Final Synthesis Questions and Reflections

As teachers part of our job is to reflect, on ourselves our lessons and our practices.  In each of our classes and professional development we need to reflect on what we have learned, what we still need to find out, and what we would like to learn more about.  Now that it is the end of the semester, I find myself looking back and what I have learned over the past few months about assistive technology.  The amount of resources I have found, accessed and incorporated into my profession is invaluable.  What was of the most value to be what learning about the principles of UDL, and how to alter my thinking what constructing my lesson plans.  Another area that is important to me is, how to include assistive technology into the students IEP and the students life appropriately.  There is still much more out there to learn about assistive technology and I hope to in the future.  Below are some final questions that sum up some information form throughout the semester.



Question 3: The student will be able to identify and implement primary considerations involved in selecting and designing and AAC system. (Pg 238-255)

1     Question 4: Identify low-tech strategies and solutions to enhance communication. (Pg 157)

     Question: Identify the decision making process for the selection of remedial and/or compensatory tools to support students with reading disabilities.  (Pg 86-89)

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education.

AT and Math: Additional Activities and Resources

This post review an online math resource that is accessible for students.  The post below connects with Chapter 5, which connects to the previous posts on the focus questions from the chapter.  The textbook used can be found below in the references section.

1.

•  Title: Arcademic Skill Builders
•  Publisher: Arcademics
• Website: www.arcademicskillbuilders.com
• Cost: The games found on this website are free.  It is possible for someone to sign up for Arcademics Plus which varies depending on the use.  Some games are able to be downloaded on the iPad and the cost of those is either free or $.99.
• Notable System Requirements: After downloading games on the iPad I experienced no difficulty.  When I went to play games online using the iPad I was unable to.  I played the games on my computer with no difficulty.  The website does not list system requirements.
•   Purpose: The purpose of this website is to 
• Structure: The website is set up as an arcade and there are a variety of categories that focus on a specific math topic(addition, subtraction, fractions, decimals)
• Special Features: This is a free version, but there is an Arcademics Plus which can be paid for.  Allows to play against others but there is no interaction with other players so it is safe for young children.  There are many other games to play, not just math like spelling, geography, and language arts.
• Strengths: Aligned with the common core standards.  Games are interactive, fun, there are many games to try.  At the end of the game it lets you know which answers you got wrong and right.  The response is immediate when you get a right or wrong answer.  
• Weaknesses: When you click on a game to play, you have to wait until all other members of that game are ready to play, so it can take a while sometimes.  
• Summary: Overall, I enjoyed this website.  If found the games to be fun and interactive and helpful when practicing or learning math.  This is a great website to use in the classroom and will be definitely something I will use in the future.  I have started making a portaportal website and this resource was one that I added and I informed other teachers to use in the classroom.  

4. Professional Portfolio Resources:

• Free online site, thousands of arithmetic lessons, sorted by math subject.  http://www.aaamath.com/
• Free online site, a variety of math subjects to choose from.  http://www.coolmath4kids.com/
• Top apps for math on the iPad http://www.teachthought.com/apps-2/12-of-the-best-math-ipad-apps-of-2012/
• Math Advantage allows you to choose my grade level and practice skills from that level.  http://www.harcourtschool.com/menus/math_advantage.html

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Assistive Technology Implementation Resources

The information listed below is a shortened version of the information that be found on the websites.  The information below is a basic introduction about successfully implementing AT into a students life.  Please click on each of the links to the resources listed below and learn more.  The amount of valuable information for educators on these websites is enormous and completely valuable, both would be beneficial to revert back to when the time comes to use AT with a student.

