assistive technology : providing learning opportunities and access for all students

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Assistive Technology: Assistive Technology: Providing Learning Providing Learning Opportunities and Opportunities and

Access For All Access For All StudentsStudents

MITTEN SeminarMITTEN Seminar

October 22, 2002October 22, 2002

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Assistive Technology Assistive Technology and the Lawand the Law

(1) Assistive Technology (1) Assistive Technology DevicesDevices

(2) Assistive Technology (2) Assistive Technology ServicesServices

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The term “assistive The term “assistive technology device” technology device” means:means: Any item, piece of equipment, or Any item, piece of equipment, or

product system, whether acquired product system, whether acquired commercially off the shelf, modified, or commercially off the shelf, modified, or customized, that is used to increase, customized, that is used to increase, maintain, or improve functional maintain, or improve functional capabilities of children with disabilities. capabilities of children with disabilities.

These devices can range from an These devices can range from an adapted pencil to sophisticated adapted pencil to sophisticated microprocessors.microprocessors.

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The term “assistive The term “assistive technology service” technology service” means:means:

Any service that directly assists a child with a Any service that directly assists a child with a disability in the selection, acquisition, or use disability in the selection, acquisition, or use of an assistive technology device.of an assistive technology device.

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Assistive Technology Assistive Technology Services include the Services include the following:following: The evaluation of the needs of a child with a The evaluation of the needs of a child with a

disability, including a functional evaluation of disability, including a functional evaluation of the child in the child’s customary the child in the child’s customary environment.environment.

Purchasing, leasing, or otherwise providing for Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices the acquisition of assistive technology devices by children with disabilitiesby children with disabilities

Selecting, designing, fitting, customizing, Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or adapting, applying, maintaining, repairing, or replacing of assistive technology.replacing of assistive technology.

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AT Services (continued)AT Services (continued)

Coordinating and using other therapies, Coordinating and using other therapies, interventions, or services with assistive interventions, or services with assistive technology devices, such as those technology devices, such as those associated with existing education and associated with existing education and rehabilitation plans and programs.rehabilitation plans and programs.

Training or technical assistance for a Training or technical assistance for a child with a disability or, if appropriate, child with a disability or, if appropriate, that child’s family; andthat child’s family; and

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AT Services (continued)AT Services (continued)

Training or technical assistance for Training or technical assistance for professionals who provide services for, or are professionals who provide services for, or are otherwise substantially involved in the major otherwise substantially involved in the major life functions of children with disabilities.life functions of children with disabilities.

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How To Support Students With Learning Differences

The Assistive Technology and Education Connection.

By Leonard V. Pisano, Ph.D.

http://www.ldonline.org/ld_indepth/technology/assistive_technology_howto.html

Handout Provided

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Wayne ATRC’s Wayne ATRC’s Lending LibraryLending Library

Try before you buyTry before you buy

Short term trialShort term trial

Long term trialLong term trial

http://www.resa.net/atrchttp://www.resa.net/atrc

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Low Tech Tools toLow Tech Tools toSupport LiteracySupport Literacy

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Pencil GripsPencil Grips

Support poor writing Support poor writing due to a lack of fine due to a lack of fine motor control and even motor control and even pressure. pressure.

Avenue to support hand Avenue to support hand and finger fatigue.and finger fatigue.

Try different styles with Try different styles with students to support students to support improved improved grasp.grasp.

Region IV STELA Project 2002

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Raised Lined PaperRaised Lined Paper

This unique paper This unique paper actually has raised green actually has raised green lines! The raised line lines! The raised line assists children by assists children by providing a physical providing a physical bump to help “feel” bump to help “feel” where to stop. where to stop.

This bright white paper This bright white paper 81/2 x 11” printed with 81/2 x 11” printed with green lines, comes in 2 green lines, comes in 2 widths. Wide rule, with a widths. Wide rule, with a dashed line or narrow dashed line or narrow ruled ruled


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Post-It Note CollectionPost-It Note Collection

Use Post-Its to mark Use Post-Its to mark where to start and stop where to start and stop reading.reading.

Use Post-Its to mark Use Post-Its to mark the Table of Contents, the Table of Contents, Index, and other Index, and other reference points for reference points for quick access. quick access.

Use to locate a given Use to locate a given chapter and chapter and assignments for easy assignments for easy location access.location access.


