Transcript Introduction to Orientation and Mobility (O&M)

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iPads as Multi-Device
Assistive Technology:
Implementation, IEP, and ECC
http://bit.ly/ipad-ctebvi15
Yue-Ting Siu, TVI
Tara Mason, Ph.D.,TVI, M.Ed.
Bay Area Unified School Districts Boulder, Colorado
UC Berkeley & SFSU
#CTEBVI15
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• The What
• The When
• The How
Agenda
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SETT Framework
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TPACK Framework
Technology
Knowledge
(TK)
Pedagogical
Knowledge
(PK)
Content
Knowledge
(CK)
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What do I want my students to do
using their iPads?
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iOS 8 Overview
Quick Start!
Accessibility 101
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Efficient Navigation
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• Multi-task (app switcher): Double-click
home button
• Control panel: Swipe up from bottom
• Camera: On-screen button or volume
• Silence: sleep button
• Settings: Notifications, a11y shortcuts
• Triple-click shortcut: General>Accessibility
iOS = Learn one, know all!
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• Built-in features
• Hardware
• Apps
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Vision
Speech output,
peripheral
devices
Vision + Physical
access.
Other: Text size (Display/Brightness), pinch in/out)
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Teaser: Zoom and Voiceover
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Zoom:
-3 Finger Tap/slide
- On screen magnifier
-Hide/Show controller
-Focus while reading
text
VoiceOver:
- Auditory preferences
- Screen reader is
different than “speak
text”
- Caution: information
overload
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Other VoiceOver
Features
• Rotor:
• Gesture control
• Toggle: headings, words, form
fields, characters, etc.
• Preferences in feedback
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Alternatives to using VoiceOver
To read selected text or the window, Speech may a
better AT solution
• General>accessibility
• Speak selected text
by holding your finger
down or it will speak
a window.
• Both options will
pause
• Close “speech” in
window or it will
continue to read in
previous app
• Highlights content as
it reads
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Deafblind Accessibility
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• Vibrating and Visual alerts
• Mono audio
• Connect iOS device to hearing aids
(similar to an FM system)
• Phone noise cancelation
• Subtitles and captioning (where
available)
• In same menu, turn on video
descriptions where available
which are beneficial to
someone who is blind or low
vision
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Alternate Access
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Guided Access
• Turn on, then launch in app
• Passcode protected
• Set time limits
• Limit screen interaction
Interaction
• Switch control, allows multiple
• Change scan & click settings
• Cursor setting
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Physical Accommodations
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Assistive Touch:
• Create access from one central
hub
• Personalize to include finger
movements unique to user
• Simulate: shaking, tapping,
1,2,3,4,5 finger gestures,
control the device
• Workarounds:
• Use Siri to command the
device
• Change the function of
hardware buttons
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Accessories
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1. Bluetooth keyboards
2. Braille displays
3. Switches (RJ Associates and
Spectronics)
4. Tactile overlays: Speed Dots
or bump dots, create
something
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Consider:
• Positioning
• Screen interaction
• Learning media
• Cases or screen protectors related to student need
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Accessibility Options
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• Tripods, holders, stylus
• Camera: CCTV, monocular, telescope, scanning documents
to PDF (VisionAssist, Xodo, CamScanner)
• Text to speech
• Speech to text
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Considerations
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• Field preference & optimal viewing position
• Glare
• Clutter
• Folder organization
• Accessibility > Large/bold text
• Accessibility > Button shapes
• Tactile landmark: bump dots for home button,
microphone, and camera for increased efficiency
and targeting for repeated tasks.
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Instructional Sequence
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Team Approach
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Instructional Cycle
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1. Introduce and
Discuss
5. Monitor and
Maintain
4. Independent
practice and
homework
2. Model (verbal
descriptions)
3. Scaffold
(HUH, if
needed) or
Differentiate
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Organization and Independence
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Organization:
• Reminders,
MyHomework
Notetaking:
• Evernote, Skitch
• VoiceDream Reader
Cloud computing:
• Google Drive, Dropbox
• Xodo
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ECC Recommendations + iPad
Checklist + SETT
For students who
have a complex set
of abilities and needs
• ECC Recommendation
Grid
• iPad Checklist
• SETT: Student,
Environment, Tools
and Tasks
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iPad Access
Flowchart
On website and iTunes U
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iPad Checklist
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Expanded Core Curriculum
ECC Area
Possible App or AT Activity
Functional academic incl. Communication
Picture communication apps (Proloquo)
Orientation and Mobility
Maps, Compass, Blindsquare
Social Interaction Skills
Facetime video or audio, DiceWorld
Independent Living Skills
Student Portfolios (30 Hands or iMovie)
Recreation and Leisure Skills
Podcasts, Twitter
Career Education
Assistive Technology
Digital document management (Cloud
computing, Evernote, VoiceDream)
Use of accessibility features, flexible use
Visual Efficiency
Visual Assist, CamScanner, TTS, dictate
Self Determination
EVERY successful use of technology!
