Class 6



Wow! There was a lot of information shared from Wednesday's class (May 7, 2014). I really liked the Ted Talk video that Barb shared, "The of Myth of Average". The analogy of the cockpit was so good; you can't design a fighter pilot seat for the "average" person which Ted Rose compared to the classroom.

Ted Rose said that we need to, "ban the average and design to the edges", that is why it's our jobs as educator's to provide all students with the most appropriate learning environments and opportunities to best achieve their potential.
 I teach Special Education for students with behavioral difficulties, my class ranges from grades one to six. Each student is taught the curriculum at their current level of functioning. They are assessed at least 3-4 times a year in reading, writing and math to ensure that they are given work at their level of functioning. Students need to be comfortable in their physical environment; I have set up my classroom so that UDL is implemented and supported.
Students have working station options in my classroom. They can sit at their desk, most of them have a wiggle cushion, or they can grab a Hokkie stool and use it at their desk. My students love the Hokkie stools because it allows them to keep moving while sitting in one spot and they are light and versatile, so they can be easily transported anywhere in the classroom.


















I also have been fortunate enough to purchase Zuma rockers for my classroom. These chairs are wonderful! The benefits of the Zuma rockers is that they reduce anxiety, they have a real calming effect on the students, they are supposed to improve balance and increase motor coordination. My students generally choose the Zuma rockers over the Hokkie stools, especially when they are feeling anxious or upset. The Zuma rockers really do have an amazing calming effect.

Last but not least, I have a stand up desk for students who just don't feel like sitting and doing their work. I have two students who use it on a regular basis. They like it because they can move around and I find that they are able to stay on task a lot more compared to when they are sitting at their desk.



Reading Task Analysis 

The reading task analysis was very interesting. There are so many components to think of when reading! I am looking forward to learning more about it this week.

5 Assistive Technology Frameworks and/or Assessment Models - By: Amy Murnaghan and Nicole Holland

Why is Assistive Technology so valuable and important? Please watch the following video to gain a deeper understanding of the significance of Assistive Technology and the relevance of assessment models.

Assistive technology provides innovative solution enabling individuals with disabilities to be more independent and proactive while fostering inclusiveness. How do teachers and clinician know which assistive technology devices support the needs of the students who they are working with? Equally, how do individuals know which assistive technology best supports their needs? Different frameworks and models are available to support this decision-making process. The purpose of this post is to present 5 assistive technology framework and/or assessment models my partner and I located and researched. In particular, this post describes each model in detail, captures visuals, provides video links, and compares and contrasts the 5 models.

 

HAAT (The Human Activity Assistive Technology) Framework

 

 

HAAT is a framework that helps match the most appropriate technology for those with Special Needs. The four components incorporated into the HAAT framework are the following: human (student), activity (task), assistive technology and context (milieu/environment). Each component of the HAAT model is examined independently and collectively to ensure the assistive technology device is appropriate and effective.

Activity (task):

Activity describes our everyday lives and it includes self -care, productivity and leisure activities. When an individual with Special Needs is unable to do a particular activity, assistive technology devices will enable the person to participate in the particular activity. It is essential the most appropriate assistive technology is used so the individual can complete the desirable task.

Human (student):

Physical, cognitive and affective are three components to consider when examining the human.  When considering suitable assistive technology, the person’s strength, coordination and balance needs to be assessed. Cognitively assessing an individual’s needs involves examining the individual’s attention, concentration and problem solving skills. And finally the when determining their affective domain, emotions are considered and valued.

Context (milieu/environment):

There are four main components to the context. The milieu/environment includes: physical, social, cultural and institutional.  The physical context require examining the environment associated with the individual using assistive technology and confirming the technology is appropriate for their particular setting. The social component includes the people interacting with the individual with Special Needs (milieu). These people can be family, friends, teachers, and therapist(s) etc. who play an essential role in the individual’s life. These individuals are involved in the decisions-making process related to most appropriate assistive Technology. The cultural context consists of the individual’s family, heritage and relationships. These aspects need to be considered with choosing assistive technology because the individual’s views must align with the assistive Technology. The fourth component is the institutional context. The institutional context considers the individuals who make the laws and policies related to making the environment more inclusive for those with Special Needs.

