Final Reflection on Assistive Technology EDUC 569
                   (but not the final post!)

I began this course feeling very much like a foreigner in a strange land.  I had no idea how to blog and was ignorant of the value of  blogging, many of the Assistive Technologies that were introduced were completely new to me, and I felt that the entire course could have been dedicated to Apps alone!!  I'm embarrassed to say that in the beginning, I didn't really even know what an App was.  I felt that I had so much to learn and only 10 short weeks to learn it all.  And then I wondered how in the world I would ever remember all that I was learning so that I would be able to access the information for future use.  So many questions and unknowns!  In this entry, I'm supposed to talk about what I've learned but I feel that I've learned SO much in the past ten weeks that there is no way I will be able to list everything.  However, I will do my best to highlight the big ideas:-)  

In addition to all the wonderful AT I've learned about (some of which I will highlight later), I have come to love blogging! What a wonderful way of recording all the learning that took place in this course.  I now have an electronic record that I can refer to at any time and can share with colleagues.  I'm looking at my shelf full of binders and files with papers upon papers from other courses and thinking that I really don't even know what papers are there and most likely will never go looking for anything.  In contrast, I will refer to this blog and the blogs of my classmates when I am planning AT for my students in the future.  I will also continue to add to this blog as I try different AT for individual students.

Speaking of individual students, we need to remember that students are individuals and AT must be linked to their individual needs and personalities.  This is one of the core ideas that I will take from this course.  AT assessment is a critical piece in the program planning process!  During the course, I learned about AT Assessment models and the four common considerations in all the AT Assessment models: The individual/student/learner, the milieu/context, the task or activity, and finally, the tool/technology. The individual is at the centre of all AT Assessment and program planning. All other considerations revolve around the person in need of the AT and assessment is not an event but a continuous process.

In doing Assignment 1, I learned about apps for physical access to mobile devices and in listening to my classmates' presentations, I learned about apps for early learners, apps for social skills and autism, apps for severe autism and apps for communication disorders.  I also learned about the difficulties faced by students who face these challenges.  I learned how to access iTunes Store and how to search for apps specific to the challenge I'm trying to address.  In order to do the assignment at all, I first had to research to find out what some of the lingo meant.  Some examples: mobile device, iOS5, app, switch app, AAC, functions.  I find it hard to imagine now that I did not know these things!  

I learned about Proloquo2Go, attainment Switches, TikiNotes, Dragon Dictation, Dragon Search, Dragon for Email, Accessible Gaming Apps, iCommunicate, Speech Tutor, Fluid, Pocket Pond, ABA Problem Solving, ABC Trace, The Social Express, Practice Street Crossing, Virtual Manipulatives, and iMovie to name just a few.  I learned that there is an app out there for just about any challenge a student may face! And now I know how and where to search for them:-)

I learned about reading and the brain, writing and the brain, and how complex these processes are.  I now have task analysis charts that will help me to help my students as we work to build on their strengths and address their challenges in these areas.  I learned that Grade 4 is the most likely time to implement compensatory measures for struggling readers and writers for whom remediation has not worked. I learned about Universal Design for Learning and the UDL Toolkit.  I believe that in the not-too-distant future, all classrooms will (and should) follow the principles of UDL: multiple means of representation, multiple means of action and expression, and multiple means of engagement. 

Assignments 2 and 3 were fun exercises in working with colleagues to build UDL unit resource blogs and sensory and physical disabilities blogs.  I now have access to not only my own group's blogs but also to all my classmates' blogs!  

To sum up, all of the information and skills I gained in this course will help me to fulfill one purpose: providing access to a task and improving performance of an individual with a disability.

Speaking of voice recognition software.......

Class 10 Blog
Tonight, Dallas, Kenny and I developed a new blog with AT and suggestions to support students who are deaf.  I learned that there is a difference between deaf and hearing impaired.  I previously thought they were the same thing but now realize that they are very different!  Here is the link to my group's blog:
http://atforsupportingdeafness.blogspot.com

Here is the alphabet in ASL:


I also learned a lot about AT for supporting other sensory and physical disabilities through viewing my classmate's blogs.  Here are the blog links and topics:

Blind
 http://assistivetechnologyforblinds.blogspot.ca/2012/06/learning-about-blindness.html

Visually Impaired
http://aslstfx.blogspot.ca/

Hearing Impaired
http://atforhearingimpaired.blogspot.ca/

Deaf/Blind
http://Deafblindassisitvetech.blogspot.ca/

Physical Disabilities
http://maryjowanda.blogspot.ca/

Class 9 Blog - Universal Design for Learning and UDL Frog Life Cycle Unit
We began tonight's exciting class with a quick review of the writing task analysis chart but on this chart, the AT links were added.  This chart will be valuable to me in planning AT support for my students because it is a quick reference that links the stage of writing that is challenging for the student with potential AT that would help address needs.  I am thinking how useful this will be at site based meetings!  Here is the chart:




