Interactive Whiteboards and the Special Needs Classroom

Workshop Title:

SMART Technology and the Special Needs ClassroomS.U.C.C.E.S.S. Conference

08/18/2010

Kelly Cross, M.S. CCC-SLP

Lynn Marentette, M.A., Sp.A.

Union County Schools, N.C.

WOLFE SCHOOL

Our StudentsRange in age from 8 to 22Present with Autism Spectrum

Disorders, Downs Syndrome, Cerebral Palsy, Vision Impairments, Hearing Impairment

School focus is on increasing the functional independence of our students while preparing them to work and live in the community

Academic curriculum follows the extensions of the N.C. Course of Study, (now the Common Core)

Educational Challenges in the Special Needs Classroom

Adapting curriculum to be accessible to students with a range of cognitive abilities

Creating interactive and engaging lessons for students that appear to lack interest in educational activities

Supporting social interaction skills among students who have severe communication difficulties (i.e. autism spectrum disorders)

Providing computer access to students with severe physical disabilities

Incorporating interactive, accessible digital content into learning activities

Guiding Frameworks and Practices

The Least Dangerous AssumptionUniversal Design for LearningMulti-modal input and output

opportunities and the use of assistive technologies

Support engaged learningSupport evidence-based interventions

◦Digital social stories◦Picture schedules◦Video modeling◦Visual communication strategies◦Student creation/participation

Guiding Framework: The Least Dangerous AssumptionPresuming competence in a child that

cannot communicate what they know Assume intentionality in communication Provide the appropriate assistive

technology and teach the student how to use the technology

See strengths and develop possibilities through careful observation of students interacting across settings and situations

(Anne Donnellan, 1984)

Guiding Framework: The Least Dangerous Assumption

“We should assume that in poor performance

is due to instructional inadequacy rather

than to student deficits.”--Anne

Donnelan

Guiding Framework: Universal Design for Learning

http://www.cast.org/research/udl/index.htmlhttp://www.udlcenter.org

Universal Design for Learning calls for ...

Multiple means of representation, to give learners various ways of acquiring information and knowledge,

Multiple means of action and expression, to provide learners alternatives for demonstrating what they know,

Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

NEEDS OF STUDENTS BENEFITS OF TECHNOLOGYMany students with special needs, including those with autism spectrum disorders, are visual thinkers who think in pictures or visual montages rather than language.

Technology makes visual images accessible; computer graphics, photographs, and video are interesting and engaging for students with autism. (This is especially true for content accessed via the SMARTBoard.)

Nonverbal students associate words with pictures when pictures and words are presented together.

Internet resources provide a rich source of visual content to use to support reading and literacy

Students with special needs, including autism, may not learn in the same way, and often need multi-modal input /output. (Students who do not talk can learn to read.)

Voice output software helps with auditory reinforcement, and digital graphic content helps students visualize concepts

Many students with special needs, including autism, have fine motor difficulties that make writing and typing difficult.

Touch screens, including IWB’s, can reduce frustration and provide a more natural means of interacting with content.

( Adapted from Assistive Technology for Children with Autism, Written by Susan Stokes under a contract with CESA 7 and funded by a discretionary grant from the Wisconsin Department of Public Instruction.)

NEEDS OF STUDENTS BENEFITS OF TECHNOLOGYSome nonverbal children and adults are mono-channel and cannot process visual and auditory input at the same time. Their immature nervous system is not able to process simultaneous visual and auditory input and so they should be given either a visual task or an auditory task.

Enables students to gradually increase their ability or save their work to proceed step by step and can even alternate between visual and auditory input.

Some children and adults have sound sensitivity and are able to respond best with low whisper sounds.

Provides a means to give a student input using quiet sounds through headphones that also block out other noises.

Some students who are non-verbal may not realize that speech is used to communicate. Language learning can be facilitated if language exercises promote communication.

Technology helps students produce words and phrases, and can help students make the connection between ideas and communication- the “cause and effect of using appropriate speech”.

Students with special needs often have multiple barriers to communication.

Technology provides more options for communication using preferred sensory skills/output (e.g. using symbols and pictures, video, email, etc...).

( Adapted from Assistive Technology for Children with Autism, Written by Susan Stokes under a contract with CESA 7 and funded by a discretionary grant from the Wisconsin Department of Public Instruction.)

- -CAST

Guiding Practice:Provide Multi-modal Input and Output Opportunities

Students are provided a way to make choices during activities that pair visual and spoken input.

