using inclusive technologies to differentiate instruction

Using Inclusive TechnologiesUsing Inclusive Technologies to Differentiate Instruction forto Differentiate Instruction for Students with Autism

Greg O’ConnorEducation Services ManagerTeacher

Katie LyonSpeech Language and AAC ConsultantSpeech Pathologist

www.spectronicsinoz.com/blog

http://gregoconnor wikispaces comhttp://gregoconnor.wikispaces.com

Presentation OutlinePresentation Outline

1. Why use Inclusive Technology?2. Differentiating Instruction & UDL3 Inclusive Technologies to support3. Inclusive Technologies to support

Communication, Reading & Writing4. Implications for Support Services

What is Inclusive Technology?What is Inclusive Technology?

Inclusive (assistive) technology is definedInclusive (assistive) technology is defined as “the software and technology which helps people with disabilities and specialhelps people with disabilities and special needs to overcome the additional h ll h f i i ichallenges they face in communication

and learning” (BECTA, 2003).g ( )

Barriers to Learning & OpportunityBarriers to Learning & Opportunity

“i i d“impaired access, participation

d th h tand progress throughout the curriculum”

Li i Di i l W ldLive in a Digital World

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

“prepare for an environment where they will spend more time reading and using information on the internet than they will

freading from a printed book”

Using technology to remediate orUsing technology to remediate or compensate for difficultiesp1. Communication2. Reading3 Writing3. Writing

Technologies to accommodate different learning styleslearning styles

Emerging Research• Limited but emerging1

• Improved comprehension• Improved student engagementp g g• Improved written output

Universal Design for Learning• Universal Design for Learning

1 Tincani M & Boutot E A (2005) Technology and autism: Current practices and future1. Tincani, M., & Boutot, E. A. (2005). Technology and autism: Current practices and future directions. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of Special Education Technology and Research (pp. 413-421). Whitefish Bay, WI: Knowledge by Design, Inc

Remediation vs CompensationRemediation vs Compensation

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

Inclusive Technologiesg

emphasizes the use of technologies to enable inclusive practices for studentsenable inclusive practices for students with disabilities and learning difficulties

Abbott C (2007) E inclusion: Learning Difficulties andAbbott, C. (2007). E-inclusion: Learning Difficulties and Digital Technologies

The Disability Standards for EducationEducation

• The Disability Discrimination Act (DDA) makes discrimination on the grounds of a person’s disability against the lawp y g

• The Disability Discrimination Act (DDA) Education Standards became federal lawEducation Standards became federal law in August 2005

The Disability Standards for EducationEducation

…making sure that students with a disability have the same opportunities to participate in school or a course as other students. This may mean making adjustments to how the course is taught what materials arethe course is taught, what materials are used, and how students will be assessed…

Diff ti ti I t ti & thDifferentiating Instruction & the CurriculumCurriculum

“making adjustments to how the course is taught, what materials are used, and how students will be assessed”

Adjustments A d tiAccommodations

Diff ti tiDifferentiation

One size fits all?

DifferentiationDifferentiation• Differentiation consists of the efforts of• Differentiation consists of the efforts of

teachers to respond to the individual differences and needs of students

• Differentiated instruction comprisesDifferentiated instruction comprises modifications to the curriculum, teaching structures and teaching practicesstructures and teaching practices

Differentiation ContentDifferentiation - Content

What the student needs to learn or how to get access to information. Eg:g g

• Reading materials at varying reading agesAlt ti f t• Alternative formats

• Using inclusive technologiesg g

Differentiation ProcessDifferentiation - Process

What activities the student engages in to make sense of the content. Eg:g

• Using tiered activities using different levels of support and complexityof support and complexity

• Individual study agendas• Varying time• Using inclusive technologies• Using inclusive technologies

Differentiation ProductsDifferentiation - Products

How the student rehearses, applies and extends what has been learnt. Eg:g

• Providing options for how to express required learningrequired learning

• Individual or group• Using inclusive technologies

Differentiation Learning EnvironmentDifferentiation – Learning Environment

The way the classroom works and feels. Eg:• Work spacesWork spaces• Materials reflecting cultures and home

ttisettings• Instructional techniquesq• Access to inclusive technologies

DifferentiationDifferentiation

R di t t d t di l l• Responding to student readiness levels, interests and learning profiles

• Providing high-quality curriculum and instruction and ongoing reflection on this g gquality

• Ensuring respectful activities for allEnsuring respectful activities for all studentsFlexible grouping• Flexible grouping

• No recipe book

Differentiation IssuesDifferentiation - Issues

• Successful inclusion of students with disabilities in regular classroom requires differentiating curriculum content and delivery