Next, we had a short lecture about Universal Design for Learning.  In a nutshell, UDL is simply presenting information so that all students can access it.  This makes so much sense and I can't imagine why we have not been doing this all along (as a collective I mean).  In designing UDL lessons, it is important to think about and plan for : multiple means of representation, multiple means of action and expression, and multiple means of engagement.  Here is an EXCELLENT link to the UDL toolkit.  It contains literally hundreds of potential tools for use in designing UDL lessons.
http://udltechtoolkit.wikispaces.com/

Finally, I worked with classmates to design a UDL blog for the life cycle of the frog (grade 2 science).  At first, I was worried about how this would work.  It seemed that it may be difficult to coordinate ideas and then decide how to present them.  My worries were completely for naught and I was so pleased at how well my group worked together!  A big thank you to Setz, Jenna, Mary Jo, and Dallas for a job well done:-)  We came up with a fantastic blog that addressed the needs of all the students in our class profile. 

Here is our class profile:
You have 20 students in your class. One student has significant
cognitive delays and is an emergent reader, 2 have dyslexia and struggles with
decoding fixed print, another student has dysgraphia, one boy has ADHD and you have
2 with autism (on different ends of the spectrum). Your class has 16 boys and 4 girls.

We addressed all of the above needs through various levels of reading and writing activities, apps, games, crafts, videos, interesting facts, coloring pages and more!  I can't wait to share this blog with my Grade 2 teaching friends.  Here is the link:
http://tadpoleteachers.blogspot.ca/

Class 8 Blog

Tonight's class about Learning Disabilities and Universal Design was thought-provoking.  In last week's post, I said that I was unsure about using compensatory strategies.  Tonight's class has helped me to clarify and build upon my ideas.  I first want to say that my concern is that we may jump to compensatory measures too soon.  I have seen remediation work for many students, particularly in the area of phonological awareness.  However, if all remedial measures have failed by Grade 4, I completely agree that it is time to look at compensatory strategies.

Misunderstood Minds Videos
http://misunderstoodmindsld.blogspot.ca/2011/11/misunderstood-minds-chapter-1-learning.html

While watching the Misunderstood Minds videos my heart went out to Nathan, a student who is a clear case of one who needs compensatory strategies.  In the video it showed him in class, practicing reading.  I did not see any remedial measures that were targeted at building his phonemic awareness but am assuming that he received remediation in this critical area.  Here is our summary of Videos 1, 2, and 3:

In Lauren's case, I'm wondering if the use of a Learning Coach is considered a remediation or a compensation?  I think I would call that a remediation as she will hopefully not need her Learning Coach forever.

Some useful links (some are in web and some are additional):

This article explains the ABC's of phonemic awareness:  
http://www.ldonline.org/article/256

 This is a .pdf document entitled Phonemic Awareness and the Teaching of Reading: A Position
Statement from the Board of Directors of the International Reading Association
http://www.reading.org/downloads/positions/ps1025_phonemic.pdf

 An overview of phonemic awareness, phonological awareness, and phonics with activities for developing phonemic awareness.
<iframe width="560" height="315" src="http://www.youtube.com/embed/zwTeZOJ1yeM" frameborder="0" allowfullscreen></iframe>

Developing Phonemic Awareness and Readiness
<iframe width="420" height="315" src="http://www.youtube.com/embed/ILo4nULkdEI" frameborder="0" allowfullscreen></iframe>

Pro's and Con's of Ritalin
<iframe width="420" height="315" src="http://www.youtube.com/embed/i_vAGt8MSe8" frameborder="0" allowfullscreen></iframe>

After watching the videos, Barbara showed us a writing task analysis.  Who would have ever imagined that writing involves so much brain power!?!  I will share the document below and want to emphasize that our brains are always attending to task and employing executive function throughout the process.

Class 7 Blog

Tonight's class about Reading and the Brain was absolutely fascinating!! I teach at the elementary level and am doing Program Support this year so am always working to deepen my understanding of how students learn to read. This year, my work in the Learning Centre has been eye-opening as I work with students who are frustrated with continually trying to learn to read. Most of these struggling readers are motivated, hard-working, and want to be successful. When you think of all that is involved in learning to read, it's a miracle that anyone can learn to do it! Here is the web that Dallas and I completed with ideas connected with learning to read.

