Using Assistive Technology to Support Literacy

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This document discusses using assistive technology to support literacy for students with disabilities and learning difficulties. It covers barriers to learning and how technology can be used for remediation or compensation. Specific tools mentioned include textHELP Read & Write Gold, accessibility features on iOS devices, and reading and writing apps for the iPad. Universal Design for Learning principles are discussed as a framework for differentiating instruction using multiple means of representation, action and expression, and engagement. The SAMR model is presented as a way to evaluate technology integration in education.

Education Technology

Using Assistive Technology to
Support Literacy:
Supporting the Learning of
Students with Disabilities and
Learning Difficulties

Greg O’Connor
Education Services Manager, Spectronics

www.wordle.com

30%

Mapping the territory 2000
http://tinyurl.com/25qkf8s

46-47%

The International Adult Literacy Survey (IALS) was
undertaken in Australia in 1996

Barriers to Learning & Opportunity

“impaired access,
participation
and progress throughout
the curriculum”

Barriers to Learning & Opportunity
“prepare for an
environment where they
will spend more time
reading and using
information on the
internet than they will
reading from a printed
book”

Using technology to remediate or
compensate for difficulties

Remediation vs Compensation

Edyburn (2006) http://www.uwm.edu/~edyburn/L%26L2006.pdf

"Ball point pens will be the
ruin of education in our
country. Students use these
devices and then throw
them away. The virtues of
thrift and frugality are being
discarded. Business and
banks will never allow such
expensive luxuries.”

Project Tomorrow &
The Horizon Report
• use social based learning for learning
and personal lives
• access to untethered learning
• digitally rich learning using relevancy-
based digital tools, content &
resources that allow for self directed
learning

The road ahead:

Enabling
Engaging
Empowering
The New 3 E’s of Education: Enabled, Engaged, Empowered
How Today’s Students Are Leveraging Emerging Technologies
for Learning (2011)

Universal Design for Learning
Multiple Means of

• Representation

• Action and
Expression

• Engagement

Universal Design for Learning

CAST - Center for Applied Special Technology
http://www.cast.org

National Center on Universal Design for Learning
http://www.udlcenter.org

Universal Design for Learning
Multiple Means of

Representation
Student - How we gather
facts and categorize
what we see, hear, and
read.

Teacher - Present
information and content
in different ways

Accessibility Features
• VoiceOver
• Zoom Magnification
• White on Black Display
• Large text
• Speak Selection

iPad Reading Apps

http://www.spectronicsinoz.com/article/apps-for-
literacy-support

Universal Design for Learning
Multiple Means of

Action & Expression
Student - Planning and
performing tasks. How we
organize and express our
ideas.

Teacher - Differentiate the
ways that students can
express what they know

iPad Writing Apps

http://www.spectronicsinoz.com/article/apps-for-
literacy-support

Universal Design for Learning
Multiple Means of

Engagement
Student - How we get
engaged and stay
motivated. How we are
challenged, excited, or
interested.

Teacher - Stimulate
interest and motivation for
learning

“Every new literacy changes the
way we think about the world. The
alphabet did this to oral cultures.
Cheap books did it after Gutenberg.
Mobile, interactive multimedia
technologies are doing it in our time.
As educators are we up to the
challenge?”

Pat Clifford, Galileo Educational Network

Student
Environment
Tasks
Tools

www.joyzabala.com

Rubrics

• http://treetops.org.au/groups/ipadagogy/

SAMR Model (Ruben Puentedura)

4-level approach to selecting,
using, and evaluating
technology in education

Technology allows for the creation of new tasks, previously
Redefinition inconceivable

Modification Technology allows for significant task redesign

Technology acts as direct tool substitute, with functional
Augmentation improvement

Technology acts as direct tool substitute, with no functional
Substitution
improvement

Transformational
• Differentiation / UDL
• Portability
• Convergence

Gray & Silver-Pacuilla (2011) Breakthrough
Teaching and Learning

http://gregoconnor.wikispaces.com

http://twitter.com/gregoconnor

http://delicious.com/ocgreg

Email: grego@spectronicsinoz.com

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TAVERNIER, Monika (Woodland Harbourside preschool) http://citers2013.cite.hku.hk/en/paper_617.htm --------------------------- Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties. --------------------------- CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.

