This document provides an introduction to assistive technology and Universal Design for Learning presented by Jennifer Edge-Savage. It defines assistive technology and common types of assistive devices. It also defines augmentative and alternative communication (AAC) and discusses why AAC is important. Additionally, it introduces the Universal Design for Learning framework and its three principles of providing multiple means of representation, expression, and engagement. Resources for assistive technology, AAC, and UDL are also provided.
STEAM EDUCATION: AN EYE OPENING FOR 21st CENTURY EDUCATIONNiroj Dahal
This presentation was done by Niroj Dahal at Second International Conference on Applications of Mathematics to Nonlinear Sciences (AMNS-2019) on June 27-30, 2019, Pokhara, Nepal organized by Association of Nepalese Mathematicians in America (ANMA), Nepal Mathematical Society (NMS), mathematics departments of Tribhuvan University and Kathmandu University.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
STEAM EDUCATION: AN EYE OPENING FOR 21st CENTURY EDUCATIONNiroj Dahal
This presentation was done by Niroj Dahal at Second International Conference on Applications of Mathematics to Nonlinear Sciences (AMNS-2019) on June 27-30, 2019, Pokhara, Nepal organized by Association of Nepalese Mathematicians in America (ANMA), Nepal Mathematical Society (NMS), mathematics departments of Tribhuvan University and Kathmandu University.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
Un testo introduttivo e fondamentale alla comunicazione aumentativa e alternativa, che ha già riscosso un enorme successo nelle sue quattro edizioni inglesi.
Il testo è strutturato in 3 parti:
– un’introduzione generale sulla CAA;
– una parte dedicata agli interventi di CAA per le persone con disabilità di sviluppo;
– un’ultima sezione sull’utilizzo della CAA con persone con disordini comunicativi acquisiti.
Si rivolge ai professionisti, agli studenti e, in generale, alle persone interessate ad approfondire le possibili alternative comunicative delle persone che non sono in grado di soddisfare le proprie quotidiane esigenze comunicative attraverso modalità naturali, quali il linguaggio vocale, i gesti, o la scrittura.
Nella scuola si avverte sempre più il divario tra chi per diverse ragioni dispone di un buon metodo di studio, magari collegato ad un buon grado di motivazione, e chi non ha acquisito quelle abilità che permettono di affrontare con successo i compiti scolastici. La didattica metacognitiva può indicare un percorso mirato a colmare questo divario.
La CAA per capirsi, conoscersi e partecipare - Dott.sa Aurelia Rivarolailcerchio
Intervento della dottoressa Aurelia Rivarola, neurologa infantile, sulla Comunicazione Aumentativa Alternativa usata per capirsi e conoscersi e partecipare, in occasione del convegno "Altri alfabeti - La Comunicazione Aumentativa Alternativa in famiglia, nelle scuole, nel territorio, nella vita" di Almagià a Ravenna il 20 e 21 novembre 2015.
Cooperativa Sociale Il Cerchio Soc. Coop.
Viale della Lirica 15 - 48124 Ravenna
Tel. 0544.408426
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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International FDP on Fundamentals of Research in Social Sciences
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2. This is HARD work we have chosen…
https://www.youtube.com/watch?v=w3PhJDxvgJM
3. Technology Questions - Discussion
and Answer Garden
How do YOU use technology?
How do you use technology to support your own learning?
How do you use technology to support your students’ learning?
If you could wave a magic wand, what technology would you
have in the classroom?
What are the barriers to the use of technology in the
classroom?
4. Our Mission as Educators:
▪ Provide our students with ways of actively
participating in meaningful activities to meet
curriculum goals.
▪ Inspire our students to become expert learners
▪ It’s a team effort!!
▪ …and sometimes requires more than just great
curriculum and great strategies, we need
technology!
6. What is Assistive Technology?
Poll Everywhere:
www.polleverywhere.com
7. What is Assistive Technology?
Assistive Technology Device:
▪ “Any item, piece of equipment or product system,
whether acquired commercially off the shelf,
modified, or customized, that is use to increase,
maintain, or improve the functional capabilities of
children with disabilities.”