Creating this web, using Inspiration (free trial available at inspiration.com), was a very fun activity! The web is a great visual illustration of the complexity of learning to read.

Barbara asked the question of when it is time to stop remediating and begin using compensatory strategies. I find that I flip-flop on this question and cannot seem to come to a final answer in my own mind. This year, I have worked with students who are not able to read in spite of the fact that they are motivated, focused, and willing to try anything. All avenues of remediation have been explored and unsuccessful. I am beginning to see the need for compensatory strategies.

Edyburn makes the comparison between a person with a physical disability and a person with a cognitive disability. I don't think this comparison is necessarily a good one. The purpose of school is to enhance and measure cognitive ability, not physical ability. If a student has a physical disability that "gets in the way" of measurement of the cognitive ability, I do not see compensating for this as being the same as compensating for a cognitive disability. However, that does not mean that I don't see the value in using compensatory strategies. As Edyburn concludes in his article, much more research is needed "...regarding the nature of assistive technology for enhancing reading performance" (Edyburn, D., 2007).

I have done some additional research and have found some great sites relating to teaching children to read. The two listed below have the best information and resources for teachers.

The University of Oregon has some great information about the 5 big ideas in beginning reading (Phonemic Awareness, Alphabetic Principal, Accuracy and Fluency, Vocabulary, and Comprehension). The website is designed to provide information, technology, and resources to teachers, administrators, and parents.

http://reading.uoregon.edu/big_ideas/

The Florida Centre for Reading Research has information, assessments, and downloadable instructional materials.
http://www.fcrr.org/

Class 6 Blog - Reflection on class

Tonight's presentations on AT Assessment models were very informative! Karla, Sherry, and Dallas shared excellent information and each had some different discussion points. While doing my own search for the four models, I was amazed at how many models there are for AT Assessment. I've posted highlights of my PowerPoint presentation in the previous blog. The four models I discussed were the ones I found mentioned most often in the literature I reviewed.

The four common considerations in all the AT Assessment models are:
1. The individual/student/learner
2. The milieu/context
3. The task or activity
4. The tool/technology

The individual is at the centre of all AT Assessment and program planning. All other considerations revolve around the person in need of the AT. The milieu, task and tool all impact each other (and the student) and all factors are inter-related and dynamic. Time is an element that affects the student, the milieu, the task, and the technology. This is why AT Assessment is not an event but a continuous process.

The article by Karen Morrison provided insights into the four common considerations of all the AT assessment models. The overall message of her article was a reinforcement of the uniqueness of the requirements of each person being assessed for AT. She emphasized the need to know the capabilities of the software and then being able to relate it to student needs. After the AT is assigned, there is a need for monitoring for effectiveness and adjusting as necessary. The example of a student's growing need for access to a larger dictionary was a great example to illustrate this point. This made me think of the formative assessment practices I use in my classroom and the idea that monitoring for effectiveness of AT is similar to checking to see what the student knows and then adjusting instruction accordingly. This is how learning happens and it makes sense that the AT must keep up with the student's learning.

The discussion about the need to integrate ACT with specific instructional objectives resonated with me! We need more trained teachers who are also AT experts so that we can be more efficient in meeting the learning needs of students. A trained teacher is able to make links and connections that someone who has never been in a classroom can't. I also agree with the necessity of providing training to classroom teachers who have students using AT. Teacher ignorance of how to use the AT is a huge barrier to implementation and continued use of AT. I think that this problem will disappear as younger teachers who have grown up with technology as a part of their every day life enter the profession. Many teachers are still not comfortable with technology in general so it is a big stretch for them to embrace AT.

I found this image that represents the idea of the complexity of the process of AT assessment and successful implementation. Morrison re-emphasizes that the planning does not involve simply starting with the technology. Rather, it is necessary to know the students strengths, needs, preferences, interests, abilities, tendencies...AND knowing the AT that is available, how it works, how it CAN work for this particular individual...AND knowing the tasks, activities, and experiences the student will be expected to engage in...AND knowing how to train the teacher in the use of the technology. All this just to get started! Then the monitoring, re-evaluating, and adjusting as necessary begins. The student, context, task, and technology are all inter-related and any one can affect each of the others.