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Post-It Note CollectionPost-It Note Collection

Use to locate and Use to locate and return to return to information needed information needed to answer questions. to answer questions.

Great to move the Great to move the question through question through the pages while the pages while locating answers.locating answers.

Use to write notes Use to write notes and summaries on and summaries on pages.pages.


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Post-Its ContinuedPost-Its Continued

Brainstorm ideas, one Brainstorm ideas, one per sheet.per sheet.

Easy to rearrange ideas Easy to rearrange ideas and prioritize.and prioritize.

Use different colors for Use different colors for categorizing ideas.categorizing ideas.

Post vocabulary lists Post vocabulary lists right inside the text right inside the text moving through pages.moving through pages.

Edit and revisions Edit and revisions become easy to note.become easy to note.


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Erasable HighlightersErasable Highlighters

Highlight key ideas Highlight key ideas and erase with ease.and erase with ease.

Make note of Make note of unfamiliar words.unfamiliar words.

Supports “over Supports “over highlighting” highlighting” tendencies.tendencies.


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Highlighter Highlighter TapeTape

Removable & reusableRemovable & reusable Easy to write onEasy to write on Use a coding systemUse a coding system

– Pink: important vocabulary.Pink: important vocabulary.– Blue: chapter questions.Blue: chapter questions.– Yellow: datesYellow: dates– Orange: facts/picture/mapsOrange: facts/picture/maps– Green: names to know.Green: names to know.– Words that they do not Words that they do not

know, to look up.know, to look up.Region IV STELA Project 2002

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Highlighter Tape Highlighter Tape Storage TipsStorage Tips Laminate a 5x7 card for each student.Laminate a 5x7 card for each student.

Each student may store their tape(s) on their Each student may store their tape(s) on their card for future use.card for future use.

Highlighting techniques need to be taught and Highlighting techniques need to be taught and modeled.modeled.


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What about “OVER” What about “OVER”

Highlighting?Highlighting? Provide students with 2 or 3 long strips of tape Provide students with 2 or 3 long strips of tape

on a wipe board or laminated sheet of paper.on a wipe board or laminated sheet of paper.

Ask them to highlight 2 or 3 most important Ask them to highlight 2 or 3 most important facts on the page.facts on the page.

Allow them to use these tape strips only.Allow them to use these tape strips only.

Encourage them to keep moving the tapes as Encourage them to keep moving the tapes as they find “more important information”.they find “more important information”.


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Index TabsIndex Tabs

– Use as page markers Use as page markers to mark the to mark the important, often important, often used parts of used parts of textbooks:textbooks:

Index Index Table of ContentsTable of Contents Reference portions of Reference portions of

a booka book– MapsMaps– Glossary Glossary – DictionaryDictionary– GazetteerGazetteer Region IV STELA Project 2002

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Redi-Tag Page FlagsRedi-Tag Page Flags

Use to point out answer Use to point out answer details once found. details once found. (use color codes)(use color codes)

Use to point out Use to point out vocabulary to return to.vocabulary to return to.

Use to point out key Use to point out key facts.facts.

Use to locate in Use to locate in general.general.


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EZC Reader: Reading EZC Reader: Reading StripsStrips Reading strips are an aid for Reading strips are an aid for

beginning readers and for beginning readers and for experienced readers who experienced readers who need help focusing attention. need help focusing attention.

Simply place the reading strip Simply place the reading strip on top of the line to be read. on top of the line to be read.

The colored plastic highlights The colored plastic highlights the line enabling the reader the line enabling the reader to easily focus and to easily focus and concentrate on the words to concentrate on the words to be read. be read.

Available in yellow and blue.Available in yellow and blue.


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Webster's New Webster's New Misspeller's DictionaryMisspeller's Dictionary

"How can I look it up "How can I look it up in the dictionary if I in the dictionary if I can't spell it?" can't spell it?"

Handy dictionary Handy dictionary alphabetically lists alphabetically lists the most common the most common misspellings of more misspellings of more than 15,000 than 15,000 frequently used frequently used words, and gives the words, and gives the correct spellings in correct spellings in easy-to-read easy-to-read boldface type. boldface type.


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Webster's New Webster's New Misspeller's DictionaryMisspeller's Dictionary

• Brief definitions help Brief definitions help distinguish among the distinguish among the different meanings of different meanings of many words.many words.

