Assistive Technology : Providing Learning Opportunities and Access for All Students

Download Assistive Technology : Providing Learning Opportunities and Access for All Students

Post on 18-Nov-2014

108 views

Category:

Documents

4 download

Embed Size (px)

TRANSCRIPT

<p>Assistive Technology: Providing Learning Opportunities and Access For All StudentsMITTEN Seminar October 22, 20021</p> <p>Assistive Technology and the Law(1) Assistive Technology Devices (2) Assistive Technology Services</p> <p>2</p> <p>The term assistive technology device means:</p> <p>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 functional capabilities of children with disabilities. These devices can range from an adapted pencil to sophisticated microprocessors.3</p> <p>The term assistive technology service means:</p> <p>Any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.</p> <p>4</p> <p>Assistive Technology Services include the following:</p> <p>The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child s customary environment. Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology.5</p> <p>AT Services (continued)</p> <p>Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs. Training or technical assistance for a child with a disability or, if appropriate, that child s family; and6</p> <p>AT Services (continued)</p> <p>Training or technical assistance for professionals who provide services for, or are otherwise substantially involved in the major life functions of children with disabilities.</p> <p>7</p> <p>Handout ProvidedHow To Support Students With Learning Differences The Assistive Technology and Education Connection. By Leonard V. Pisano, Ph.D.</p> <p>http://www.ldonline.org/ld_indepth/technology/assis tive_technology_howto.html</p> <p>8</p> <p>Wayne ATRC s Lending Library</p> <p>Try before you buy Short term trial Long term trial</p> <p>http://www.resa.net/atrc</p> <p>9</p> <p>Low Tech Tools to Support Literacy</p> <p>10</p> <p>Pencil Grips</p> <p>Support poor writing due to a lack of fine motor control and even pressure. Avenue to support hand and finger fatigue. Try different styles with students to support improved grasp.</p> <p>Region IV STELA Project 2002</p> <p>11</p> <p>Raised Lined Paper</p> <p>This unique paper actually has raised green lines! The raised line assists children by providing a physical bump to help feel where to stop. This bright white paper 81/2 x 11 printed with green lines, comes in 2 widths. Wide rule, with a dashed line or narrow ruled</p> <p>12</p> <p>Region IV STELA Project 2002</p> <p>PostPost-It Note Collection</p> <p>Use Post-Its to mark Postwhere to start and stop reading. Use Post-Its to mark Postthe Table of Contents, Index, and other reference points for quick access. Use to locate a given chapter and assignments for easy location access.</p> <p>Region IV STELA Project 2002</p> <p>13</p> <p>PostPost-It Note Collection</p> <p>Use to locate and return to information needed to answer questions. Great to move the question through the pages while locating answers. Use to write notes and summaries on pages.Region IV STELA Project 200214</p> <p>PostPost-Its Continued</p> <p>Brainstorm ideas, one per sheet. Easy to rearrange ideas and prioritize. Use different colors for categorizing ideas. Post vocabulary lists right inside the text moving through pages. Edit and revisions become easy to note.Region IV STELA Project 200215</p> <p>Erasable Highlighters</p> <p>Highlight key ideas and erase with ease. Make note of unfamiliar words. Supports over highlighting tendencies.</p> <p>Region IV STELA Project 2002</p> <p>16</p> <p>Highlighter Tape </p> <p>Removable &amp; reusable Easy to write on Use a coding systemPink: important vocabulary. Blue: chapter questions. Yellow: dates Orange: facts/picture/maps Green: names to know. Words that they do not know, to look up.Region IV STELA Project 2002</p> <p>17</p> <p>Highlighter Tape Storage Tips</p> <p>Laminate a 5x7 card for each student. Each student may store their tape(s) on their card for future use. Highlighting techniques need to be taught and modeled.</p> <p>Region IV STELA Project 2002</p> <p>18</p> <p>What about OVER Highlighting?</p> <p>Provide students with 2 or 3 long strips of tape on a wipe board or laminated sheet of paper. Ask them to highlight 2 or 3 most important facts on the page. Allow them to use these tape strips only. Encourage them to keep moving the tapes as they find more important information .Region IV STELA Project 200219</p> <p>Index TabsUse as page markers to mark the important, often used parts of textbooks: </p> <p>Index Table of Contents Reference portions of a bookMaps Glossary Dictionary GazetteerRegion IV STELA Project 200220</p> <p>RediRedi-Tag Page Flags</p> <p>Use to point out answer details once found. (use color codes) Use to point out vocabulary to return to. Use to point out key facts. Use to locate in general.Region IV STELA Project 200221</p> <p>EZC Reader: Reading Strips</p> <p>Reading strips are an aid for beginning readers and for experienced readers who need help focusing attention. Simply place the reading strip on top of the line to be read. The colored plastic highlights the line enabling the reader to easily focus and concentrate on the words to be read. Available in yellow and blue.Region IV STELA Project 200222</p> <p>Webster's New Misspeller's Dictionary</p> <p>"How can I look it up in the dictionary if I can't spell it?" Handy dictionary alphabetically lists the most common misspellings of more than 15,000 frequently used words, and gives the correct spellings in easy-toeasy-to-read boldface type.Region IV STELA Project 200223</p> <p>Webster's New Misspeller's DictionaryBrief definitions help distinguish among the different meanings of many words. Readers are aided by syllable divisions that make it easier to remember the correct spelling, tips on becoming a better speller, and useful advice on avoiding common causes of misspellings.Region IV STELA Project 200224</p> <p>Resource List for Low Tech Literacy Accommodations</p> <p>http://www.resa.net/atrc/Resources%20for %20Low%20Tech%20Accomodations.DOC</p> <p>25</p> <p>Products