lecture 15 assistive tech
TRANSCRIPT
VideosAssistive technology video: Cerebral pa
lsy
Assistive technology video: Visually impairments
Assistive technology video: Physical impairments (music)
Assistive technology video: Visually impaired (music)
Lecture 15Social Issues: Digital Divide, Gender, and
Assistive Technology
GenderRecreational and entertainment
technologies and softwareCompetitionProblem-solvingNon-social motivation
Math, science, programming
Aggressive nature of young males and access
The Final LectureTTL is open M-F this week from 9am –
6pm
Everything is due in lab this week Except final ePortfolio
Course evaluationLectureLab
Social IssuesDigital divide
Gender
Assistive technology
OthersLiving in a remote placeTeacher skill in technology useLanguage barriers
Digital DivideRefers to the gap between those who
are able to benefit from digital technology and those who are not4.1:1 Nationwide4.3:1 High-poverty schools (2004)
E-rateDiscount
School Access
Home Access
Something to think about if you are in a lower SES region…
Assigning homework on computers may not be an option – but there’s always the library!
Assistive TechnologiesAny equipment or software that is used
to maintain or improve the functional capabilities of individuals with disabilities Wheelchair = adjustable computer table
in lab
http://www.ataccess.org/resources/atk12/default.html
Dramatization
Click icon to add picture
Inclusion7th English Grade Teacher
Inclusion Co-TeacherMr. Ottenbreit
Planning Session
Planned LessonLocate information by using a variety
of consumer and public documents.
Example: Choose a radio or watch to purchase, based on a Consumer Reports review of different radios or watches. Then, compare advertisements from different stores to decide which store is offering the best price.
Planned LessonStep 1: Short Article to Read
Step 2: WebQuest
Step 3: Create Report
Step 4: Convince Me
Learning DisabilitiesLarry Duncan (LD)
Higher listening comprehension than reading
Make accessible to LD
Text readerPDF text filePremiere Assistive TechnologyUniversal Reader Plus – Talking PointerWord Prediction Software
Text-to-Voice
Text-to-VoiceScans and reads printed text
Talking Word Processor Voices
Books on CD Legal part of IDEA Act
Surf the web
Kurzweil 3000
Word Prediction Software
Word Prediction Software for word processors and emailWord predictionGrammar supportVocabulary support
Co:Writer WordQ
Reading/Language Software
Learning Disabilities and/or students struggling in a particular academic areaStruggling readersLanguage development
earobics Rosetta Stone
Start-to-Finish Books
Planned LessonStep 1: Short Article to Read
Text Reader – (LD)
Step 2: WebQuestText Reader (LD)
Universal Reader Plus – Talking Pointer
Step 3: Create ReportWord Prediction Software (LD)
Step 4: Convince Me
Visual ImpairmentsValerie Issacs (VI)
Use vision as primary learning Low vision – enhancedWord Magnifier
Talking word processorWebQuest – Zoom in
Planned LessonStep 1: Short Article to Read
Text Reader – (LD)
Step 2: WebQuestZoom-in (VI)Text Reader (LD)
Step 3: Create ReportWord Prediction Software (LD)
Step 4: Convince Me
Physically ImpairedPaul Ingram
Cerebral PalsyLimited physical mobility
Computer desk that’s handicap accessibleRepositioned every 20 minutesSwitch – allow access
Other Assistive Technology for Physical Disabilities
Adapted hardwareAlphaSmart
keyboardsTouch ScreensBig KeysHalf Qwerty
Keyboard
AlphaSmart
Touch Screens
Big Keys
Half Qwerty
Planned LessonStep 1: Short Article to Read
Text Reader – (LD)
Step 2: WebQuestZoom-in (VI)Switch (PI)Text Reader (LD)
Step 3: Create ReportWord Prediction Software (LD)
Step 4: Convince Me
ADD/ADHD (attention variance)AnDrew Denton
Lack time management skillsMaintain attention for 10 minutesRefocus attention every 8 minutes
Timer
Lack organization skillsDirections
Board, physical copy, peer check Ask students for directions (make sure to check with
Andrew)Help organizing facts
Inspiration outline
DistractibilityMonitor use – too focused on other websites or games
Planned LessonStep 1: Short Article to Read
Text Reader – (LD)
Step 2: WebQuestZoom-in (VI)Switch (PI)Text Reader (LD)Timer (ADD)Monitor Computer Use (ADD)Directions (ADD)
Step 3: Create ReportInspiration (ADD)
Step 4: Convince Me
Hearing ImpairmentsHector Iglesias
Teacher communicationPhonic ear (wear headset)Computer lab (headset with his hearing
aid)
Other studentsTraining required – group work – focused Microphones (hand-held)
Planned LessonStep 1: Short Article to Read
Text Reader – (LD)
Step 2: WebQuest Zoom-in (VI) Switch (PI) Text Reader (LD) Timer (ADD) Monitor Computer Use (ADD) Directions (ADD) Headset (HI)
Step 3: Create Report Inspiration (ADD)
Step 4: Convince Me Handheld microphone (HI)
Why should I do this?You make instruction better for ALL
students
Universal Design for Learning
Let’s give our guest speaker
a round of applause
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Lecture Question #1How can Universal Design for Learning
make you a better teacher?
Things I’ve learned in w200Lecture Worksheet #2
If you had to tell an incoming freshman what they’ll learn in w200, what would you tell them. What have YOU LEARNED (not what have we taught you)?
What you (hopefully) DIDN’T learn in w200
1. Technology is “the one thing education needs”
Lec WS #2 – All we need is…
Education has been improving…
2. Technology makes learning happen
Quote
“Any teacher who can be replaced by technology should be.”
--
3. No technology = No engagementKids won’t pay attention without it!
Lecture WS #3Think of something “hi-tech” that
engages you. Is it really the technology itself that is engaging? If not, what is?
4. Technology guarantees engagement
We use technology…Are you always engaged?
5. You are now ‘up-to-date’ on educational technology
Professional development plans!
Help Prof. Leftwich with Teaching Strategies
Email Lecture & Lab Surveys
Remaining AssignmentsLab Workout #15
Assistive Technology
Make sure to check ALL grades in OnCourse Gradebook!
TTL Open until 6 this week!Come visit me Wednesday or Thursday
from 4-6
ePortfolio FinalKnow your due date and where to submit!