Assistive Technology (tools)

Is also known as the “extrinsic enabler”, it allows for individual performance to improve. When considering the three main components of the HAAT model, the individual should have the most effective piece of assistive technology so that there are no barriers in their environment.

 

 

SETT (Student Environment Task Tools) Framework

 

 



This framework was designed to support a students’ Learning Team (teachers, assistants, clinicians, parent(s)/guardian, student) ability to successfully determine appropriate assistive technology for specific students. Similar to the HATT framework SETT starts by focusing on the student, environment, tasks, and tools. This framework identifies the needs of the student, within particular environment(s), in order to partake in tasks, which then leads to potential tools which can be used within that environment, to accomplish the tasks identified by the school.

 

Initially, the SETT framework identifies what tasks the student needs to complete he/she is unable to currently complete in a particular environment. By assessing the student’s current strengths, capabilities and potentials the learning team will be able to match appropriate assistive technology tools.

Secondly, the availability of materials, access to resources, presence of equipment, physical arrangement of space, instructional arrangement, accessibility of support are all important factors taken into consideration when assessing the environment. These factors aid in determining appropriate assistive technology for the student.

After the environment is assessed an analysis of the tasks the student is required to complete in the particular environment is then completed. Observations aid in determining what others are capable of doing in the environment and are used to support the identification of the assistive technology device supporting the student’s ability to actively participate in the environment.

Finally, using the assessment gained from the other components the Learning Team determines which assistive technology tools provide the most accessibility and support. No-tech, low-tech, high-tech tools will be explored. The assistive technology will be implemented initially as a trail basis and later assessed to determine if it is still the most appropriate assistive technology

Overall, there are several benefits related to the application of the SETT framework. When planning is effectively designed and assessment is used efficiently, assistive technology has the ability to successfully impact a student’s progress. A tailored plan allows students to feel success and confidence in their own learning journey. These aspects are all valuable when the Learning Team aspires to incorporate an effective Implementation Plan for students with diverse needs.

Please click the corresponding video link to view a Case Study related to SETT. This video provides an example of how SETT assessment is used when determining the most compatible assistive technology for a particular student.  

MPT (Matching Person with Technology) Framework

Due to the many features and functions assistive technology embodies, it is easy for users to become overwhelmed. The MPT assessment aspires to counterpart individuals with appropriate technologies. Similar to the HATT and SETT framework, MPT assesses the following: the environment, individuals characteristics and preferences, and the technologies function and purposes.

Using a series of instruments the MPT assessment determines the most efficient technology for the desirable person. These instruments are the following:

1) The Assistive Technology Device Predisposition Assessment (ATD PA) to help people select assistive technologies.

2) The Educational Technology Predisposition Assessment (ET PA) to help students use technology reach certain educational goals.

3) The Workplace Technology Predisposition Assessment (WT PA) for employers, vocational counselors, etc. who introduce new technologies into the workplace and who train persons in their use.

4) The Health Care Technology Predisposition Assessment (HCT PA) for health care providers who recommend or prescribe technologies for health maintenance, pain relief, and so on.

These instruments are paired and designed to be provided to both the milieu implementing the technology (educators, clinicians, parent(s)/guardians(s)) and the individual using the technology. The person-orientated MPT assessment is used to inform and potential eliminate any irrelevant technology or predispositions related to technology. The results from the instruments are used to ensure the person is matched to the technology which support their needs and enhances their quality of life.

 

 



WATI (Wisconsin Assistive Technology Initiative)

 

The WATI Assessment is a process for ensuring the most appropriate assistive technology device is used for an individual in their environment. The WATI Assessment process considers many factors when assessing the compatibility and appropriateness of Assistive Technology:

1) WATI Assessment outlines Assistive Technology laws affecting school districts.

2)  Assistive Technology Roles and Responsibilities- this section outlines who is responsible for the assistive technology.