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Implementation
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The IEP drives instruction
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A well-written AT goal:
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Provides data
Aligns with a functional or academic goal
Empowers the team to support your student
Embeds device use for learning
Justifies funding!
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Quality Indicators for Assistive
Technology (QIAT) (Zabala, 2012),
SETT (2006)
Interpreted for the IEP:
• iPad plan implemented across school day
• iPad training must be collaborative: Parents,
paraprofessionals, other educational team
members, IT
• Include easy to follow instructions,
troubleshooting, needed hardware and/or
software features
• Consistent communication about iPad use
• Progress monitoring to make evidence based
decisions.
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Components of a goal –
Identify:
1. Setting/lesson/activity for which the technology
will be used.
During sensorimotor time, during circle time, in classes
where there are paper handouts, in classes where there are
Powerpoint lectures
2. Identify technology by its necessary functions,
NOT by brand name.
Touch screen device with cause and effect apps such as
___, Touch screen device with screen reading capability, touch
screen device with magnification features, a refreshable braille
display with Bluetooth connection, tablet device with built-in
camera
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Components of a goal –
Identify:
3. Objective for which technology will be used.
To improve visual tracking, to motivate a visually guided
reach, to complete written work, to access and read digital
talking books/textbooks, to view digital versions of classroom
handouts
4. Level of independence + type/# of prompts
Hand under hand, verbal, independently
5. How use of technology to complete
instructional activity will be measured
For two out of three worksheets, for 4 out of 5
communication exchanges
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Leverage objectives!
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• Use as a task analysis
• Address device-specific tasks
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Example: Functional goal
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During sensorimotor activities, Michael will use a
touch screen device with cause and effect apps
such as Duplo Jams to motivate a visually guided
reach. The device will be placed on a slant board
within the central field of vision within a clutter free
environment, and he will touch at least 3 items on
the screen with one hand, with less than 3 hand
under hand physical prompts within a 15 minute
period, for 4 out of 5 trials by June 15, 2016.
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Example: Academic goal
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In classes with paper worksheets, Michael will
independently access digital versions of the same
worksheet as classroom peers, using a touch
screen device with screen magnification
accessibility features such as an iPad. He will use
this device independently with less than 2 verbal
prompts per class to view and complete work at
the same time as peers for 2 out of 3 handouts for
3 out of 4 weeks by June 15, 2016.
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Objectives:
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• By October 2015, Michael will send invitations to share folders
using a cloud computing program such as Google Drive with
at least two teachers who utilize handouts in the classroom.
He will do so with decreasing verbal assistance from the TVI.
• By January 2016, Michael will independently use the zoom
accessibility feature on his touch screen device to view digital
documents in his preferred viewing size. He will do so for 2
out of 3 documents that require magnification with less than 2
verbal prompts per document.
• By April 2016, Michael will independently use annotation
functions in a document editing app such as CloudOn to
complete a digital worksheet he has received electronically on
his touch screen device for 2 out of 3 documents with less
than 2 verbal prompts per document.
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Take Home Messages
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• Focus on meeting instructional goals
• Maintain flexible uses
• Mainstream tech = Inclusive, lower cost, tech
support
• iPads do not replace real objects or tactile
symbols for students who are using presymbolic or early-symbolic communication
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Take Home Messages (cont’d)
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Native apps = Accessible!
Non-native apps = Evaluate before use
Be informed about updates
Always have a back up system
Reach out for resources & support!
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Resources!
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• iPad proficiency for college-bound students:
Diane Brauner, [email protected]
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Ed Summers, [email protected]
Paths to Literacy: http://pathstoliteracy.org
Facebook Group: iPhone iPad Apps for the Blind
Visually Impaired
Apple Accessibility: http://applevis.com
YouTube.com, Google
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http://www.newtechfored.com
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iPad Checklist
iPad Flowchart
QIAT Implementation
Example Plan
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http://bit.ly/ipad-ctebvi15
Yue-Ting (Ting) Siu
www.tplus.education
Twitter: @TVI_ting
www.facebook.com/yuetingsiu