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I padsummit presentation
- 1. iPads in SpecialEducation- AAC Device, Learning Tool, and More Hillary Brumer, CAGS iPadSummit USA November 8, 2012
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- 13. What has theiPad done for students with Special Needs?
- 14. What has theiPad done for students with Special Needs? Improved Access
- 15. What has theiPad done for students with Special Needs? Improved Access Increased Independence
- 16. What has theiPad done for students with Special Needs? Improved Access Increased Independence Increased Engagement
- 17. What has theiPad done for students with Special Needs? Improved Access Increased Independence Increased Engagement Increased Communication
- 18. What has theiPad done for students with Special Needs? Improved Access Increased Independence Increased Engagement Increased Communication Increased Collaboration
- 19. What has theiPad done for students with Special Needs? Improved Access Increased Independence Increased Engagement Increased Communication Increased Collaboration
- 20. Access DocScan Read2Go iBooks Skitch Evernote Pictello Book Creator for iPad Abillipad
- 21. Access Native iOS Accessibilityfeatures - Guided Access, Speak Selection DocScan Read2Go iBooks Skitch Evernote Pictello Book Creator for iPad Abillipad
- 22. Access Native iOS Accessibilityfeatures - Guided Access, Speak Selection Apps that help students access and/or create content: DocScan Read2Go iBooks Skitch Evernote Pictello Book Creator for iPad Abillipad
- 23. Access Native iOS Accessibilityfeatures - Guided Access, Speak Selection Apps that help students access and/or create content: DocScan Read2Go iBooks Skitch Evernote Pictello Book Creator for iPad Abillipad
- 24. Access Native iOS Accessibilityfeatures - Guided Access, Speak Selection Apps that help students access and/or create content: DocScan Read2Go iBooks Skitch Evernote Pictello Book Creator for iPad Abillipad
- 25. Access Native iOS Accessibilityfeatures - Guided Access, Speak Selection Apps that help students access and/or create content: DocScan Read2Go iBooks Skitch Evernote Pictello Book Creator for iPad Abillipad
- 26. Access Native iOS Accessibilityfeatures - Guided Access, Speak Selection Apps that help students access and/or create content: DocScan Read2Go iBooks Skitch Evernote Pictello Book Creator for iPad Abillipad
- 27. Access Native iOS Accessibilityfeatures - Guided Access, Speak Selection Apps that help students access and/or create content: DocScan Read2Go iBooks Skitch Evernote Pictello Book Creator for iPad Abillipad
- 28. Access Native iOS Accessibilityfeatures - Guided Access, Speak Selection Apps that help students access and/or create content: DocScan Read2Go iBooks Skitch Evernote Pictello Book Creator for iPad Abillipad
- 29. Access Native iOS Accessibilityfeatures - Guided Access, Speak Selection Apps that help students access and/or create content: DocScan Read2Go iBooks Skitch Evernote Pictello Book Creator for iPad Abillipad
- 30. Access Native iOS Accessibilityfeatures - Guided Access, Speak Selection Apps that help students access and/or create content: DocScan Read2Go iBooks Skitch Evernote Pictello Book Creator for iPad Abillipad
- 31. Independence EDM Apps The Monster at the End Read2Go
- 32. Independence Interactive books -Read to me- Read to myself, and Auto-Play EDM Apps The Monster at the End Read2Go
- 33. Independence Interactive books -Read to me- Read to myself, and Auto-Play Speak Selection- Accessibility Options allow for text reading in iBooks. EDM Apps The Monster at the End Read2Go
- 34. Independence Interactive books -Read to me- Read to myself, and Auto-Play Speak Selection- Accessibility Options allow for text reading in iBooks. EDM Apps Apps allow independent practice of discrete skills. The Monster at the End Read2Go
- 35. Independence Interactive books -Read to me- Read to myself, and Auto-Play Speak Selection- Accessibility Options allow for text reading in iBooks. EDM Apps Apps allow independent practice of discrete skills. Independence does not mean that teachers are not monitoring or observing the learning process-iPads are NOT meant to replace instruction. They are a tool! The Monster at the End Read2Go
- 36. Independence Interactive books -Read to me- Read to myself, and Auto-Play Speak Selection- Accessibility Options allow for text reading in iBooks. EDM Apps Apps allow independent practice of discrete skills. Independence does not mean that teachers are not monitoring or observing the learning process-iPads are NOT meant to replace instruction. They are a tool! The Monster at the End Read2Go
- 37. Independence Interactive books -Read to me- Read to myself, and Auto-Play Speak Selection- Accessibility Options allow for text reading in iBooks. EDM Apps Apps allow independent practice of discrete skills. Independence does not mean that teachers are not monitoring or observing the learning process-iPads are NOT meant to replace instruction. They are a tool! The Monster at the End Read2Go
- 38. Independence Interactive books -Read to me- Read to myself, and Auto-Play Speak Selection- Accessibility Options allow for text reading in iBooks. EDM Apps Apps allow independent practice of discrete skills. Independence does not mean that teachers are not monitoring or observing the learning process-iPads are NOT meant to replace instruction. They are a tool! The Monster at the End Read2Go
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- 42. Engagement Eliminates extraneous distractions Sustainsattention Increases persistence and perseverance
- 43. Engagement Eliminates extraneous distractions Sustainsattention Increases persistence and perseverance Increases success!
