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1 Assistive Technology and Common Core Southeast Assistive Technology Center www.latise.org Danna Bouey Ed.S Coordinator Josh Miller ATP Facilitator What is Assistive Technology? 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 the functional capabilities of a child with a disability (IDEA 1998). The term [assistive technology] does not include a medical device that is surgically implanted, or the replacement of such device (IDEA 2004). 2 What are Assistive Technology Services? Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. (IDEA, 20 U.S.C. Chapter 33, Sect.1401) 3 4 Commitment to Students with Disabilities Evident in Standards “The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs.” ELA Standards, in section titled “What is not covered” Implementation of Common Core State Standards Highly Effective Teachers and Leaders 5 Inclusive Practices Ensuring Equity and Effectiveness by Closing Achievement Gaps 6 Common Core Standards Universal Design for Learning Differentiated Instruction The Student Universal Design for Learning 7 Universal Design for Learning 8 9 Learner Diversity Brain Networks that Support Learning 1. Recognition Networks 2. Strategic Networks 3. Affective Networks The “What” of Learning The “How” of Learning The “Why” of Learning Identify and interpret sound, light, taste, smell, and touch Identify and understand information, ideas, and concepts The ability to plan, execute, and monitor actions and skills The ability to engage in actions and skills, set priorities and evaluate David Rose Ph.D., CAST Supports for Student Diverse Recognition Networks Examples Underlining/highlighting Vertical lines/asterisks/doodles/num bers @ margin Provide multiple media/formats “Chunking” information Graphic Organizers Provide multiple examples Support background context The “What” of Learning Identify and interpret sound, light, taste, smell, and touch Identify and understand information, ideas, and concepts 10 Supports for Student Diverse Strategic Networks Examples – Multi-media for student expression (video, audio, text, drawing) – Concept mapping tools – Scaffolds and prompts – Checklists – Embedded coaches and mentors, peer tutors – Assessment rubrics for students The “How” of Learning The ability to plan, execute, and monitor actions and skills 11 Supports for Student Diverse Affective Networks Examples – Choice afforded – Age appropriate activities – Culturally relevant activities – Charts/schedules/visible timers – Display of goals – Group work/collaboration – Personal journal The “Why” of Learning The ability to engage in actions and skills, set priorities and evaluate 12 SETT Framework • Student Centered • Environmentally useful • Task focused • Tool System 13 “The SETT Framework is an organizational tool to help collaborative teams create Studentcentered, Environmentally useful, and Tasks-focused Tool systems that foster the educational success of students with disabilities. Joy Zabala 14 Student • What is the areas of concern? • Special needs/abilities • Current abilities 15 Environment • Arrangement (physical, instructional) • Available support • Materials and equipment • Access issues • Attitudes and expectations (staff, family) 16 Tasks • What specific tasks occur in the given environment? • What specific tasks are required for active involvement? 17 Tools • Devices • Services • Strategies 18 19 Why Low Tech Tools? 20 The use of low tech tools should always be considered first because… Low Tech is considered to be less restrictive (LRE). Low Tech often “looks” closer to what everyone else is doing / using. Low Tech is easier to train with and use. Dyslexia 21 Hav ingdys lexiac anmake it hardtoread! • color overlays can help students with Dyslexia see the words correctly Evaluating Color Needs 22 Find a book with white background at the student’s independent reading level. Interview student about problems while reading in terms of fluency moving letters problems seeing spaces between letters and/or lines reading the “wrong word” tracking omitting letters or words 23 Reading - Magnifiers & Guides These are not just for visually impaired students Magnifiers help students focus on what they are doing / reading The bar magnet with a yellow imbedded line helps with tracking Reading/Writing Orientation 24 Page - ups Dycem matting Portabook Slant