Assistive Technology and Common Core

1. Southeast Assistive Technology Center www.latise.org Danna Bouey Ed.S Coordinator Josh Miller ATP Facilitator Assistive Technology and Common Core

2. What is Assistive Technology? Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability (IDEA 1998). The term [assistive technology] does not include a medical device that is surgically implanted, or the replacement of such device (IDEA 2004).

3. Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. (IDEA, 20 U.S.C. Chapter 33, Sect.1401) What are Assistive Technology Services?

4. Commitment to Students with Disabilities Evident in Standards “The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs.” ELA Standards, in section titled “What is not covered”

7. Universal Design for Learning

8. Universal Design for Learning

9. Learner DiversityBrain Networks that Support Learning David Rose Ph.D., CAST

10. Supports for Student Diverse Recognition Networks Examples • Underlining/highlighting • Vertical lines/asterisks/doodles/numbers @ margin • Provide multiple media/formats • “Chunking” information • Graphic Organizers • Provide multiple examples • Support background context

11. Supports for Student Diverse Strategic Networks Examples – Multi-media for student expression (video, audio, text, drawing) – Concept mapping tools – Scaffolds and prompts – Checklists – Embedded coaches and mentors, peer tutors – Assessment rubrics for students

12. Supports for Student Diverse Affective Networks Examples – Choice afforded – Age appropriate activities – Culturally relevant activities – Charts/schedules/visible timers – Display of goals – Group work/collaboration – Personal journal

13. SETT Framework • Student Centered • Environmentally useful • Task focused • Tool System

14. “The SETT Framework is an organizational tool to help collaborative teams create Student- centered, Environmentally useful, and Tasks-focused Tool systems that foster the educational success of students with disabilities. Joy Zabala

15. Student • What is the areas of concern? • Special needs/abilities • Current abilities

16. Environment • Arrangement (physical, instructional) • Available support • Materials and equipment • Access issues • Attitudes and expectations (staff, family)

17. Tasks • What specific tasks occur in the given environment? • What specific tasks are required for active involvement?

18. Tools • Devices • Services • Strategies

20. Why Low Tech Tools? The use of low tech tools should always be considered first because… • Low Tech is considered to be less restrictive (LRE). • Low Tech often “looks” closer to what everyone else is doing / using. • Low Tech is easier to train with and use.

21. Dyslexia Hav ingdys lexiac anmake it hardtoread! • color overlays can help students with Dyslexia see the words correctly

22. Evaluating Color Needs • Find a book with white background at the student’s independent reading level. • Interview student about problems while reading in terms of • fluency • moving letters • problems seeing spaces between letters and/or lines • reading the “wrong word” • tracking • omitting letters or words

23. Reading - Magnifiers & Guides • These are not just for visually impaired students • Magnifiers help students focus on what they are doing / reading • The bar magnet with a yellow imbedded line helps with tracking

24. Reading/Writing Orientation Portabook Page - ups Dycem matting Slant Board

26. Writing Supports - Pens/Pencils • Choose from categories • Lighted Pens to increase attention to the letters being written or for use in low light classrooms • Ergonomic Pens / Pencils for a comfortable grip • Colored Pens for students who are sensitive to colors FERBY for younger students Writing Grips

27. Writing - Papers Specialized Papers are designed to help with handwriting / spacing problems • Color Coded (Smart Start Story, Brite Line, Math Grids) for students who are sensitive to color. • Kinesthetic / Visual (Raised Line papers, TK papers, Bold Line, Guide Write papers) for students having problems keeping letters, lines or coloring within the lines. • Note-Taking (Note-Taking paper, Loose Leaf Raised Line paper) for older students. • Math (Math Grids) for helping students align their math problems and keep numbers within a uniform space.

28. Math - Measuring • Problems holding a ruler - Finger Grip Ruler • Problems measuring fractions - Master Ruler • Problems visually seeing the line - Magnifier Bar Ruler

29. Math - Tracking / Alignment Use math grids, Reading Helpers or the plastic signature guide when students have problems reading and/or writing problems in columns. Color Coding • For color coding different operations • For helping students keep columns or operations separate • Use highlighters, highlighter tapes, or computers print outs.

30. AAC – Low TechAlternative Augmentative Communication Low Tech

31. Mid to High Assistive Technology

32. Why Medium – High Tech Tools? The use of medium to high tech tools should be considered after all else fails because… Access to curriculum may improve Barriers Increased complexity is considered to be more restrictive (LRE). The Tech often makes the student “feel different” than his or her peers. The Tech is more difficult to assess, train with and use.

33. Reading - Dictionary / Spell Checkers • It takes a motivated student to pick up a device and use it for spell checking. If a spell checker is not part of the actual writing process, many students don’t want to use it. If everyone has a shot at using it, then it becomes accepted and the norm. • The primary determiners for the device you recommend are: • Level of dictionary • Speaking or non-speaking • Size of display / buttons • Student capability and willingness to use the device $30.00 The Franklin Homework Wiz has definitions at the 3rd to 5th grade level and is the same dictionary as found in Write:OutLoud software by Don Johnston, Inc.

34. Calculators with Speech While these talking calculators were designed for students with visual problems, they also are valuable for students who have problems copying entirely visual information. Things to try: • Dictate a problem or have a student copy a problem from printed text. • Have the student copy the answer to paper. • If the student has problems with these tasks, try a talking calculator. $15 – 45.00

35. Examples of Input Devices • Scanning • Switch • Direct Switch Interface • Scanning • Morse Code • Auditory • Assisted Keyboard • On-Screen Keyboard • Cursor Control-Pointer Systems • Alternative Keyboards • Voice Recognition • Eye-Gaze

36. Alternative Computer Access • IntelliKeys • Switch access software paired with a switch interface • Touchscreen for direct access

37. Tablets iPad - Android- Kindle

38. The Text to Speech Advantage http://www.naturalreaders.com/ and

39. http://accessguide.doe.louisiana.gov/default.aspx

40. Louisiana’s IEP AT Components Accommodations Page

41. Louisiana’s IEP AT Components General Student Information Supporting Documentation

42. Apple Accessibility http://www.apple.com/accessibility/

43. Microsoft Word Accessibility Features http://www.microsoft.com/enable/

44. Differentiating Instruction As the planning and delivery of classroom instruction that considers the varied levels of readiness, learning needs, and interests of each student. Center for Implementing Technology in Education (CITEd)

45. Resources

46. Symbaloo

47. makeuseof.com

48. iTunes, iPods and more… http://learninginhand.com/ipad/

49. www.livebinders.com

50. Critical Words for Common Core Standards! http://www.marileesprenger.com/the-critical-words.html