Computers, Making Life Easier!

For students with disabilities, there is so much flexibility when it comes to using computers.  They accommodate both left and right handed users, their appearance can be altered by enlarging the icons for low vision students, and can be adapted to each individual user’s pace.  They speed of the mouse can be changed along with the speed of a key repeats on the keyboard.  For example, if a student has a limited range of motion, the speed of the mouse traveling across the screen can be increased.  Below if a full chart of how computers can be altered to each individual student.

With all the flexibility computers offer, any mixture of students needs can be met.  In the future, I plan to utilize these features when using computers in my classroom.

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the Classroom. Upper Saddle River, NJ: Pearson Education, Inc.

Do You Have Students With Assistive Listening Devices?

With inclusive classroom as popular as ever, finding a student that uses an assistive listening system may be more common than you think.  If faced with a student who uses an assistive listening system, here are some guidelines you can follow as their teacher to help support them!  First, becoming knowledgeable about their device is always a plus and you can do this by requesting training.  You can also speak with the student on how the assistive listening device will be used and carefully position the microphone, three to five inches from the mouth of the teacher.  As the teacher, you can also inform the entire class about the device so they will also be mindful of the student by speaking one at a time or even letting the students speak into the microphone.  Finally, to make sure the equipment is working correctly, perform listening checks on a regular schedule.

By knowing these helpful hints, I, as a teacher, can be mindful on the needs of my students that use assistive listening devices.  

References:
Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the Classroom. Upper Saddle River, NJ: Pearson Education, Inc.

Hard of Hearing Students

Now that we are experts at UDL, we are going to talk about how students with disabilities can communicate and use computers to help.

Students that are hard of hearing can face many obstacles in a typical classroom such as difficultly following lectures.  Students may have hearing aids that work well for one-on-one conversations but if the classroom has poor acoustics then the students may have difficulty hearing everything said during lecture.  To prevent this problem, we, as teachers, can move around the classroom while lecturing and not talking while writing on the board or looking down at a demonstration so students who lipread can always read what we say.

With these little things in mind, it can help when having hard of hearing students in the classroom.  I can use this information in my future classroom just by simply being conscious of my students.

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the Classroom. Upper Saddle River, NJ: Pearson Education, Inc.

Teacher Friendly Sites

Before this class, I didn’t know much about AT and UDL, but with the help of the five sites listed below, I have been able to learn more about AT and UDL.  These five sites I would highly recommend to any teacher!

In my previous post, I wrote about a lesson plan I assessed to UDL guidelines.  This UDL website breaks down each checkpoint and gives examples and resources to achieve each checkpoint.  Definitely a very useful tool!  The picture below shows resources for checkpoint 1.3: Offer alternatives for visual information.

UDL Guidelines – Version 2.0 does not give resources like my first reference, but breaks down UDL Guidelines further for a clearer understanding.  As a teacher, understanding UDL Guidelines are useful when writing lesson plans so all students can be successful.  If unclear about any checkpoint, one can simply go to the website for clarification.  Not only is the website easy to access but easy to navigate as well.

Cast’s website provides a video explaining the diversity of learners and why and how we, as educators, need to modify lessons to the students and one size does NOT fit all.  The video can be found on the link provided below.

http://lessonbuilder.cast.org/window.php?src=videos

Elements of Good Teaching is helpful to a teacher starting their exploration of UDL.  This article defines UDL and specifies who benefits from UDL.  There is also a chart, see below, on common teaching methods and how they can be helpful and hurtful in the classroom.  I found this chart very helpful when planning a lesson plan.

The fifth reference explains guided notes, which are defined as “instructor-prepared handouts that provide all students with background information and standard cues with specific spaces to write key facts, concepts, and/or relationships during the lecture,” (Heward).  In classrooms today, lecture is the one of the most popular ways of teaching.  In this article advantages and disadvantages of lecturing are given and why we should use guided notes in the classroom.  This article gives symbols you can use in guided notes and an example that you can model for your own class guided notes.

References:

http://www.udlcenter.org/implementation/examples

http://www.udlcenter.org/aboutudl/udlguidelines

http://www.cast.org/teachingeverystudent/

http://ada.osu.edu/resources/fastfacts/Universal-Design-FF.pdf

http://ada.osu.edu/resources/fastfacts/Guided-Notes-Fact-Sheet.pdf

Pre and Post UDL Lesson Assessment

Since UDL has been our main focus, when assessing a previously written lesson plan for finding the circumference of a circle, I found that my lesson had some UDL pros and cons.  First, my lesson can be easily altered visually for students, checkpoint 1.1.  Since it’s on a PowerPoint, changing the color, font, font size, and amount of information on one slide can easily be modified.  I also found that checkpoint 3.3 was evident.  This checkpoint requires guided information processing, visualization, and manipulation.  During the lesson, students are given a visual of the problem and are required to complete the problem step by step.

My biggest challenge when developing my lesson plan for more variety in the use of UDL will be the use of voice recognition math software, alternative keyboards for students, and portable math programs students can use during the class.  This are see in checkpoints 2.3 and 4.2.  Another obstacle was checkpoint 6.3, facilitate managing information and resources, for this I added a graphic organizer for students to complete during the lesson.

By knowing how to assess your lesson plans, you, as an educator, can create the most diverse lesson plan that can be modified for every type of student.

DIY Curriculum Barriers

Now that we have talked about teaching every student, this tutorial will help you find the strengths and weaknesses of given students in different settings.  During this tutorial you will pick one of six different students and have an option between three subjects.  Once you have selected your options, you complete a Curriculum Barrier chart that breaks down the curriculum elements of the classroom, the student’s characteristics, and the barrier the student experiences.

When completing this tutorial I chose Sophia who is legally blind, reads Braille but prefers to use a desktop magnifier to read material.  In her Sixth grade Science class information is given through lecture and whole class discussion and have informational materials such as textbooks, videos, and experiments that include manipulatives.  Since Sophia is legally blind, she cannot see pictures of visuals that are used during the lecture.  Without being able to see visuals, Sophia can become lost during lecture.

References:

http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstutorial.cfm

Teaching Every Student

Since UDL encourages a curriculum so all students can learn, we need to know how we can teach all these unique children.  On the Cast website, you can research the basics of UDL with videos and an outlined book on technology.  Once you have the basics down, they have fun activities that can be completed.  These activities explain that we use the three brain networks, Recognition, Strategic, and Affective Network, in everything we do and focus on the strengths and challenges a person may experience in a particular task.  Under the activities, there are case studies that walk you through the dilemma and solution UDL provided for their students.

This website is a great source that can help anyone with lessons and getting started using UDL.  By knowing and understanding how the three networks work together, I can find the strengths and weakness my students have and be able to modify the curriculum to their strengths.

References:

http://www.cast.org/teachingeverystudent/