Low-tech Pencil grip -> Mid-tech communication
device ->High-tech eyegaze control of computer
Individuals with Disabilities Education Act (IDEA)
8. What is Assistive Technology?
Assistive Technology Service:
▪ “Any service that directly assists a child with a disability
in the selection, acquisition or use of an assistive
technology device.”
a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in
the child's customary environment;
(b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by
children with disabilities
(c) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing
assistive technology devices;
(d) Coordinating and using other therapies, interventions, or services with assistive technology devices,
such as those associated with existing education and rehabilitation plans and programs;
(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.
Awareness -> Assessment ->Implementation
Individuals with Disabilities Education Act (IDEA)
9. What is Assistive Technology?
https://www.youtube.com/watch?v=DB9pKkZoJDc
10. What is Assistive Technology?
+ User Stories
+ Michael Phillips
+ Elina
https://www.youtube.com/watch?v=6-tGS-fDA08
http://www.teachertube.com/video/me-and-my-computer-2499
11. What is Assistive Technology?
“For many of
these children,
Assistive
Technology is the
ONLY way they
can fully
participate in
school.
Yet, there is still
great need for
improving
awareness and
mastery of these
tools and services
in education. “
-Dr. Betsy Dalton,
President ISTE SETSIG
12. Why is Assistive Technology Important?
It is the LAW:
Individuals with Disabilities Education Act
(IDEA 1997reauth)
▪ ALL students, regardless of their abilities, must be given the opportunity to
become involved with and progress in the general education curriculum. Every
student must have access to what is being taught. – IDEA
▪ In order to support the inclusion and participation of students with disabilities in
regular education classrooms, ALL Individual Education Programs (IEPs)
developed for children identified as needed special education services MUST
indicate that Assistive Technology has been considered.
13. So Many Types of Assistive Technology
▪ AT for alternate Access to the Computer
▪ AT for Communication (AAC)
▪ AT for Activities of Daily living
▪ AT for Environmental Control
▪ AT for Recreation
▪ AT for Sensory Impairments (for the Blind, for the Deaf)
▪ AT for Students with Learning Disabilities
▪ Accessible Instructional/Educational Materials
▪ AT for general access to Curriculum (Reading, writing, Math,
studying, etc.)
▪ And much more
15. What is AAC?
MA DESE
Augmentative and Alternative Communication:
Methods of communication other than oral speech that enhance
or replace conventional forms of expressive and receptive
communication to facilitate interaction by and with persons with
disabilities who are nonverbal or have limited speech, including,
but not limited to:
+ specialized gestures and signs; communication aids such as
charts, symbol systems, visual supports, and language boards;
mouth sticks; and electronic communication devices such as
switches, head pointers, eye tracking, dynamic displays,
auditory scanning, and voice output devices.
16. AAC Includes: Unaided vs. Aided
1. Unaided communication systems rely on the user's body to convey
messages.
1. Examples include gestures, body language, and/or sign
language.
2. Aided communication systems require the use of tools or
equipment in addition to the user's body. (STUFF)
1. Examples can range from a pencil to communication books or
boards to devices that produce voice output (speech generating
devices (SGD's) and/or written output. Electronic
communication aids allow the user to use picture symbols,
letters, and/or words and phrases to create messages. (ASHA,
2011).
17. What is AAC?
AAC components:
▪ Symbols
Symbol sets (Mayger-Johnson, Synbolstix, Dynasyms, Minspeak/Unity, Pixons)
▪ Aides
low-high tech: (laminated pictures, one-step, step-by-step, Communicators, Dynamic
Display devices, iPad apps)
▪ Techniques
Access: (hands, eye-gaze, switches, alt access, etc.)
▪ Strategies
▪ Communication Partner (Aided Language Stimulation, Prompting)
▪ AAC User (using multiple modalities, independent)
20. Why is AAC Important?
“Just because I can’t
speak…doesn’t
mean I don’t have
anything to say!”
What kind of pencil do you use?
The mechanics of reading,
writing and communicating
should not be a barrier to
accessing the curriculum.
Presume Competence
#icandomorethanrequest
21. Who should know about AT?
Special Education Professionals…and beyond!