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- 56. Collaboration Social Skills Group-using apps such as The Social Express and Futaba Classroom Games for Kids allow students with Social Skill Deficits the opportunity to practice these skills in a supportive environment. The apps help students to be successful by allowing for errorless learning, multiple means of representation, engagement, and opportunities for practice.
- 57. Collaboration Social Skills Group-using apps such as The Social Express and Futaba Classroom Games for Kids allow students with Social Skill Deficits the opportunity to practice these skills in a supportive environment. The apps help students to be successful by allowing for errorless learning, multiple means of representation, engagement, and opportunities for practice.
- 58. Collaboration Social Skills Group-using apps such as The Social Express and Futaba Classroom Games for Kids allow students with Social Skill Deficits the opportunity to practice these skills in a supportive environment. The apps help students to be successful by allowing for errorless learning, multiple means of representation, engagement, and opportunities for practice.
- 59. Apps to MeetIEP Goals?!
- 60. Apps to MeetIEP Goals?! Native-and Non-Native apps can be leveraged to meet IEP goals.
- 61. Apps to MeetIEP Goals?! Native-and Non-Native apps can be leveraged to meet IEP goals. Look for apps that have built-in data collection.
- 62. Apps to MeetIEP Goals?! Native-and Non-Native apps can be leveraged to meet IEP goals. Look for apps that have built-in data collection. Use camera to document progress.
- 63. Apps to MeetIEP Goals?! Native-and Non-Native apps can be leveraged to meet IEP goals. Look for apps that have built-in data collection. Use camera to document progress. Actively observe child interacting with app- take data on student responses related to the IEP goal.
- 64. Apps to MeetIEP Goals?! Native-and Non-Native apps can be leveraged to meet IEP goals. Look for apps that have built-in data collection. Use camera to document progress. Actively observe child interacting with app- take data on student responses related to the IEP goal. Use Native and Non-Native apps to CREATE, ADAPT, MODIFY, and SHARE content that can be used to meet IEP goals.
- 65. One iPad- PowerfulStuff! Meaningful Intent Purposeful Not the only tool used!
- 66. One iPad- PowerfulStuff! One iPad can transform the learning environment! Meaningful Intent Purposeful Not the only tool used!
- 67. One iPad- PowerfulStuff! One iPad can transform the learning environment! Meaningful Intent The right Purposeful tool for the task Not the only tool used!
- 68. One iPad- PowerfulStuff! One iPad can transform the learning environment! Meaningful Intent The right Purposeful tool for the task Not the only tool used!
- 69. Feedback from theField
- 70. Feedback from theField “ I use the apps/i-Pad everyday in therapy.” - Speech Therapist
- 71. Feedback from theField “ I use the apps/i-Pad everyday in therapy.” - Speech Therapist “I'd be lost without it! And the students are so much more motivated when they use it.”- Several therapists and teachers.