Class 6 Highlights of My AT Assessment PowerPoint

What is an AT Assessment?
“An AT assessment is a set of activities used to determine a person’s specific needs and how AT will meet those needs to maintain, improve or increase functional capabilities”.
(South Carolina Assistive Technology Program Fact Sheet

Who performs the AT assessment?
AT assessments are performed by a team
The team consists of: the person who has a need for AT, family members, and professionals (physical and occupational therapists, speech-language pathologists, rehab engineers, AT specialists, social works, support staff, physicians

Four Models
1.Chambers Consideration Model
2.Education Tech Points
3.SETT Framework
4.Unifying Functional Model

Chambers Consideration Model
Looks at the student from a deficit viewpoint
What can the student not do?
Utilizes a flowchart of the consideration process featuring key questions and decisions that must be made when considering AT
Use of the model over time provides an accountability paper trail

Education Tech Points
„HBased on the rehabilitation services process
„HContains a series of questions called ¡§points¡¨
„HEach ¡§Education Tech Point¡¨ represents a critical juncture in the referral, evaluation, and program development processes
„HThis model is compatible with the traditional special education referral and evaluation process
http://www.temple.edu/martec/accessibility/cd/data/assistivetech/brochure_edy_burn.pdf

SETT Framework
Designed to aid the process of gathering, organizing, and analyzing data to inform decision-making regarding AT and educational programming
Considers:
S Student’s abilities and needs
E Environment in which student navigates
T Tasks required for student’s participation
T Tools needed for completing tasks

The SETT Framework
The Student
1. What does the Student need to do?
2. What are the Student's special needs?
3. What are the Student's current abilities?
Environment
1. What materials and equipment are currently available in the environment'?
2. What is the physical arrangement? Are there special concerns?
3. What is the instructional arrangement? Are there likely to be changes?
4. What supports are available to the student?
5. What resources are available to the people supporting the student?
The Tasks
1. What activities take place in the environment?
2. What activities support the student's curriculum?
3. What are the critical elements of the activities?
4. How might the activities be modified to accommodate the student's special needs?
5. How might technology support the student's active participation in those activities?
The Tools
1. What strategies might be used to invite increased student performance? What no-tech,
low-tech, and high-tech options should be considered when developing a system for a
student with these needs and abilities doing these tasks in these environments?
2. How might these tools be tried out with the student in the customary environments in
which they will be used?
http://www.temple.edu/martec/accessibility/cd/data/assistivetech/brochure_edy_burn.pdf

Unifying Functional Model(aka Human Functional Model)
Emphasis is on interrelationship among several dynamic elements
Team discussions are guided by the interrelationship of the elements
The outcome is a functional response which may include: resource allocation, IPP, program implementation, support services

https://sapps.ednet.ns.ca/Cart/items.php?CA=18&UID=20120502105601142.227.56.193

Great link to the NS Dept of Education Student Services website with information on AT, enrichment, inclusion guides and fact sheets. Thank you to Nicole, I got this link from her blog:-)

Class 5 Post

The first presentation tonight was Social Skills and Autism. The burning question I came away with is about the research around the idea that children with autism relate better to virtual reality than to the real world. Children with autism function better with highly predictable and controllable environments with few distractions. However, the world and everyday life are not predictable, controllable and free of distractions so I wonder if virtual reality is truly meeting the needs of these (or any) children. A quick search revealed lots of support for this concept but few scholarly articles. I want to come back to this when I have some time and research it further.

One of the apps I really liked was The Social Express. If this app works as well as it is presented as working, it seems like it would be a tremendous value for the $90 regular price. I really like that it is divided into two skill levels and covers all aspects of social skills and situations that one would encounter on a regular basis. I have included a link on my links list for this app. The apps that address crossing the street safely are very useful! This is a life skill that is needed by everyone. It is also curriculum linked in elementary school health and could be an IPP goal. I have added two links provided by Anna, Dallas, and Stephanie that address crossing the road safely. Practice Street Crossing is an app and is available for only $1.99.

The final presentation was New Apps for LD. I loved the table with the names and descriptions of various Learning Disabilities. This was very helpful in understanding the differences in the many LD's that are encountered in schools. I loved the app Virtual Manipulative because often there are many resources for literacy but few for teaching math concepts. The second app I really liked and can use in my school is Tools4Students. This app has several graphic organizers and converts the information to a text outline. A third app I feel I need to try is iMovie. Leanne was so excited when talking about this app and her enthusiasm is contagious! I can see how this app would be very motivating for students. I have added links in the links list for more information on these three apps.

Class 4 Post 2

The presentation on Communication Disorders was very interesting and provided lots of useful information about apps that could be used to address the needs of students. This year I am working as a Program Support Teacher so have a heightened awareness of the number of students who are challenged in this area. I liked the way Barbara, Nicole, and Jenna organized the information in a table so that it was easy to understand the multiple uses of the various apps. The additional links were helpful also and I hope the ladies do not mind that I have added some to my own link list. The two apps I liked best were iCommunicate (see link to tutorial) and Speech Tutor.