▪ Teachers
▪ Occupational Therapists
▪ Speech and Language Pathologists
▪ Instructional Technologists
▪ Information Technologists
▪ Paraprofessionals seeking Masters Degree
▪ School Psychologists
▪ Reading Specialists
▪ Parent Advocates
▪ Parents
▪ GENERAL EDUCATION
22. SETT Framework
www.joyzabala.com
SETT Framework –
for Assessing AT needs
• Student
• Environment
• Task
• Tools
Special Assessment tools for students with Moderate Disabilities:
• Protocol for Accommodations in Reading(PAR) (DeCoste & Bastiani)
• http://donjohnston.com/par/#.VBobemRdUQ8
• Written Productivity Profile (WPP) (DeCoste)
• http://donjohnston.com/decoste-writing-protocol/#.VcTzA-1Viko
23. http://www.qiat.org/indicators.html
Join the QIAT listserv for ongoing AT support!
QIAT Indicators–
for Assessing the AT Performance of a
District/School/Program
1. Consideration of AT
2. Assessment of AT
3. AT in the IEP
4. AT Implementation
5. Evaluation of Effectiveness of AT
6. AT in Transition
7. Administrative Support of AT
8. AT Professional Development
24. Universal Design for Learning
Universal Design for Learning
www.udlcenter.org
Accessible, Flexible and
Customizable Curriculum:
Goals
Methods
Materials
Assessments
Just because
you built a
ramp…doesn’
t mean you
no longer
need the
wheelchair!
AT and UDL
go hand in
hand!
25. Universal Design for Learning:
Three Principles
1. Multiple means of engagement (Affective) WHY?
+ to tap into learners' interests, offer appropriate challenges, and increase
motivation
+ New research that this is MORE important than originally given credit
for…
2. Multiple means of representation (Recognition)WHAT?
+ to give learners various ways of acquiring information and knowledge
3. Multiple means of expression (Strategic) HOW?
+ to provide learners alternatives for demonstrating what they know
Helps to reduce barriers for individuals with disabilities but also enhances opportunities for every
student and honors different learning styles.
26. …these inventions will produce
forgetfulness in the souls of those who use it.
They will not need to exercise their
minds…It equips pupils with only a
semblance of learning, not true learning.
Thanks to these inventions, students will be
without benefit of a teacher’s instruction…
Plato - circa 387 b.c.
This person was referring to
BOOKS…
A Criticism of New Technology
An
adaptation
of:
27. Universal Design for Learning
+ UDL is a framework that aims to accommodate a broad
spectrum of learners by requiring a range of options for
accessing, using and engaging with learning materials.
+ UDL principles help educators proactively design goals,
methods, materials and assessment that address the full
range of student variability in today’s learning environments.
+ These multiple means of representation, expression and
engagement reduce barriers for individuals with disabilities
but also enhance opportunities for every student.
The key is flexibility not uniformity. And CHOICE.
31. UDL and Assistive Technology
• AT looks at overcoming the barriers the
Individual faces in the environment
• UDL looks at making the learning
environment as flexible and
accommodating as possible
• BOTH approaches strive to insure the
access, participation and progress of
students with disabilities
From Joy Zabala and Skip
Stahl
37. Why is UDL Important?
There is no such
thing as an
average student.
We must honor all
learning differences
and support
all students
in the classroom..
44. Transforming Education
With the right combination of general
education technology tools, good
educational strategies and the appropriate
assistive technology, all students can
successfully access the curriculum and
become lifelong learners.
UDL + AT + AAC + Education Professionals +
Community Supports = Education Transformation
45. The Case Against Assistive Technology
http://www.youtube.com/watch?v=lNs88Ki1WSo
Typical student already has a professional license and is seeking
Student Environment Task Tools
Student Environment Task Tools
The future is in the margins. Curriculum needs to plan for the edges – not the averages.
The future is in the margins. Curriculum needs to plan for the edges – not the averages.
The future is in the margins. Curriculum needs to plan for the edges – not the averages.
From Jeff Deidrich and Dr. Jamie Basham
If we start using tools that are helpful for all, necessary for some – will we need to consider “assistive” technology anymore – or will it just be “technology”?
From Jeff Deidrich and Dr. Jamie Basham
From Jeff Deidrich and Dr. Jamie Basham
From Jeff Deidrich and Dr. Jamie Basham
This speaks to the larger UDL and general ed tech and teacher prep picture…