• AssistiveTechnology Implementation: Working Together to Make a Measurable Difference
• The purpose of this module is to learn the purposes and results of AT, big ideas in AT implementation, planning for AT implementation, and evaluating the effectiveness of AT implementation.
• The model is broken down into 4 easy to understand steps
• Step 1: Review present levels of performance and evaluation data
• Step 2: Develop goals and objectives
• Step 3: Determine if any tasks are difficult or impossible for the student.
• Step 4: Decide whether or not AT services and devices are required and document decisions.
• Dynamic AT evaluation (DATE)
• Identify areas of concern
• Gather information
• Analyze information
• Generate and prioritize potential solutions
• Develop and Evaluation Action Plan (EAP)
• Conduct trials and collect data on effectiveness
• Formulate recommendations
• Document
• When making recommendations
• Devices- what and why
• Services- what, why, and for whom
• Supports
• Training- content and for whom
• Follow-up
• other needs or considerations
• Ways to Use Assistive Technology
• support achievement goals
• expand educational/vocational options
• increase participation in educational setting and activities
• increase productivity
• increase independence
• improve quality of life
• At implementation focuses on functional areas of concern, when and where they occur
• functional skills include: reading, writing, hearing, seeing, behavior, recreation, communication etc. 
• Effectiveness of Evaluation
• clearly defined responsibilities
• related to one or more goals
• ongoing process
• takes place across environments and activities
• quantitative and qualitative changes
• SETT Framework to establish baseline
• Student- present levels, areas of concern, desires, expectations
• Environment- arrangement, support, materials and equipment, access 
• Tasks- communication, instruction, participation, productivity, 
• Tools- accommodations, modifications, AT, supports, services, training
• Demonstration Planning Form
• Powerpoint
• Making it Work: Effective Implementation of Assistive Technology
• A successful implementation is:
• Collaborative
• systematic
• recursive
• flexible
• based on curricular goals and needs
• An effective AT implementation plan has the following steps:
• Gather relevant information
• Establish IEP goals
• conduct assistive technology trial
• Identify AT solution
• Develop Implementation Plan
• Adapt lessons for AT integration
• follow up and plan transition
• Challenges or barriers to effective AT implementation
• Student: 
• not motivated or interested in the AT solution put in place
• did not participate in the selection process
• not adequately trained
• Team:
• no planning time for the use of technology
• not all team members are involved
• not ready to technically implement the device
• Environment
• resource not available
• school setting do not have space or equipment to support technology
• Technology
• it is too complex to be effectively implemented in the time frame 
• does not function well in school environment
• Methods of Gathering data
• information forms/checklists
• work samples 
• client observation
• photographs and video
• interviews
• review of the relevant search
• formal professional assessments (SLP, OT, PT, physicians)

Additional Resources:

• Assistive Technology Model Operating Guidelines
• University of Kentucky Assistive Technology (UKAT) Project
• http://www.connsensebulletin.com/atenconsider.html
• http://www.joyzabala.com/Documents.html

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Reasonable assistive technology accommodations for students with disabilities in college.

The post below contains information found in Chapter 14 of the textbook (found in the references section below) the post reviews what assistive technology accommodations are available for students with disabilities in college.



1. Reasonable assistive technology accommodations for students with disabilities in college.

• Note Taking
• Typical: student note takers using carbonless paper
• Technology: Use of a portable note taker.  Smart pen to record lectures and sync to notes
• Understanding lectures
• Typical: Sign language interpreters. 
• Technology: C-print captioning, assistive listening system.

• Taking Tests
• Typical: extended time on tests, distraction-free environment for testing
• Technology: word processing application for essay exams, sue of spell-check feature or handheld speller, use of calculator, text-to-speech software for reading support
• Accessing course materials
• Typical: Sign language-interpreted videos, arranging for materials to be translated into Braille
• Technology: captioned videos, providing handouts in e-format, making course web sites accessible
• Reading
• Typical: providing readers
• Technology: books in alternate formats, scan/read systems with highlighting and text-to-speech, text readers, audio books, video magnifiers
• Completing papers and other assignments
• Technology: screen magnification applications, screen-reading applications, text-to-speech and word prediction applications, voice recognition applications, graphic organizers
• Accessing the internet
• Technology: providing screen magnification, screen reading, or text-to-speech applications.  Making college web pages accessible
• Registering for classes
• Typical: priority registration
• Technology: making college Web-based systems accessible
• Telecommunicating
• Technology: providing a telecommunications device for the deaf, e-mail, text messaging, instant messaging, video relay system.