I liked iCommunicate because it has so many options for use in schools. I also like that you can either use the pictures that are provided or add your own. This is a great app for creating pictures, flashcards, routines, visual schedules, and storyboards. Speech Tutor reminds me of the Lindamood Bell program LiPS. I have used LiPS to help students with language development, particularly the Vowel Circle for instruction in tongue position and mouth formation when making vowel sounds. It is empowering for these students when they receive instruction that allows them to analyze their own vowel sounds through their tongue and mouth formation. I can see using Speech Tutor in much the same way.

The next presentation was Apps for Severe Autism. Setz, Mary Jo, and Karla started the presentation with an excellent overview of Autism, including background information, early signs, diagnosis, and the spectrum of the disorder. I learned a lot just from this introduction! After the introduction, we got to view an excellent clip from a 60 Minutes segment about Apps for Autism. Here is the link to that segment:



This clip sends a strong message about how much information Autistic children are taking in and the challenges associated with giving them a means to convey that to the people around them.

Two of the apps this group presented that I can use in my setting are Fluid and Pocket Pond, both sensory regulation apps. I can use these apps not only with children in my school who are Autistic but with those who have impulse control and anger issues. The only problem I have is that I will have to bring my own iPad to use as there are currently NO iPads in my school. Find links to more information on Fluid, Pocket Pond and other apps for mental health in the links list.

Apps for Early Learners was eye-opening and got me thinking about the importance of pre-school programs for all children. I wonder if we would see a decline in language development issues when children reach school age if the AT and resources that are available for early learners were fully utilized. In this presentation, I liked the list of App developers because it helped me to further organize all the new information we have been learning in this course. I also liked the idea that it is essential to match the apps with the individual. One of the apps I liked best was ABA Problem Solving because I think problem solving is a skill many children need help in developing. I also liked ABC Trace where letters of the alphabet are traced on the iPad. I think this would best be done with a stylus though so that students could practice correct pencil grip.

Class 4 Post 1

The presentations tonight were excellent! I learned so much about all the different apps that are available for educational (and other) use. I will reflect on each presentation individually below.

Physical Access to Mobile Devices (this was my group's webinar:-))

This Webinar was so full of information that I had to go back and watch it a second time. The apps and devices discussed were helpful for students with some type of physical barrier that makes access to Mobile Devices difficult.

The most important tools discussed were mounting devices. I consider these tools to be most important because without some type of mounting device, use of Mobile Devices is not possible for people in this group. Here are a couple of links to sites with mounting devices:





Here is a picture of a wheelchair mounting device.

Here is a picture of a body mounting device.

There are also desktop and bed mounting devices available. These devices, combined with cases and keyguards make mobile devices much more easily accessible for those with physical challenges.

The mobile device itself comes with many built in accessibility options. The menu is called "Accessibility" and includes options such as: Voice Over, Zoom, Large Text, White on Black, Speak Selection, and Speak Auto-Text.

Some links to videos to help you find these accessibility options:





Apps We Highlighted

Proloquo2Go - An augmentative and alternative communication solution for those who have difficulty speaking or are not able to speak at all.

Attainment Switches - turns your mobile device into a wireless accessibility switch.

TikiNotes - Word prediction app with 6 key input.

Dragon Dictation - Voice recognition app.

Dragon Search - speak your search queries.

Dragon for Email - email dictation application.

Accessible Gaming Apps - there are many of these available. Here is a website with some great Apps available for gamers.

These are apps we found in the iTunes store:

LookTel Money Reader recognizes most of the common currencies and speaks the denomination out loud, enabling people who are blind or visually impaired to identify and count bills.

LookTel Recognizer allows users with visual impairments or blindness to instantly recognize everyday objects such as packaged goods in the pantry, identity cards, soda cans at the grocery store, or CDs in a music collection.

Color ID and Color Identifier - use the smartphone’s camera to identify colors, enabling people with visual impairments to coordinate their wardrobes and interpret the limited light and images they may be able to see.

SoundAMP - amplifies sound and records and replays. Imagine turning your iPhone into a hearing aid!

Tunewiki - a fantastic (and free) app works like closed captioning for radio. When a song plays on the radio, a small box at the bottom of the screen shows the lyrics, line by line.
It also goes to your iTunes library and finds the lyrics of any music that you play.

iASL - translate English to American Sign Language.

I was amazed at how many apps are available for people with physical access issues. The most difficult part of doing this presentation was deciding which information to EXclude. I've posted some links to useful sites in the link list and will make a second post to reflect on the presentations of my classmates.