Demonstrated at Seminar</p> <p>Portable Word Processors give students access to word processing</p> <p>The AlphaSmart 3000</p> <p>www.alphasmart.com26</p> <p>Software Demonstrated at SeminarIdea Organizing Software</p> <p>Inspiration and Kidspiration www.inspiration.com</p> <p>Draft:Builder www.donjohnston.com27</p> <p>Software Demonstrated at Seminar (con t)Talking Word Processors</p> <p>Write:OutLoud www.donjohnston.com</p> <p>IntelliTalkII www.intellitools.com28</p> <p>Software Demonstrated at Seminar (con t)Word Prediction</p> <p>WordQ www.wordq.com</p> <p>Co:Writer www.donjohnston.com29</p> <p>Software Demonstrated at Seminar (con t)Reading Support</p> <p>ReadPlease.com Free text reader for Windows</p> <p>Kurzweil 3000 www.kurzweiledu.com30</p> <p>Software Demonstrated at Seminar (con t)Reading Support</p> <p>Start-ToStart-To-Finish Books HighHigh-interest, controlled- vocabulary series controlledthat gets struggling students reading. www.donjohnston.com31</p> <p>Electronic Text Available</p> <p>http://intersect.uoregon.edu/digitallibrary/ libraries.html</p> <p>32</p> <p>Region IV STELA Project</p> <p>Developed by The Region IV Assistive Technology Consortium www.resa.net/regionIV The Region IV Assistive Technology Consortium is comprised of AT consultants who serve eight southeast Michigan intermediate school districts: Jackson, Lenawee, Macomb, Monroe, Oakland, St. Clair, Washtenaw, and Wayne County RESA.</p> <p>Region IV STELA Project 2002</p> <p>33</p> <p>How the STELA Project Evolved</p> <p>Much of the past work of the Region IV AT Consortium has focused on the special education low incidence population. The STELA Project, with a focus on high incidence disabilities was developed in large part to the growing concerns about supporting struggling students (high incidence disabilities &amp; at-risk atstudents) in the general education classroom.</p> <p>Region IV STELA Project 2002</p> <p>34</p> <p>How the STELA Project Evolved</p> <p>Much of what has gone into the STELA Project Kits was shaped by the feedback we received from teachers across all eight counties. Teachers were most concerned about ways to meet the literacy needs of struggling readers and writers within the general education curriculum.</p> <p>Region IV STELA Project 2002</p> <p>35</p> <p>Region IV STELA Project</p> <p>This year is our first year of implementation of the STELA Project in 56 pilot sites (general education classrooms) across the eight southeast Michigan counties. Each pilot site consists of one general education teacher and one special education teacher.</p> <p>Region IV STELA Project 2002</p> <p>36</p> <p>Region IV STELA Project</p> <p>Teachers across all 56 STELA sites will be receiving the same training and kits ; And, all teachers will be assisting us in collecting the same data on students (approximately 1,500 students total).</p> <p>Region IV STELA Project 2002</p> <p>37</p> <p>Region IV STELA Project: What We Hope To Learn</p> <p>What strategies, tools, and technologies support the learning and academic performance of struggling readers and writers across the curriculum? What kinds of supports do teachers need to enable them to integrate various strategies, tools, and technologies across the Language Arts Curriculum with confidence and efficiency?</p> <p>Region IV STELA Project 2002</p> <p>38</p> <p>Region IV STELA Project: What We Hope To Learn</p> <p>How might teachers reshape their instructional practices across the Language Arts Curriculum when provided with similar training opportunities and ongoing support in the implementation of various strategies, tools, and technologies within their own classrooms?</p> <p>Region IV STELA Project 2002</p> <p>39</p> <p>Research Questions Guiding the STELA ProjectTo study the impact of the STELA Project in its first year of implementation, three sets of research questions were developed. Although a primary goal of the 3-year project is to consider the impact of 3technology on students overall literacy performance, we will only be measuring students writing performance in the first year of implementation.</p> <p>Region IV STELA Project 2002</p> <p>40</p> <p>The first set of questions relate to Student Outcomes:1.</p> <p>How does the integration of technology impact students performance in writing? How does the integration of technology impact students attitudes toward writing and how students view themselves as writers? How often do students use specific tools and how useful are those tools in terms of supporting students performance in reading and writing?</p> <p>2.</p> <p>3.</p> <p>Region IV STELA Project 2002</p> <p>41</p> <p>The second set of questions relate to Teacher Outcomes:1.</p> <p>2.</p> <p>How does the integration of technology impact teachers literacy practices over time? How often do teachers use specific technology tools, how are the tools used, and how do teachers rate the usefulness of the tools in terms of supporting students literacy?</p> <p>Region IV STELA Project 2002</p> <p>42</p> <p>The third set of questions relate to the impact of various levels of support on both teacher and student outcomes.1.</p> <p>2.</p> <p>3.</p> <p>How does the nature and level of support provided to teachers by county project consultants and trainers impact teachers literacy practices over time? How does the nature and level of support that teachers offer to one another impact teachers literacy practices over time? How does the nature and level of support provided to teachers impact students performance in writing over time?Region IV STELA Project 200243</p> <p>Research Method &amp; DesignThe STELA Project is not an experimental study because we are not using control classrooms and we are not concerned about controlling for all variables. In fact, we are enthusiastic about exploring the unique differences that emerge across all the project sites. We are simply looking at how the process of training, support, and the integration of technology unfolds in natural classroom settings and the kind of impact this evolution has on student learning, as well as on teachers instructional practices.Region IV STELA Project 200244</p>