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This document discusses various visual supports and literacy strategies that can help people with disabilities succeed in employment. It describes barriers people with disabilities face in employment like learning new tasks and problem solving. It then recommends engaging individual interests and providing structure and support. Some workplace adjustments are suggested like using visual prompts, pictures, and clear instructions. Different types of visual supports are outlined in detail like calendars, schedules, timers, social stories, and video modeling to enhance communication. Specific software, online tools, and apps are provided as examples for creating and using visual supports.

Future of assistive technology

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The future of assistive technology will see continued emerging uses of technologies to support people with disabilities. These include further development of 3D printing, augmented reality, BYOD policies, cloud services, and wearable technologies like touch-free smartphones and remote control buttons. For assistive technology to be most successful, considerations must be given to user assessment and the role of users themselves in shaping new innovations.

Assistive technology tools for struggling students in post-secondary education

Spectronics

Assistive technology tools for struggling students in post-secondary education should be goal directed, supported within the curriculum plan, integrated with other technology, and supported with training and learning. The document provides examples of apps and software that can help with reading, writing, organization, note-taking, video creation, and more, as well as tips on using technology to minimize distraction and support cognitive load. Recommendations emphasize using technology to support, not replace, instruction.

Assistive Technology for Students with Moderate to Severe Impairments

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Integrating Ipads into the Classroom: Secondary Schools

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This document summarizes Day 2 of a workshop on integrating iPads into secondary school classrooms. It discusses using iPads to differentiate instruction and accommodate all learners through the principles of Universal Design for Learning. Specific apps are recommended for reading, writing, organization, content creation, and note-taking. The presentation emphasizes designing for all students, not just the average, and providing multiple means of representation, engagement and action/expression. It concludes by discussing continuing education opportunities through online resources, conferences and social media.

Integrating Ipads into the Classroom: Primary Schools

Spectronics

This document outlines an agenda for a professional development day on integrating iPads into primary school classrooms. The day will cover iPad tips and tricks, hands-on practice with key classroom apps, and exploring apps for literacy development, struggling literacy learners, content creation, classroom organization, and other learning areas. Presenters will demonstrate popular apps like Book Creator, Explain Everything and Popplet. The document encourages participants to implement one tip from the training and provides information on continuing education resources through Spectronics' website and social media platforms.

Meet the DynaVox T10

Spectronics

The document discusses the DynaVox T10 communication device and its features. It describes the different page sets and communication tools available, including PODD, NavBar, Master Page, WordPower, and text-based page sets. It also discusses the benefits of the various page sets and who they are recommended for. Accessories, settings, and resources available to support the DynaVox T10 are also summarized.

iPad Masterclass - East Coast Autism Support Group

Spectronics

This document provides information about an iPad masterclass presented by Spectronics Consultancy. The masterclass covered 7 apps for the iPad: Book Creator, Puppet Pals, 30 Hands, iMovie, Popplet, Scan QR Code reader, and Aurasma. It also included information on teacher tools like Kahoot, Todays Meet and Padlet. Additional free and paid apps were recommended. The document concluded with websites and apps to find more education apps.

iPad Integration for Everyone - East Coast Autism Support Group

Spectronics

This document outlines the schedule and content for an iPad integration workshop. The schedule includes sessions on basic iPad functions, assistive communication apps, literacy and numeracy apps, and apps to support social skills and behavior. It provides information on specific apps such as BitsBoard, PixNTell, iMovie, and Proloquo2Go. The document encourages using iPads to support communication, early learning, literacy development, numeracy, and managing behavior. It suggests resources for finding more apps and connecting with others using assistive technology.

Adding Content to Your iPads

Spectronics

This document discusses using iPads to support students with learning needs in mainstream classrooms. It introduces Universal Design for Learning principles of representation, action and expression, and engagement. It then lists and describes apps that can help with literacy, writing, reading, note-taking, and more. The document emphasizes that technology should enable meaningful engagement for students and discusses models like SAMR for selecting and using apps. It concludes by providing information on an iPad conference where these topics will be discussed further.