Students are provided hands-on materials, such as pictures or objects that relate to what they can see on the IWB.

Students can share through gesturing, choice boards, communication devices, manipulation of hands-on materials, interacting with the IWB activities, speaking, typing, or writing.

Multi-Modal Materials and Technology:

Bridging Past and Present

An Assortment of Devices and Inputs

Traditional Communication SupportsStudents will need to be prepared for the next wave of technology supports!

Guiding Practice:Support Engaged LearningLevels of interactivity made possible by Web

2.0 technologies provide access to a range of software tools that work well on interactive whiteboards, consistent with 21st Century Skills. http://www.p21.org/

Ellen LeRoy, a teacher at Wolfe School, focused her graduate research project on the benefits of SmartBoard technology with students in her classroom◦ “The results of this study support the research that was

included in the literature review. Results are similar the those presented by Mechling et al. (2009), who found that, while both flash cards and SMART Boards are effective teaching tools, students were able to read a great percentage of target vocabulary when the words were presented using SMART Board technology. I also noticed that my students were more interested, engaged, and excited about learning when working on the SMART Board. Mechling et al. (2009), Mechling et al. (2007) and Campbell & Mechling (2009) reported similar observations.”

Traditional “hands-on” activities are not always as engaging as we’d hoped...

Photo Credit: Autism-Work Task Board http://www.pinterest.com/drchrisreeve/autism-work-tasks/

Most don’t support group interaction or learning skills.

Interactive Web Activities in the Classroom

Moving and interacting, with peers nearby, is more fun than sitting at an individual desk, doing folder tasks! Group activities, such as Book Club, incorporate picture grids, real books, adapted text, and interactive whiteboard activities.

Typing, writing, and searching activities are more engaging on the interactive whiteboard!

Engaging Groups of Students with Interactive Whiteboard Activities

Without SMARTboard With SMARTBOARD

Frequent redirection to deal with distractibility and attention

Attention focused on screen, supports joint attention

Teacher has to control materials/manipulatives while managing students

Digital content is ready and on the screen, facilitating transitions

Bored, disengaged, grumpy Excited, engaged, motivated

Photographs and picture symbols

Provide meaningful videos, video modeling

Verbal prompting require for students to use vocabulary

Interactive games and videos generate language

Manipulatives are small, do not command attention

Large display helps students make connections with hands-on materials.

-SMART Technologies

Interventions such as social skills/coping skills activities and video modeling are effective with students with autism and other disorders. However, the interventions should be tailored to guide each student, according to their needs. Even students who have very limited cognitive abilities are capable of learning more about themselves through activities that address some of the following topics:

Who am I? (Strengths, skills, preferences, barriers, interests, etc.)How do I feel? How do I think?

How do I communicate my feelings, thoughts, and opinions to others

What new ways of communication can I learn?

What are the coping strategies I can use when I feel upset or uncomfortable? (Understanding cause-effect, situational or personal triggers, relaxation/calming activities, etc.)

What is my relationship to the physical world? (Objects, places, nature)

What is my relationship to the social world? (Family, community, peers, educators, workers)

What ways can I share my sense of self with others?

How can I respond to what others share with me?

Guiding Practice:Support Evidence-Based Interventions

EXAMPLE: Evidence-Based Intervention:Relationship Development Interventions (RDI) are likely to be enhanced through the use of digital content and interactive whiteboards. Think about ways that digital photography or video could be used to support the “six objectives of RDI”. For older students, many of these relationships skills can be supported during content-area lessons and throughout the day.

Emotional Referencing: The ability to use an emotional feedback system to learn from the subjective experiences of others. 

Social Coordination: The ability to observe and continually regulate one's behavior in order to participate in spontaneous relationships involving collaboration and exchange of emotions. 

Declarative Language: Using language and non-verbal communication to express curiosity, invite others to interact, share perceptions and feelings and coordinate your actions with others. 

Flexible thinking: The ability to rapidly adapt, change strategies and alter plans based upon changing circumstances. 

Relational Information Processing: The ability to obtain meaning based upon the larger context; Solving problems that have no "right-and- wrong" solutions. 

Foresight and Hindsight: The ability to reflect on past experiences and anticipate potential future scenarios in a productive manner.  - Autism Speaks: http://www.autismspeaks.org/treatment/rdi.php

Note: For related research articles, search the Journal of Autism and Developmental Disordershttp://www.springer.com/psychology/child+%26+school+psychology/journal/10803

It is important to have a thoughtful, flexible approach to developing activities that incorporate the IWB. Here are a few activities that have worked well using the IWBs at Wolfe School:

What sort of activities? Use of digital social stories to prepare students for

community outings and community-based job training experiences and also to review and share experiences with peers.