- 72. Feedback from theField “ I use the apps/i-Pad everyday in therapy.” - Speech Therapist “I'd be lost without it! And the students are so much more motivated when they use it.”- Several therapists and teachers. “I like any reading apps, that read a story to them....it makes students feel more confident as readers.”- K Special Educator
- 73. Feedback from theField “ I use the apps/i-Pad everyday in therapy.” - Speech Therapist “I'd be lost without it! And the students are so much more motivated when they use it.”- Several therapists and teachers. “I like any reading apps, that read a story to them....it makes students feel more confident as readers.”- K Special Educator “It helps me be more independent. “- 10th grade student.
- 74. Feedback from theField “ I use the apps/i-Pad everyday in therapy.” - Speech Therapist “I'd be lost without it! And the students are so much more motivated when they use it.”- Several therapists and teachers. “I like any reading apps, that read a story to them....it makes students feel more confident as readers.”- K Special Educator “It helps me be more independent. “- 10th grade student. “It has been nothing short of miraculous. One simple tool (a touch screen) granted him immediate access to the world of technology. The development of the iPad, which seems to work in an intuitive circle with my son, has just made his possibilities of discovery blossom.” - Parent of child with Downs Syndrome.
- 75. Feedback from theField “ I use the apps/i-Pad everyday in therapy.” - Speech Therapist “I'd be lost without it! And the students are so much more motivated when they use it.”- Several therapists and teachers. “I like any reading apps, that read a story to them....it makes students feel more confident as readers.”- K Special Educator “It helps me be more independent. “- 10th grade student. “It has been nothing short of miraculous. One simple tool (a touch screen) granted him immediate access to the world of technology. The development of the iPad, which seems to work in an intuitive circle with my son, has just made his possibilities of discovery blossom.” - Parent of child with Downs Syndrome. “I think it is the most amazing device that has ever been created for special needs students. I cried when Steve Jobs died, because I truly feel the iPad/iPod has changed my child’s life. The iPad is an intuitive device that allows children of almost every ability level to access the amazing learning tools it has to offer.” - Parent of young child with Autism
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- 77. What makes anapp a good app?
- 78. App-A-Palooza! Show me yourfavorite apps and how would you use it with students?
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- 80. Contact! Twitter- @hillavee E-mail- hbrumer@rsu21.net Blog:www.rsu21atspecialist.wordpress.com RSU 21’s Appolicious site: www.appolicious.com/users/ rsu21its
Editor's Notes
- #2 \n
- #3 This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
- #4 This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
- #5 This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
- #6 This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
- #7 This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
- #8 This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
- #9 This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
- #10 This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
- #11 This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
- #12 This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
- #13 These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
- #14 These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
- #15 These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
- #16 These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
- #17 These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
- #18 These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
- #19 Talk about some of the accessibility features-demo guided access. \n
- #20 Talk about some of the accessibility features-demo guided access. \n
- #21 Talk about some of the accessibility features-demo guided access. \n
- #22 Talk about some of the accessibility features-demo guided access. \n
- #23 Talk about some of the accessibility features-demo guided access. \n
- #24 Talk about some of the accessibility features-demo guided access. \n
- #25 Talk about some of the accessibility features-demo guided access. \n
- #26 Talk about some of the accessibility features-demo guided access. \n
- #27 Talk about some of the accessibility features-demo guided access. \n
- #28 Talk about some of the accessibility features-demo guided access. \n
- #29 Intuitiveness. Video modeling. \n
- #30 Intuitiveness. Video modeling. \n
- #31 Intuitiveness. Video modeling. \n
- #32 Intuitiveness. Video modeling. \n
- #33 Intuitiveness. Video modeling. \n
- #34 Intuitiveness. Video modeling. \n
- #35 Intuitiveness. Video modeling. \n
- #36 Watching a video of how to do something is more effective for some kids. Interacting in the multi-sensory way is great for those that like to throw blocks. \n\n
- #37 Watching a video of how to do something is more effective for some kids. Interacting in the multi-sensory way is great for those that like to throw blocks. \n\n
- #38 Watching a video of how to do something is more effective for some kids. Interacting in the multi-sensory way is great for those that like to throw blocks. \n\n
- #39 Watching a video of how to do something is more effective for some kids. Interacting in the multi-sensory way is great for those that like to throw blocks. \n\n
- #40 Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
- #41 Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
- #42 Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
- #43 Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
- #44 Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
- #45 Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
- #46 Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
- #47 Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
- #48 Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
- #49 Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
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