Integrating iPads into Classrooms - July 2014

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Using iPads to support students struggling with literacy requirements of school

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This document discusses using iPads to support students struggling with literacy requirements in school. It provides an overview of various apps and features of the iPad that can help with reading, comprehension, organizing information, writing, and other executive functions. Specific apps and tools are recommended for text-to-speech, reading PDFs, audio recording, screencasting, eBooks, note taking, word prediction, speech recognition, and referencing. The document encourages sharing ideas in pairs and setting reminders to implement new tools learned.

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Using Assistive Technology to Support Literacy

2. Using Assistive Technology to Support Literacy: Supporting the Learning of Students with Disabilities and Learning Difficulties

3. Greg O’Connor Education Services Manager, Spectronics www.wordle.com

5. 30% Mapping the territory 2000 http://tinyurl.com/25qkf8s

6. 46-47% The International Adult Literacy Survey (IALS) was undertaken in Australia in 1996

7. Barriers to Learning & Opportunity “impaired access, participation and progress throughout the curriculum”

8. Barriers to Learning & Opportunity “prepare for an environment where they will spend more time reading and using information on the internet than they will reading from a printed book”

9. Using technology to remediate or compensate for difficulties

10. It Can’t Teach

11. Remediation vs Compensation Edyburn (2006) http://www.uwm.edu/~edyburn/L%26L2006.pdf

12. One size fits all?

13. Differentiation

14.

15. "Ball point pens will be the ruin of education in our country. Students use these devices and then throw them away. The virtues of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.”

16.

17. Project Tomorrow & The Horizon Report • use social based learning for learning and personal lives • access to untethered learning • digitally rich learning using relevancy- based digital tools, content & resources that allow for self directed learning

18. The road ahead: Enabling Engaging Empowering The New 3 E’s of Education: Enabled, Engaged, Empowered How Today’s Students Are Leveraging Emerging Technologies for Learning (2011)

19. Universal Design for Learning Multiple Means of • Representation • Action and Expression • Engagement

20. Universal Design for Learning CAST - Center for Applied Special Technology http://www.cast.org National Center on Universal Design for Learning http://www.udlcenter.org

21.

22. SOS

23. Assessment

24. Universal Design for Learning Multiple Means of Representation Student - How we gather facts and categorize what we see, hear, and read. Teacher - Present information and content in different ways

25. Reading Tools

26. textHELP Read & Write Gold

27. Accessibility Features • VoiceOver • Zoom Magnification • White on Black Display • Large text • Speak Selection

28. iPad Reading Apps http://www.spectronicsinoz.com/article/apps-for- literacy-support

29. Universal Design for Learning Multiple Means of Action & Expression Student - Planning and performing tasks. How we organize and express our ideas. Teacher - Differentiate the ways that students can express what they know

30. Writing Tools

31. textHELP Read & Write Gold

32. iPad Writing Apps http://www.spectronicsinoz.com/article/apps-for- literacy-support

33. Universal Design for Learning Multiple Means of Engagement Student - How we get engaged and stay motivated. How we are challenged, excited, or interested. Teacher - Stimulate interest and motivation for learning

34. “Every new literacy changes the way we think about the world. The alphabet did this to oral cultures. Cheap books did it after Gutenberg. Mobile, interactive multimedia technologies are doing it in our time. As educators are we up to the challenge?” Pat Clifford, Galileo Educational Network

35. Assessment

36. Student Environment Tasks Tools www.joyzabala.com

37.

38.

39.

40. Rubrics • http://treetops.org.au/groups/ipadagogy/

41. SAMR Model (Ruben Puentedura) 4-level approach to selecting, using, and evaluating technology in education

42. Technology allows for the creation of new tasks, previously Redefinition inconceivable Modification Technology allows for significant task redesign Technology acts as direct tool substitute, with functional Augmentation improvement Technology acts as direct tool substitute, with no functional Substitution improvement

43. Transformational • Differentiation / UDL • Portability • Convergence Gray & Silver-Pacuilla (2011) Breakthrough Teaching and Learning

44. Implications Disruptive Innovation

45. Thanks.

46. http://gregoconnor.wikispaces.com http://twitter.com/gregoconnor http://delicious.com/ocgreg Email: grego@spectronicsinoz.com

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