That's All Folks

From when I began this class, I never heard of universal design for learning, UDL, or even assistive technology, AT.  Now that I have a clear understanding of each and have explored many different AT devices I can use in my classroom and match to students with specific disabilities.  This information will only strength my instruction and help my students succeed.

From my earlier posts to now, I have found that, personally, I am much more comfortable writing my blogs.  In the beginning, I found myself having to look more information up before I could write a concise blog.  Earlier in my blog, I had to research what talking word processor software was.  Once I gained that knowledge, I was able to look at Sarah’s IEP and determine that talking word processing software was the device she needed.  I was then able to find two devices that would suit her needs.

My adventure of assistive technology is coming to an end but this is only one chapter in my book of education.  Learning is a never ending journey and I continue to keep an open mind in learning about teaching techniques and assistive technology devices that are up and coming.

Tech Matrix

As mentioned before, another useful tool for teachers is called Tech Matrix, http://techmatrix.org.  This is targeted more for teachers than a game for students.  This website allows teachers to enter the subject, grade, IDEA disability category, and the type instruction support they wish to seek for their student.  Upon entering all the information, a range of products that can be used for that particular student shows up.  To compare all of these products to find which one best fits your student, simply check all the product boxes and click compare.  A matrix will appear outlining and comparing every product.

I searched for alternative access devices and systems for a student with Autism in a middle school mathematics class.  I received four results and generated my matrix.  Below, only part of my matrix can be found because it was a very lengthy matrix, showing how in-depth they compare products.

I think this is a great website for teachers.  It finds products that one may have never heard of for a particular student.  I definitely recommend this to all!

Stick or Switch

Thus far, we have been discussing the facts and applications that can be used for AT devices in a mathematics classroom.  My next two posts will be suggested activities that teachers can use in the classroom to help with a topic.

To help students investigate the probability of sticking with a decision or changing their answer, a game Stick or Switch can be found under Algebra on the following website, http://nlvm.usu.edu/en/nav/vlibrary.html.  This game gives the student three doors, shown below.  The student picks one door and another door is opening revealing an object behind that door.  The student then has the option to stick with their original choice or switch to the other door.  Once they decide, the second door is opened and reveals if they won or lost.  The game records the number of wins and losses along with the percentage.  There is also a button on the side of the screen called Strategy.  This brings you through three sets of questions that have students answer about probability.

This is a great game to use for a probability unit.  It makes students think about sticking with their original choice or switching and the reward or reprimand that can come with their decision.

iPad, iPhone, iPod Touch for Students with Severe Disabilities

For students with severe disabilities, apps for the iPhone, iPod Touch, and other handheld devices can be used to provide visual support.  These apps can teach functional skills and focuses on the essentials that students with severe disabilities need such as options to customize both presentation features and content.  If students have difficulties with motor skills or attention deficits, the application should allow changes in response time and methods of response.

In today’s society, the iPod, iPad, or iPhone, are becoming popular in the classroom for visual support.  iPrompts presents a picture-based prompts that are programmed by teachers and parents to help their students stay on task and transition between activities.  This app provides hundreds of photos that can be chosen from but also allows their own pictures to be used.  This can be seen below.

iCommunicate and First-Then are other applications that uses digital photos to create picture schedules, such as past event cards, and gives the option to record a message that can be linked to a picture.  Picture Planner, targeted toward students with cognitive disabilities, construct personal picture schedules on a computer and then can be used on a mobile device or printed.

IDEA vs. ADA

There are differences between the rights and requirements of the Individuals with Disabilities Education Act (IDEA) in grades P to 12 and the rights and responsibilities under the Americans with Disabilities Act (ADA) in higher education.  A lot of the technologies used at the college level are the same as the technology used in the P to 12 environment but the laws affecting students and the process is different.

IDEA does not cover higher education so colleges do not have a legal responsibility to students with disabilities or the need to involve parents in the decision making.  In higher education, two federal laws protect students with disabilities.  The first, Section 504 of the Rehabilitation Act and the second is the Americans with Disabilities Act (ADA).   Section 504 applies only to college and universities that receive federal funds but ADA covers all higher education establishments.

Overall, a disability cannot exclude a student from be accepted into a college, academic program, class, resident hall, or college activity since the ADA law guarantees access to equal opportunity.

Special Education Technology

The Learning Centre on the SET website is a great resource that provides educators with a guide to successfully implement AT devices for students with disabilities.  This can be a very complex process and can take years to perfect.  Successful implementation of AT devices for a student depends on the careful attention to the implementation steps.  Making It Work: Effective Implementation of Assistive Technology Guide breaks this process down into seven sections along with an introduction and references and recourses in PDFs for anyone to open.

The first section focuses on gathering the information you need about the student.  The second section establishes IEP Goals, the third conducts assistive technology trials, the fourth identifies assistive technology solution, section five develops assistive technology Implementation Plan, the sixth adapts lesson plans for the integration of technology, and finally, the seventh section is about following up and planning transition.

Making It Work: Effective Implementation of Assistive Technology Guide can be found at the link below.

http://www.setbc.org/setbc/topics/effective_implementation_of_assistive_technology.html

Texas Assistive Technology Network

Texas Assistive Technology Network (TATN) is a module that is for people who are going to be involved in the AT device decision making and/or implementation of the device to the student.  This module focuses on planning for the use of the AT devices and services that are decided by the IEP team for the student to actively participate.  From this module you will learn the purpose and results of AT, the big ideas in the implementation of AT devices, planning for the implementation, and evaluating the effectiveness of the AT device.

This website had materials that are needed for both the presenter and the participants.  There are sides and notes for the presenter on the material.  Along with the slide show there is a demonstration planning form for a student named William and completed TIPS (Texas Implementation Planning System) for William.  As a participant in this module, there is a notetaking guide, booklet, and a TIPS Blank Template for them to fill out.