Picture sequences or video clips to support transitions through routines throughout the day and to prepare for changes in routines.

Teach and reinforce safety concepts and skills: fire, playground, bus, kitchen, personal, and community

Presentations for student-led IEPs, a great opportunity for students to share their “sense of self”.

Use of digitally resources that contain “graphically dynamic interfaces” – there are many websites and applications that support natural user interaction and navigation/exploration of content across subject areas, including art and music.

Web-based interactive games and applications for learning and social skills.

Next Steps: Exploring Digital Content and Activities

Next Step: Exploring Effective Digital Content and ActivitiesContent and activities should correspond to your school district’s curriculum objectives IEP goals and objectives, and student interests.

What sort of content? Activities and social interactions in a variety of settings,

taken from the student’s point of view. ◦ Pictures of family events, outings, and vacations

◦ Pictures of pets, favorite park in the neighborhood, favorite pastimes, etc.

Familiar items and objects within meaningful scenes, such as materials that teachers put up on walls, computers displaying familiar software or home pages of favorite educational websites.

Familiar places in the community, such as the supermarket, post office, neighborhood parks, main roads, restaurants.

Local scenery, including farms, farm animals, ponds, lakes, gardens, and parks

Points of interest, such as historical sites, science centers, museums, amusement parks,

Modes of transportation- busses, light rail, cars – within context.

Touch-Friendly Websites for Students with Special Needs

Do2Learn National Gallery of Art: NGA Kids

http://www.do2learn.com/

http://www.nga.gov/content/ngaweb/education/kids.html

Zac Browser

http://zacbrowser.com/

Switch-Accessible Websites for Students with Special Needs

Karen Ogen’s Interactive SitesFor Education

http://interactivesites.weebly.com/

http://www.helpkidzlearn.com/

Beth Waite’s Pinterest Board: Online Switch Games

BBC: CBBC Switch Games

Games and Virtual Worlds, Therapeutic Games, andApplications that Support Communication and

Collaboration

Guiding Practice:Prepare to incorporate “DIY” digital content into a wide range of activities

Put yourself behind the eyes of the student. In the classroom/school, what does the student notice? What does the student avoid? Enjoy? What educational content, application, or activity is engaging for the student? At home, what does the student like to do? What do they notice? What are their routines? Favorite possessions? – Parents can provide photos and video content.What sort of things might the student notice while sitting in the back seat of a car while their parent does errands around town? What might the student see during a drive to the main highway or visit to a relative the next town over? What might the student notice-or need to notice- while shopping in a store? At a restaurant?

Put yourself “in the skin” of the student. What sort of sensory input is the student getting in various scenarios? What might they hear? Feel? What sort of situations might trigger worry, confusion, agitation, etc.?What sort of things are interesting, engaging, amusing, calming, entertaining?

Digital Content Creation Tips• Think like a movie director or someone who creates TV

commercials. • Use story-boarding techniques when planning digital activities.• Use story-boarding activities with your students, created and

displayed on the IWB.• Target several shutterbugs who are willing to take pictures and

video clips, and designate a central digital storage space where content can be uploaded and accessed by teachers.

• Think about the sequence of pictures or videos that apply to your lesson or activity.

• Make sure you plan for lighting, camera angles, and important details.

• Explore creative content development tools provided by your technology department and learn how to use them. Some of these are several touch-tablet apps. Here are a few (updated):

PhotoStory SMART Notebook, Pic Collage, Telegami,Voci, YouTube, PowerPoint (learn all of the interactive, multi-modal features)

Example: Following a recipe, using digital tools for sequencing and sharing:

Example: Steps to perform a work task

http://youtu.be/8wtrEExy59I http://youtu.be/YKBD_SeNL_4

http://youtu.be/5smOxwdm_j8

Monet’s Gardens, Set to Music Fish in an Aquarium with Relaxing, Upbeat Music

http://youtu.be/5VMS7qkE6yI

Sea Life Medley, Ext. Version with Music Cool Deer Encounter!

Example: Create or select video clips that focus on your student’s interests. Consider using calming music.