Board 25 Writing Supports - Pens/Pencils 26 Choose from categories Lighted Pens to increase attention to the letters being written or for use in low light classrooms Ergonomic Pens / Pencils for a comfortable grip Colored Pens for students who are sensitive to colors FERBY for younger students Writing Grips Writing - Papers 27 Specialized Papers are designed to help with handwriting / spacing problems Color Coded (Smart Start Story, Brite Line, Math Grids) for students who are sensitive to color. Kinesthetic / Visual (Raised Line papers, TK papers, Bold Line, Guide Write papers) for students having problems keeping letters, lines or coloring within the lines. Note-Taking (Note-Taking paper, Loose Leaf Raised Line paper) for older students. Math (Math Grids) for helping students align their math problems and keep numbers within a uniform space. Math - Measuring 28 Problems holding a ruler - Finger Grip Ruler Problems measuring fractions - Master Ruler Problems visually seeing the line - Magnifier Bar Ruler Math - Tracking / Alignment 29 Use math grids, Reading Helpers or the plastic signature guide when students have problems reading and/or writing problems in columns. Color Coding For color coding different operations For helping students keep columns or operations separate Use highlighters, highlighter tapes, or computers print outs. AAC – Low Tech Alternative Augmentative Communication Low Tech 30 31 Mid to High Assistive Technology Why Medium – High Tech Tools? The use of medium to high tech tools should be considered after all else fails because… Access to curriculum may improve Barriers 32 Increased complexity is considered to be more restrictive (LRE). The Tech often makes the student “feel different” than his or her peers. The Tech is more difficult to assess, train with and use. Reading - Dictionary / Spell Checkers 33 It takes a motivated student to pick up a device and use it for spell checking. If a spell checker is not part of the actual writing process, many students don’t want to use it. If everyone has a shot at using it, then it becomes accepted and the norm. The primary determiners for the device you recommend are: Level of dictionary Speaking or non-speaking Size of display / buttons Student capability and willingness to use the device $30.00 The Franklin Homework Wiz has definitions at the 3rd to 5th grade level and is the same dictionary as found in Write:OutLoud software by Don Johnston, Inc. Calculators with Speech 34 While these talking calculators were designed for students with visual problems, they also are valuable for students who have problems copying entirely visual information. Things to try: • • $15 – 45.00 • Dictate a problem or have a student copy a problem from printed text. Have the student copy the answer to paper. If the student has problems with these tasks, try a talking calculator. Examples of Input Devices 35 Assisted Keyboard On-Screen Keyboard Cursor Control-Pointer Systems Alternative Keyboards Voice Recognition Eye-Gaze Scanning Switch Direct Switch Interface Scanning Morse Code Auditory Alternative Computer Access 36 •IntelliKeys •Switch access software paired with a switch interface •Touchscreen for direct access 37 Tablets iPad - Android- Kindle The Text to Speech Advantage http://www.naturalreaders.com/ 38 and 39 http://accessguide.doe.louisiana.gov/def ault.aspx Louisiana’s IEP AT Components 40 Accommodations Page Louisiana’s IEP AT Components 41 General Student Information Supporting Documentation Apple Accessibility 42 http://www.apple.com/accessibility/ Microsoft Word 43 Accessibility Features http://www.microsoft.com/enable/ Differentiating Instruction 44 As the planning and delivery of classroom instruction that considers the varied levels of readiness, learning needs, and interests of each student. Center for Implementing Technology in Education (CITEd) Resources 45 Symbaloo 46 makeuseof.com 47 iTunes, iPods and more… http://learninginhand.com/ipad/ 48 49 www.livebinders.com Critical Words for Common Core Standards! 50 http://www.marileesprenger.com/the-criticalwords.html 51 Common Core Math and Technology Resources http://latise.org/resources.html 52 Southeast Assistive Technology Center 58060 Plaquemine Street Plaquemine, La 70764 225-687-5400 ext. 2183 www.latise.org Danna Bouey Ed.S AT Coordinator [email protected] Josh Miller ATP AT Facilitator [email protected]