• Teachers are reluctant to change their gtraditional approaches

• Differentiation of the curriculum requiresDifferentiation of the curriculum requires considerable expertise, planning and preparationpreparation

(Shaddock 2006)

Differentiation IssuesDifferentiation - Issues

T h fi d it diffi lt t d t d• Teachers find it difficult to adapt and tailor the curriculum and prepare multi-level resources – preparation time, class sizes, workloads

• Students with disabilities and learning difficulties require instruction that is q“efficient, intense, relentless, carefully sequenced and monitored”sequenced and monitored

• Not a soft option

Universal Design for LearningUniversal Design for Learning

Universal Design for LearningUniversal Design for LearningM lti l M fMultiple Means of

Representation – The WhatExpression - The HowEngagement – The WhyEngagement – The Why

Universal Design for LearningUniversal Design for Learning

• create a curriculum which provides equal access to information and allows the student to control the method of access.

• does not remove challenges – it removes barriers to access

Universal Design for LearningUniversal Design for Learning

CAST - Center for Applied Special Technology

http://www cast orghttp://www.cast.org

Universal Design for LearningUniversal Design for Learning & Differentiation

• Design curricula, teaching and learning experiences based on UDL.

butbut• Differentiation still needed for some

t d t f i di id li dstudents for more individualised approaches and support

Factors influencing learningFactors influencing learning

• Effectiveness of the classroom teacher has the most influence on student learning (Hattie 2003)most influence on student learning (Hattie 2003)

• Number of opportunities that students have to respond to teacher directions and instructional materials is strongly associated with learning and achievement (Hook 2006)

Effective teachers:Effective teachers:

C t ti i t• Create supportive environments• Actively engage students y g g• Provide instruction to match student level

and needsand needs• Systematically present new knowledge

E l i i i ifi t d l t• Ensure learning is significant and relevant• Provide immediate, specific and p

constructive feedback

Effective teachers:Effective teachers:

• Use humour, flexibility & consistency• Have high expectationsHave high expectations• Use a range of strategies including visual

tsupports(Hook 2006)( )

’Let’s take a look

Communication

• AACB d k• Boardmaker

• Low Tech Resources

BoardmakerBoardmaker

Augmentative ResourcesAugmentative Resources

Time TimerTime Timer

Single Message Devicesg g

High Technology Devicesg gy

Proloquo2GoProloquo2Go

tango!tango!

Reading & Writingg g

• Boardmaker PlusC i t S W it• Communicate: SymWriter

• Clicker 5• TextHELP Read & Write GOLD• MeVille to WeVilleMeVille to WeVille• Accessible Literacy Learning (ALL) Curriculum

Boardmaker PLUSBoardmaker PLUS

Communicate: SymWriterCommunicate: SymWriter

Clicker 5Clicker 5

textHELP Read & Write Gold

Research Based CurriculumsResearch Based CurriculumsBased on research of Karen Erickson – Uni North Carolina

•Systematically integrates reading writing speakingreading, writing, speaking, augmentative communicating andcommunicating and listeningNational Reading Panel•National Reading Panel

Research Based CurriculumsResearch Based CurriculumsBased on research of JaniceBased on research of Janice Light & David McNaughton

Penn State Uni– Penn State Uni

•AAC & Autism•National Reading Panel•Instruction that builds component skills with pmeaningful content

ImplicationsImplications

Di ti I tiDisruptive Innovation

Implications• Assistive Technology paradoxImplications

• Acceptance by student, school staff, specialists and family of AT tool essential

• Follow up support and training for school staff and studentstaff and student

• Revisit SETT process at least annually to i h i i lreview changing curriculum access

needs• Management plan required

ImplicationsImplications

• Successful inclusion of students with disabilities in regular classroom requires differentiating curriculum content and delivery

• Teachers are reluctant to change their gtraditional approaches

• Differentiation of the curriculum requiresDifferentiation of the curriculum requires considerable expertise, planning and preparationpreparation

(Shaddock 2006)

ImplicationsImplications

What facilitates changes to teaching?What facilitates changes to teaching?

Teachers• See disability as only one of the many possible sources of individual

learning needs & focus on the individual learning needs of each member of the class

Principals• Time for necessary planning, collaboration and reflection on

successful inclusive practiceSystem

• Practical, content-relevant professional development – from ‘experts’ but also from each othere pe ts but a so o eac ot e

(Shaddock 2006)

Implications

Q lit I di t i A i ti T h l

Implications

Quality Indicators in Assistive Technologyhttp://natri.uky.edu/assoc_projects/qiat/index.html

• Indicators of effective practiced cato s o e ect e p act ce• Tools to evaluate services• Resources to guide planning & implementation• Resources to guide planning & implementation• Identify and share information and resources

Opportunities for collaboration and• Opportunities for collaboration and communication

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