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Using Assistive Technology to Prepare Students for online testing

Janice Reese OT/L, ATP Little Tennessee Valley Educational Cooperative jreese@taat.org www.at4kids.com. Using Assistive Technology to Prepare Students for online testing. Assistive Technology.

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Using Assistive Technology to Prepare Students for online testing

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  1. Janice Reese OT/L, ATP Little Tennessee Valley Educational Cooperative jreese@taat.org www.at4kids.com Using Assistive Technology to Prepare Students for online testing

  2. Assistive Technology “For Americans without disabilities, technology makes things easier. For Americans with disabilities, technology makes things possible” (Radabaugh, 1988).

  3. AT includes technology devices, strategies, and techniques that enable students to master tasks at home, school or work. They increase independence and improve quality of life—use of computers, toys, controls, equipment, communications, modifications, etc.

  4. Guiding Principles • Goal of AT is to enhance capabilities and remove barriers. • A team approach is required to choose AT. • AT does not eliminate the need for instruction in social or academic skills. • Assessment and intervention are an ongoing process. *The Provision of Assistive Technology Services in Rehabilitation, Arkansas Research and Training Center, U of Arkansas

  5. Learner Objectives • Become familiar with PARCC accessibility features and accommodations • Be able to identify, locate and use comparable supports within the curriculum • Offer support for student use with Web 2.0 or integrated tools • Support identification of Personal Need Profile tools

  6. Access in Testing Before…

  7. A Look at PARCC These tests will evaluate student progress according to the newly adopted Common Core State Standards (CCSS) • Online evaluation format • Will offer a range of accessibility supports • Demands expanded instruction with computer use and accessibility tools • Must establish student Personal Need Profiles (PNP)

  8. PARCC alliance = shifting perspectives • Assess full range of CCSS • Applies principles of UDL • Expands use of technology • Offers integrated accessibility features • Opens use of general accommodations • Fosters greater independence in assessment

  9. Who Benefits? ALL students will have access to SOME features Special Access Features for others… • Students with disabilities (with IEP’s) • Students with 504 plans • ELL students • ELL students who also have disabilities (and an IEP)

  10. Personal Needs Profile • Required for ALL students • Determines which access supports are necessary (allowed) for online testing • Based upon history and use, teacher observations, IEP or 504 documentation *Determinations made by IEP & 504 teams, general educators, parents

  11. PARCC is due to release practice tests. This will allow preview of the toolbar so students may begin looking at the supports they feel might be beneficial

  12. PARCC Comprehensive Accessibility Policies * Available to all participating students **For students with disabilities, English learners, and English learners with disabilities

  13. Tool, support, or preference that is built into the assessment system that can be activated by any student, at his or her own discretion. Universal Design features expected to benefit a diverse array of students and are available to all students. Provided onscreen, stored in a toolbar, or are accessible through a menu or control panel, as needed. During the assessment, students can choose which accessibility features they need for specific items. Examples include: audio amplification, highlighting, pop-up glossary, etc. Accessibility Features for All Students

  14. Common classroom supports • Students need exposure prior to testing use • They decide which tools to use • Can be turned on/off during test

  15. Other Accommodations… • Timing and Scheduling Breaks or Time of Day Extended time for completion • Settings are now considered standard accommodations available to all students. Separate Location Small Group Testing Special Seating or space in room

  16. PARCC Comprehensive Accessibility Policies * Available to all participating students **For students with disabilities, English learners, and English learners with disabilities

  17. Special Accessibility Tools • Must be documented in 504 or IEP • Must be used routinely in class/with testing • Can be turned on/off by test administrators

  18. Special Features

  19. Different Kinds of Accommodations • For general Use • For presentation • For responding • To modify timing or scheduling • Unique or emergency accommodations

  20. Similar Accessibility Tools • Software supports • Web 2.0 tools • Built-in accessibility features • Digital content

  21. Student Uses for Special Access Features • Must be documented (504 or IEP) • Given daily/weekly access • Opportunities for recreational use • Used during assessments • Document their progress; collect samples *Example: use of prediction software or apps (Co:Writer)

  22. General Instruction and Use of Tools • Should be available on all systems • Use for web access and general texts • Encourage student exploration of tools • Create PNP for each student

  23. Writing Test Sample • http://www.parcconline.org/samples/english-language-artsliteracy/grade-7-elaliteracy

  24. What is AIM? • Accessible instructional materials (AIM) are materials that are designed or converted in a way that makes them usable and accessible across the widest range of student needs (print, digital, graphical, audio, video).  • The term AIM refers to print instructional materials that have been transformed into new formats: Large print Braille Audio Digital text

  25. http://aim.cast.org/learn/accessiblemedia/allaboutaim

  26. SOFTWARE PROGRAMS • Microsoft and Apple Accessibility Tools An array of built-in access features to accommodate those with vision, hearing, and/or mobility impairments. Includes: Narrator, Magnifier, Mouse and keyboard control adaptations • Word Prediction Provides word choices and prompts for correct writing Keystroke Reduction Text-to-Speech provides auditory feedback

  27. Examples: Text-To-Speech / Word Prediction • Read-Aloud feature online • Library or text books • Free web toolbars • Bookshare (www.bookshare.org) • http://aim.cast.org/experience/training/aim_implementation_guide#.UsXgK_RDvTo • WordQ • Co:Writer (or other apps)

  28. Integrated Supports

  29. General Resources • www.udltechtoolkit.wikispaces.com (Web 2.0 tools) • www.eduapps.org (MyStudyBar) • www.atbar.org (ATBar) • www.mits.cenmi.org/resources/MITSFreedomStick.aspx (Freedom Stick) • www.access.ecs.soton.ac.uk/projects/access-tools (Access Tools Flash Drive) • www.bookshare.org (digital books for SpEd students) • www.dropbox.com (cloud storage for docs) • www.donjohnston.com (Co:Writer software and app) • Chrome Webstore / Google Play

  30. Google Chrome Apps • Read & Write for Google • Keyboarding instruction • Note taking • Mind mapping • Calculators • Text To Speech readers

  31. Apple Apps *lists on resource sites Audio Exam Creator PDF/doc management Document annotation and editing TTS readers, highlighting Magnification options (limited) **Do NOT use typing instruction apps

  32. Tutorial Resources www.livebinders.com (TAAT 2013 file) www.spectronicsinoz.com www.freetech4teachers.com www.makeuseof.com www.ipadacademy.com http://www.inclusivetlc.com/Resources.aspx

  33. Blogs to Follow AT4Kids (me) www.at4kids.com Assistive Technology Blog http://bdmtech.blogspot.com/ Spectronics http://www.spectronicsinoz.com/blog/ Teaching All Students http://teachingall.blogspot.com/

  34. Software options • Simon SIO • Roller Typing • FirstKeys 2 • WordQ • ReadPlease • Chrome apps • Apple apps • Web 2.0 Supports

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