need for AT  Should consider existing data about the individual and determine if more data is needed  Process for collecting additional data about an individual  May involve: ◦ Task Demand Analysis ◦ Feature Match Analysis ◦ Tool Demand Analysis
    17. 17. UDL and Reading
    18. 18. AT Adaptations Remedial Vs. Compensatory 20
    19. 19. Range of available supports
    20. 20. Evaluating for Reading Accommodations
    21. 21. Reading Difficulties  Read slowly and deliberately with no or little fluency  Appears to read and re-read very slowly, when reading silently and orally  Substitute, omit, and/or transpose letters, words, syllables, and phrases  Lose place on page  Have poor comprehension of written materials
    22. 22. What do I ask? Reading  Define Tasks  Identify Strengths  Identify Strategies already tried  How does the student tackle reading now?  What tools do we think can help?
    23. 23. Technology to Support Reading  Decoding  Vocabulary  Comprehension
    24. 24. Low Tech Tools - Reading
    25. 25. Single Word Support  Quicktionary Reading Pen  Franklin Speaking Dictionaries
    26. 26. Activity  Jaime – supported employment activity Group Activity # 1
    27. 27. E reader devices / features
    28. 28. Software based e book platforms
    29. 29. E book formats
    30. 30. Where to find AIM?
    31. 31.  Readily Available Content (e.g., public domain e-text and audio e-text equivalents, Public Library Audio Books)  Commercially Available Content (e.g., Audible.com, Recor ded Books, ITunes Music Store, Amazon, etc.)
    32. 32.  Learning Ally (Formerly Recordings for the Blind and Dyslexic) ◦ Collection Holdings: Textbooks, Periodicals, Tradebo oks ◦ File Formats Available: .wma, DAISY ◦ Cost to Access: Yes, but depends
    33. 33. AIM - Auditory Text  Recordings for the Blind and Dyslexic ◦ Now called “Learning Ally”  Audible.com  Speakonia (www.speakonia.com)
    34. 34.  Bookshare.org ◦ Collection Holdings: Textbooks, Periodicals, Tradebooks ◦ File Formats Available: .brf, DAISY ◦ Cost to Access: No (for qualifying K- 12 Students), Yes (for others)
    35. 35. AIM – Bookshare.org
    36. 36.  NIMAC (http://nimac.us) ◦ Collection Holdings: Textbooks, Core Instructional Materials ◦ File Formats Available: NIMAS ◦ Cost to Access: No
    37. 37.  Does the student require accessible, alternate format versions of printed textbooks and printed core materials? Has this need been documented in the student’s 504 plan or IEP?  Is the material copyrighted?  Does the student certified by a competent authority as having a print disability?  Does the student have either a 504 plan or an IEP?
    38. 38. Read:OutLoud  Bookshare Edition  Read2Go App
    39. 39. www.amazon.com/gp/sendtokindle
    40. 40. iBooks author
    41. 41. AIM – Ebook Content Management Systems Bookstream – from Don Johnston Inc.
    42. 42. E Book Conversion Tools  Read Ability  dotEPUB  EPUB Bud
    43. 43. Free Text Readers • WordTalk (wordtalk.org.uk) •Free; only works in MS Word • ReadPlease (readplease.com) •Free; must select text with mouse, copy and paste into ReadPlease’s window
    44. 44. Activity  Jaime – supported employment activity Group Activity # 2
    45. 45. Research shows that TTS…  Promotes access to text for wide reading  Contributes to word recognition  Provides a multisensory experience (hearing, seeing, sub vocalizing)  Can be used to recreate the practice of repeated readings (best with recorded speech)
    46. 46. Scan & Read Systems Kurzweil 3000, WYNN, TextHelp R&W Gold
    47. 47. Acquiring Electronic Text  Scanning ◦ Who will do the scanning? ◦ What will they scan? ◦ Can the person scan and edit?
    48. 48. Q & A

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