Additional Resources:

http://www.ldanatl.org/aboutld/adults/post_secondary/college.asp

http://www.ldonline.org/article/6130/

http://www.greatschools.org/special-education/health/798-college-resources-for-students.gs

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Differences between the rights and requirements of IDEA in P-12 education and ADA in higher education.

The post below contains information found in Chapter 14 of the textbook (found in the references section below) the post compares and contrasts IDEA and ADA education laws in higher education.


2. Differences between the rights and requirements of IDEA in P-12 education and ADA in higher education.

• Individuals with Disabilities Education Act (IDEA) 
• Rights guaranteed by law: Free appropriate public education
• Who is covered: Every child; concept of zero reject
• Identification and evaluation of students with disabilities:  District responsible for identifying students with disabilities, evaluating them, and covering the costs
• Determining services: IEP developed by team.  Curriculum modifications and special programs are common
• Personal devices and services: Provided by district if determined to be necessary (and included in the IEP)
• Role of Parents: parents must be included in the decision making process
• Appeals Process: right to due process as stated in the law
• Americans with Disabilities Act (ADA)
• Rights guaranteed by law: Prohibits discrimination on the basis of disability.
• Who is covered: Students who are "otherwise qualified"
• Identification and evaluation of students with disabilities: College has no responsibility.  Students must self-identify and provide appropriate documentation.  If an evaluation is needed the expense is the student's responsibility.  
• Determining services: Reasonable accommodations, including auxiliary aids and services must be requested by the student.  Academic adjustments that equalize opportunity for participation are required; substantial modifications to curriculum and lowering standards are not required.  
• Personal devices and services: colleges are not required to provide these.
• Role of the parent: college students are older than 18 and are considered adults, no parent consultation is required.  
• Appeals process: college grievance procedure and then a complaint with the U.S. Department of Education's Office of Civil Rights must be filed.  

Additional Resources:

http://nichcy.org/laws/idea

http://www.ada.gov/cguide.htm

http://www.ada.gov/

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Designing the students augmentative communication system to meet the communication needs at home and in the community.

The post below contains information found in Chapter 12 of the textbook (found in the references section below) the post reviews using an augmentative communication system at home and in the community, and what communication needs must be met.




6. Designing the students augmentative communication system to meet the communication needs at home and in the community.

• When individuals with augmentative communication systems are out in the community it can be difficult when they are trying to communicate with people who are unfamiliar with the system and to help this transition the devices can be programmed to ask specific questions.
• 

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education.

The importance of support with the use of augmentative communication systems at home and in the community.

The post below contains information found in Chapter 12 of the textbook (found in the references section below) the post reviews why it is important that support systems are in place when using an augmentative communication system at home and in the community.


5. The importance of support with the use of augmentative communication systems at home and in the community.

• When students use their augmentative communication systems at home and in the community it reinforces the communication skills learned at school and helps them to generalize them to other settings.  
• Teachers need to be actively involved and ensure that there is an appropriate carry over at home and in the community. 
• Training should be provided to the families at home, and this could include strategies for expanded use of the system, and new vocabulary.  
• It is important to consider the family functioning and cultural diversity prior to implementing the system at home.  
• It is important that the individual have support from family and friends at home, and to keep using the communication skills taught at school.  
• Tips for parents to promote the use of augmentative communication
• provide direct instruction and use of the system.
• identify vocabulary that is relevant to the home.
• teach family members to provide opportunities for communication and to wait.
• provide simple data and evaluation sheets for home and community use.
• give parents permission to expand the child's communication
• keep it simple

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education.