Example: Photo Globe using Google Earth

How-to: http://interactivemultimediatechnology.blogspot.com/2010/08/interactive-cute-doggies-photo-globe.html

Benefits: Personalized learningCan be expanded for use for a variety of

activities:◦ Recording field trip experiences, special events◦ “All About Me” activities to support social

communication skills Incorporate photos of pets, family members, favorite activities,

favorite foods. Incorporate pictures of student engaged in helping/positive

behaviors.

Introduction to a new thematic unit

It doesn’t have to be fancy.

Barriers Some education administrators are not familiar with

the use of technology in special education. Special educators may not be aware of technology

resources that may benefit their students. Conversely, regular education technology consultants may not have an understanding of the specific needs of special educations.

Traditional instructional technology has not been adopted well in some classrooms

Content of applications marketed to the schools has been at the level of the “electronic workbook”.

Many on-line educational applications lack quality, depth.

Research: Transfer of learning, generalization of behaviors is important, but doesn’t always happen

Accessibility continues to be a problem within the physical world.

Updated Resources*

*Coming soon!

UPDATED RESOURCES Chris Betcher and Mal Lee: “The Interactive Whiteboard Revolution: Teaching with IWBs”

http://www.amazon.com/The-Interactive-Whiteboard-Revolution-Teaching/dp/0864318170

Bernie Trilling and Charles Fadel: “21st Century Skills: Learning for Life in Our Times” http://www.amazon.com/21st-Century-Skills-Learning-Times/dp/1118157060

Hope Technology School: HP Touching Hope Technology School (Updated Link)

http://www.hopetechschool.org/2013/01/hp-touching-hope-technology-school/#!prettyPhoto

SMART resources in Special Education (Updated Link)

http://smarttech.com/STEM_ELA_SpEd_ErlEd/SMART+resources+in+special+education

Anne M. Donnellan, David A. Hill, and Martha R. Leary: Rethinking Autism: Implication of Sensory and Movement Differences, Disability Studies Quarterly, Vol 1 (1) 2010http://dsq-sds.org/article/view/1060/1225

National Center on Universal Design for Learning http://www.udlcenter.org

CAST- Center for Assistive and Special Technologies http://www.cast.org/udl/

Unique Learning Systems https://www.n2y.com/products/unique/

IntelliTools and Unique Learning: http://www.intellitools.com/unique-learning-system-curriculum.html

Teaching Learners with Multiple Special Needs http://teachinglearnerswithmultipleneeds.blogspot.com/

Gesture SEN: http://gesturesen.wikispaces.com

Susan Stokes, Assistive Technology for Children with Autism http://www.specialed.us/autism/assist/asst10.htm

Bruce, D., DiSesare, DM, Kaczorowski, T., Hashey, A., Boyed, E.H., and Mixon, T. And Sullivan, M. Multimodal Composing in Special Education: A Review of the Literature – Journal of special Education Technology (JSET) Volume 28, No. 2 http://www.tamcec.org/jset-index/multimodal-composing-in-special-education-a-review-of-the-literature/

Journal of Autism and Developmental Disorders, Springer http://www.springer.com/psychology/child+%26+school+psychology/journal/10803

Resources: Alternative Assessment Tools for Students with Complex Disabilities A COLLABORATIVE TEAM APPROACH

Karen Ericson, Director, Center for Literacy and Disability Studies, UNC School of Medicine, Department of Allied Health Sciences https://www.med.unc.edu/ahs/clds/faculty/erickson

Diane M. Browder, UNC Charlotte “Evidence-Based Practices for Students with Severe Disabilities” http://education.uncc.edu/directory/diane-browder

Project Converge http://www.bridges-canada.com/special-education-curricula-resources/meville-to-weville/results-of-the-project-converge-study.aspx

2013 Update: Training materials for teachers of learners with severe, profound, and complex learning difficulties: Engaging in learning: key approaches http://complexneeds.org.uk/modules/Module-3.2-Engaging-in-learning---key-approaches/All/m10p010a.html#◦ Using the Engagement Profile and Scale

http://complexneeds.org.uk/modules/Module-3.2-Engaging-in-learning---key-approaches/All/m10p030d.html

Don Johnson: MEville to WEville◦ Start to Finish Literacy Starters

Write from the Start with Alternative Pencil: Alphabet Eye Gazehttp://www.med.unc.edu/ahs/clds/files/Alt%20Pencil%20Order%20UPD.pdf

NC Augmentative Communication Association http://www.ncaca.info/

North Carolina Assistive Technology Association http://www.ncatp.org/

Questions?