3) Considering the Need for Assistive Technology- this step is when the Individual Educational Plan team meets together and discusses if a student needs assistive technology.

4) Using the Assistive Technology Consideration Guide- the team examines which tasks the student can accomplish at their current level of functioning.

5) Assistive Technology Assessment-this section examines the students’ abilities, difficulties, and the demands of the tasks given and it also examines the environment. The assessment has three parts; information gathering, decision making and trial use.

6) Who provides an Assistive Technology Assessment- anyone who works closely with the student can provide the assessment. Examples are; teachers, occupational therapists, speech pathologists etc.

7) Assessing a child’s need for assistive technology, where to start?- a team, such as the IEP team could be the designated group of people who decide where to start. Someone on the team must understand the curriculum, like the classroom teacher or special education teacher. If the student needs support from an occupational therapist, then a therapist needs to be on the team too. Parent(s)/guardian(s) need to be a part of this step as well, and when appropriate, the student.

8)  Gathering information about the student- in this section the WATI uses the SETT (student, environment, task and tools) framework to help gather information about the student. The team looks at what assistive technology the student is currently using and what has previously been used. There is a comprehensive WATI Student Information Guide which helps the team through the process of gathering information about the student.

9) Gathering information about environment and tasks- the environment is crucial for the team to examine carefully when making decisions about assistive technology. The team needs to observe the environments the student will use the assistive technology in, such as, the classroom, playground, home etc. Some specific features to observe in the environment are the following: lighting, equipment, the individuals interacting with the student etc. The WATI provides an Environmental Observation Guide to use for this process.

10) Using the AT decision making guide- when all the previously steps listed have been completed, the team reconvenes and makes a decision on what their next step will be. There are five steps in the decision making process: 1) Problem identification 2) Solution generation- list of possible solutions 3) Solution selection-choosing a solution and then creating a plan of action 4) Implementation-executing the plan and 5) Follow up-team has a follow up meeting and evaluates the solution.

11)  Implementing trials with assistive technology- the student must be able to try the assistive technology device. Students are given trial periods where they use the assistive technology device while being observed. The observer ensures the assistive technology is improving the student’s performance.

The WATI assessment takes into consideration the students skill set and needs, the environment and those individuals who are working with the student, the task the student is asked to perform, and if the technology is combatable for the student.

ALDI  (Advancing Learning in Differentiation and Inclusion) Initiative

This initiative is used for administrators, teachers and professionals to determine the suitable assistive technology. The ALDI Initiative is used in Quebec, Canada. It has been adapted from the SETT framework, by Zabala. There is no universal Assistive Technology device meeting the needs of all learners. ALDI Initiative is a framework implemented so costly technology isn’t purchased without making sure it meets the student’s needs, appropriate professional development is provided related to Assistive Technology, and school boards aren’t incurring unnecessary costs. As mentioned before the ALDI Initiative adapted the SETT framework by Zabala. The SETT framework considers the student, environment, task and tool; these four components should directly correspond with the Assistive Technology when assessing the compatibility.  With each piece of the framework, there are guiding questions to ensure the most appropriate Assistive Technology is used for the student. The ALDI Initiative has adapted the Assistive Technology Planning Guide from the Wisconsin Assistive Technology Initiative. This guide examines the student’s abilities and difficulties related to a particular task. The ALDI Initiative has adapted different frameworks from two well-known assistive technology assessment models. The ALDI Initiative focuses on the needs of the student, the environmental factors, the task, the characteristic of the assistive technology and the time.



Class Five

New Apps for Learning Disabilities
by Angela, Lacee and Christine

I liked that this group began their presentation with a Learning Disability definition.
So many of my students have a learning disability and struggle with problem solving in Math, it is really frustrating for them. Technology does make it easier to reach these students and help ease their anxieties with reading and writing.
I really loved how the Apps were organized under each subject! One App that I would like to try is Prizmo; this would be so convenient to use with a mobile device. Students can pretty much scan anything at anytime.
Angela's video clips of the students were so meaningful, it's so nice to see students get so much out their mobile devices. I loved that the one student who was visually impaired was able to document a field trip he was on using Paperport Notes!

