Assistive Technology: Lowering Barriers Brain Works 2013

http://brainworksedmonton.wikispaces.com/home November 2, 2013

The bias toward “naked independence”

Education places a premium on knowledge that is contained in one’s head

The AT world termed this form of bias ‘naked independence’, as it exults the performance of able- bodied individuals and devalues the performance of others who must rely on external devices or tools.

Remediation vs. Compensation

How do we decide if the best course of action is remediation (i.e., additional instructional time, different instructional approaches) versus compensation (i.e., recognizing that remediation has failed and that compensatory approaches are needed to produce the desired level of performance)?

Purpose of UDL Purpose of ATLTo proactively design learning

environments (goals, materials, methods and assessments) to reduce potential barriers for a

wide variety of users which supports access to and

progress in the Programs of Study for all students.

To retrofit learning environments to reduce or remove barriers to student learning which increases, improves or maintains the functional capabilities of

individual students with special needs in educational settings.

Both UDL and ATL support increased educational participation and achievement!

Assistive Technology

What is it?

Alberta Definition

Assistive Technology for Learning (ATL) is defined as the devices, media and services used in learning environments to overcome barriers for students with physical, sensory, cognitive, speech, learning or behavioural special needs to actively engage in learning and to achieve their individual learning goals.

ASSISTIVE TECHNOLOGY OFFERS THE POTENTIAL TO:

• INCREASE ACCESS TO LEARNING OPPORTUNITIES

• ADAPT TEACHING TO DIFFERENT LEARNING STYLES, PREFERENCES AND PACES

• CUSTOMIZE LEARNING MATERIALS AND SERVICES

AT services are...

• are the strategies, ideas, supports and personnel that are necessary to make the device(s) work functionally for the person and include:

• knowledge and expertise about the student

• the assessment process

• evaluation of the tools

• training

• strategies for implementing the devices

Making Differences Ordinary

“Barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners’ interactions with inflexible educational materials and methods.” Rose & Meyer, 2002

A mash-up from www.cast.org.

A mash-up from www.cast.org.

A mash-up from www.cast.org.

The Average Student

• Doesn’t exist

From DIS-ability to VARI-ability

From Average to Unique

Animal School

I want to learn, I want to be independent, but sometimes your curriculum is the disability.

When you give it to me in paper form, I can’t access it. When text is digital, I can manipulate it. I can make it bigger, pick the right font, add more white space – it’s easier to read.

When text is digital, I can add a voice and listen to it. I don’t have to struggle with reading each word.

Please don’t make me read outloud; I work so hard to avoid humiliation.

Do you know,  I have great ideas…but I can’t get them down on paper? Please give me another way to share them. Paper just doesn't work for me.

I need you to know……I’m  not stupid……I want to learn

You just have to remove the barriers for me.

I can’t read my own writing but there are other ways…..  Give me other ways to show what I know.

I can’t sit still….so let me move.

Do you know, I really, really want to learn?

If you make videos of your instruction, I can review them at home….as often as I need to.

I want to learn, I want to be independent.

 Will you teach me

                        Reach me

                                   Engage me                              

  in a way that works for me?

Dear Teacher,

The big worry...

UDL and Assistive Technology for Learning

How to determine appropriate AT?

The SETT Framework

The SETT Framework is a tool that helps teams gather and

organize information that can be used to guide collaborative decisions about services that

foster the educational success of students with special needs.

Critical Elements • Collaboration / Teaming

• Multiple Perspectives

• Creating a Shared Knowledge/Understanding

• Communication

• Pertinent Information (making decisions based on information/data)

• Flexibility & Patience

• On-Going, Iterative Process

Theory: “Reading is getting information from some ‘recorded’ source into your head: Writing is getting information from your head into a ‘recorded’ form which others can access.”

Think Differently

Cognitive Energy

motorcomprehensiondecodingworking memoryattentionanxietymotor planningsensoryorganizationprocessing speed

Toolbelt Theory

Ira socol

What’s in Your Tool Belt?

Text to Speech

Text-to-speech would benefit students:• with a reading disability related to

decoding• who decode below grade-level

expectations and/or struggle with typical grade-level materials

• who are emergent readers who would benefit from accessing text above their current decoding level

• with a visual processing difficulty• learning English as another

language• who would benefit from hearing

written text read back during the editing process of a writing assignment.

Word Prediction• increase writing fluency, allowing students to

generate more writing• provide auditory support to confirm word

selection• lessen the gap between potential and

achievement as demonstrated through written expression

• allow students to develop their written expression skills by freeing up cognitive energy previously devoted to spelling or fine motor efforts

• reduce frustration with writing• support vocabulary development and increase

variety and complexity of words used in writing

• reduce the number of keystrokes needed and reduce writing fatigue

• provide spelling assistance• improve legibility of written products• improve overall quantity and quality of written

work including sentence structure and grammatical accuracy of text

• support reading (of words on screen) as an integral component of the writing and revising process (when the text-to-speech function is used)

• increase independence in producing written work

• build writer confidence and increase engagement through the ability to produce written output with less energy and frustration.

Speech to Text

• shift the focus from the physical act of writing to that of expression and organization of thoughts and knowledge

• enable students to generate written output that better represents their true oral language skills

• increase written output and legibility• allow students to alternate between typing and

speaking as needed• support students in working independently

within grade-level expectations enabling them to experience and participate in the writing process (planning, composing, revising and editing written work)

• improve writing products across all subject areas

• improve endurance and reduce writing fatigue by eliminating the physical act of composing to paper or keyboard, and by decreasing the memory demands of spelling

• decrease anxiety associated with mechanics, organization and editing, and increase learner engagement

• allow for increased independence in writing• provide pronunciation practice in a safe, low-

stress environment for students learning English as a second language.

Visual Thinking Tools

• focus attention on key elements• integrate prior knowledge with new

knowledge• integrate new knowledge• enhance concept development• visually represent their thinking

process• visually build conceptual

understanding of new concepts and see how ideas are connected

• clarify thoughts• prioritize, sequence, organize,

analyze, and synthesize information and ideas

• enhance note-taking through the recording of information using symbols or pictures

• create memory prompts by reducing cognitive load through the use of visual images

• support their personal learning preferences (e.g., visual, auditory, text, video).

Volume Demands

• Readability turns any web page into a clean view for reading now or later on your computer, smartphone, or tablet

• Simple English in Wikipedia reduces the amount of content

Decoding Challenges

• built in text to speech (almost all devices)

• free software like NaturalReader

• Digital Repository

• PDF Readers like GoodReader

• e-books and audio books

Alternate Books

• Bookflix

• Tumble Library

• Tarheel Reader

WatchKnow

• 3000 categories

• vetted by teachers

• free

• app & web based

60 Second Recap

10 X 10

Glogster

Educreations

turns iPad into a recordable whiteboard (screencasting)

voice recording, realistic digital ink, photos and text

create a free account on educreations.com and choose who can view your lessons

simple sharing through email, twitter

Notability

annotate PDF’s

handwriting

recording

organizing

media insertion

Strip Designer & Comic Life

Creative writing/representing knowledge

Comic templates, talking bubbles, stickers, email

Can import own photos

ThingLink

Create interactive imagesApp & web based

•“The success of technology has more to do with people than machines. All the right parts and pieces together won’t work miracles by themselves. It is people who make technology powerful by creatively using it to fulfill their dreams.” Alliance for Technology Access, 1996