• Readers are aided by Readers are aided by syllable divisions that syllable divisions that make it easier to make it easier to remember the correct remember the correct spelling, tips on spelling, tips on becoming a better becoming a better speller, and useful speller, and useful advice on avoiding advice on avoiding common causes of common causes of misspellings. misspellings.


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Resource List for Low Tech Literacy Accommodations

http://www.resa.net/atrc/Resources%20for%20Low%20Tech%20Accomodations.DOC

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Products Demonstrated at Products Demonstrated at SeminarSeminar

Portable Word Portable Word Processors give Processors give students access students access to word to word processingprocessing

The AlphaSmart 3000 www.alphasmart.com

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Software Demonstrated at Software Demonstrated at SeminarSeminar

Idea Organizing SoftwareIdea Organizing Software

Inspiration and Kidspiration

www.inspiration.com

Draft:Builder

www.donjohnston.com

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Software Demonstrated at Software Demonstrated at Seminar (con’t)Seminar (con’t)

Talking Word ProcessorsTalking Word Processors

IntelliTalkII

www.intellitools.com

Write:OutLoud

www.donjohnston.com

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Word PredictionWord Prediction

WordQ

www.wordq.com

Co:Writer

www.donjohnston.com

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Reading SupportReading Support

ReadPlease.com

Free text reader for Windows

Kurzweil 3000

www.kurzweiledu.com

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Start-To-Finish BooksStart-To-Finish Books High-interest, controlled- vocabulary seriesHigh-interest, controlled- vocabulary series

that gets struggling students reading. that gets struggling students reading. www.donjohnston.comwww.donjohnston.com

Reading SupportReading Support

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Electronic Text Available

http://intersect.uoregon.edu/digitallibrary/libraries.html

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Region IV STELA Region IV STELA ProjectProject

Developed by The Region IV Assistive Developed by The Region IV Assistive Technology Consortium www.resa.net/regionIVTechnology Consortium www.resa.net/regionIV

The Region IV Assistive Technology Consortium is The Region IV Assistive Technology Consortium is comprised of AT consultants who serve eight comprised of AT consultants who serve eight southeast Michigan intermediate school districts:southeast Michigan intermediate school districts:

Jackson, Lenawee, Macomb, Monroe, Oakland, St. Jackson, Lenawee, Macomb, Monroe, Oakland, St. Clair, Washtenaw, and Wayne County RESA.Clair, Washtenaw, and Wayne County RESA.


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How the STELA Project How the STELA Project EvolvedEvolved

Much of the past work of the Region IV AT Much of the past work of the Region IV AT Consortium has focused on the special Consortium has focused on the special education ‘low incidence’ population.education ‘low incidence’ population.

The STELA Project, with a focus on ‘high The STELA Project, with a focus on ‘high incidence’ disabilities was developed in large incidence’ disabilities was developed in large part to the growing concerns about supporting part to the growing concerns about supporting struggling students (high incidence disabilities struggling students (high incidence disabilities & at-risk students) in the general education & at-risk students) in the general education classroom. classroom.


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How the STELA Project How the STELA Project EvolvedEvolved

Much of what has gone into the STELA Project Much of what has gone into the STELA Project ‘Kits” was shaped by the feedback we ‘Kits” was shaped by the feedback we received from teachers across all eight received from teachers across all eight counties.counties.

Teachers were most concerned about ways to Teachers were most concerned about ways to meet the literacy needs of struggling readers meet the literacy needs of struggling readers and writers within the general education and writers within the general education curriculum.curriculum.


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This year is our first year of implementation This year is our first year of implementation of the STELA Project in 56 pilot sites (general of the STELA Project in 56 pilot sites (general education classrooms) across the eight education classrooms) across the eight southeast Michigan counties.southeast Michigan counties.

Each pilot site consists of one general Each pilot site consists of one general education teacher and one special education education teacher and one special education teacher.teacher.


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Teachers across all 56 STELA sites will be Teachers across all 56 STELA sites will be receiving the same training and “kits”;receiving the same training and “kits”;

And, all teachers will be assisting us in And, all teachers will be assisting us in collecting the same data on students collecting the same data on students (approximately 1,500 students total).(approximately 1,500 students total).


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Region IV STELA Project:Region IV STELA Project:What We Hope To LearnWhat We Hope To Learn

What strategies, tools, and technologies What strategies, tools, and technologies support the learning and academic support the learning and academic performance of struggling readers and writers performance of struggling readers and writers across the curriculum?across the curriculum?

What kinds of supports do teachers need to What kinds of supports do teachers need to enable them to integrate various strategies, enable them to integrate various strategies, tools, and technologies across the Language tools, and technologies across the Language Arts Curriculum with confidence and Arts Curriculum with confidence and efficiency?efficiency?


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Region IV STELA Project:Region IV STELA Project:What We Hope To LearnWhat We Hope To Learn

How might teachers reshape their How might teachers reshape their instructional practices across the Language instructional practices across the Language Arts Curriculum when provided with similar Arts Curriculum when provided with similar training opportunities and ongoing support in training opportunities and ongoing support in the implementation of various strategies, the implementation of various strategies, tools, and technologies within their own tools, and technologies within their own classrooms? classrooms?


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Research Questions Research Questions Guiding the STELA ProjectGuiding the STELA Project

To study the impact of the STELA Project in its To study the impact of the STELA Project in its first year of implementation, three sets of first year of implementation, three sets of research questions were developed. Although research questions were developed. Although a primary goal of the 3-year project is to a primary goal of the 3-year project is to consider the impact of technology on students’ consider the impact of technology on students’ overall literacy performance, we will only be overall literacy performance, we will only be measuring students’ writing performance in measuring students’ writing performance in the first year of implementation. the first year of implementation.


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The first set of questions The first set of questions relate to Student relate to Student Outcomes:Outcomes:1.1. How does the integration of technology How does the integration of technology

impact students’ performance in writing?impact students’ performance in writing?

2.2. How does the integration of technology How does the integration of technology impact students’ attitudes toward writing and impact students’ attitudes toward writing and how students view themselves as writers?how students view themselves as writers?

3.3. How often do students use specific tools and How often do students use specific tools and how useful are those tools in terms of how useful are those tools in terms of supporting students’ performance in reading supporting students’ performance in reading and writing?and writing?


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The second set of The second set of questions relate to questions relate to Teacher Outcomes:Teacher Outcomes:

1.1. How does the integration of technology How does the integration of technology impact teachers’ literacy practices over impact teachers’ literacy practices over time?time?

2.2. How often do teachers use specific How often do teachers use specific technology tools, how are the tools used, and technology tools, how are the tools used, and how do teachers rate the usefulness of the how do teachers rate the usefulness of the tools in terms of supporting students’ tools in terms of supporting students’ literacy?literacy?


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The third set of questions relate to The third set of questions relate to the impact of various levels of the impact of various levels of support on both teacher and support on both teacher and student outcomes.student outcomes.

1.1. How does the nature and level of support How does the nature and level of support provided to teachers by county project provided to teachers by county project consultants and trainers impact teachers’ consultants and trainers impact teachers’ literacy practices over time?literacy practices over time?

2.2. How does the nature and level of support that How does the nature and level of support that teachers offer to one another impact teachers offer to one another impact teachers’ literacy practices over time?teachers’ literacy practices over time?

3.3. How does the nature and level of support How does the nature and level of support provided to teachers impact students’ provided to teachers impact students’ performance in writing over time?performance in writing over time?


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Research Method & Research Method & DesignDesign

The STELA Project is not an experimental study The STELA Project is not an experimental study because we are not using control classrooms and because we are not using control classrooms and we are not concerned about controlling for all we are not concerned about controlling for all variables. In fact, we are enthusiastic about variables. In fact, we are enthusiastic about exploring the unique differences that emerge exploring the unique differences that emerge across all the project sites. We are simply looking across all the project sites. We are simply looking at how the process of training, support, and the at how the process of training, support, and the integration of technology unfolds in natural integration of technology unfolds in natural classroom settings and the kind of impact this classroom settings and the kind of impact this evolution has on student learning, as well as on evolution has on student learning, as well as on teachers’ instructional practices. teachers’ instructional practices.


assistive technology : providing learning opportunities and access for all students

Documents

stela project

assistive technology

future use

collection use post

redireditag page flags

tape strips

important vocabulary

long strips of tape