I think that there still needs to be a lot more training with the use of mobile devices and the Apps that come along with them. However, it is encouraging to hear stories from the presentations of teacher's implementing the technology available and taking the time to learn how to implement it effectively.


Barb's Presentation-"Assistive Technology: the past, the present and the future"

What resonated with me the most from Barb's presentation was how much technology has changed over such a short period of time. I am in my fifth year of teaching and there has been so much that has changed in terms of access to technology and what programs/Apps are available presently. When I first started, I was lucky to have a Smartboard and a document camera, I couldn't believe how these two pieces of technology helped reach so many learner needs.
The school district put a lot of money into training us how to use the Smartboards, which was very beneficial. This year, I was given three iPads to use; there was no district support in terms of which Apps to use and how to use them. I discovered some on my own and also downloaded some through word of mouth. Most of the Apps were self-explanatory and easy to implement. I am constantly amazed at how many Apps are available that meet so many learner needs.
What stood out from Barb's presentation was the past and present prices for Assistive Technology. The cost and mobility of Assistive Technology has made it so accessible and convenient for all.
It will be interesting to research different Assistive Technology Models and find out how they compare to one another.

Webinar Presentations

New Apps for Learning Disabilities
by: Donalda and Keisha

The group discussed how technology can be used for helping students with learning disabilities, especially in the areas of reading and written output.
Some of the Apps mentioned were: ibooks 3 (it's free) what's nice about this App is that you can customize it to meet all learner needs, Paperport notes (which I am excited to use), I love that this App is so versatile and it can be used from the early elementary years all the way up until university! This App would definitely ease tension with students who have difficulties with written output. It's great for differentiation (graphic, sound or text).

I really liked the comment, "technology opens up new opportunities for all students". Technology has really allowed the opportunity for classrooms to become a more inclusive environment.
Great presentation Donalda and Keisha! The Apps presented were explained really well! .

Top Free Apps in Special Education
by: Amy, Courtney and Mary

Loved the visual for the survey responses. I really liked how the usage and which devices were used were broken down into percentages.
I also appreciated how the FREE Apps were categorized! I thought it was very helpful to have the content organized for younger and older students.

Four Apps that were presented sounded very interesting:
Science 360 for iPad: very tactile, can click on any image which brings you to a video etc. it fosters differentiation, very engaging.
TikiNotes: makes typing efficient, alternate keyboard for individuals with fine motor difficulty.
Pocket Pond: virtual fish pond, it is calming and gives sensory feedback. I like that it's cause and effect, it's a very tactile App that really helps students to self-regulate when they're in the "red zone".
Dragon Dictation: this is a voice recognition App. One limitation of this App is that you have to have strong vocabulary to use this App.  It supports individuals with physical disabilities that are unable to use a keyboard.

The group did a very good job with presenting the overview of each App.


Learning About Apps to Support Students with Learning Disabilities:
by: Jeremy, Clarissa, Joseph and Michelle

I really liked the two quotes in the opening slide; it was a great way to start the presentation off.
From the survey results, I was surprised that there were no mobile devices in the one school at all.
However at Saint Andrew Junior School there seems to be a great initiative to help support teachers with technology. Accessibility for staff and students seems to be abundant!
At my school, everyone has access to laptops, Smartboards and Chrome books, but there are only a few of us who have iPads. When we received the iPads there was no professional development/training on how to use them. However, because the Chrome books was a school wide initiative, we have had many training sessions on how to use them effectively. I have collaborated with the other two staff members who have iPads to explore different Apps that foster Universal Design for Learning.
I love that Smart Responses are being utilized! In my experience, students have a lot of fun with these.
Qwiki-collect information online and present the slideshow of information; this would be a fun and engaging app for students to use to present a project for example.

Great presentation!


Executive Function
by: Victor, Janice and Sheri

Many of my students have difficulty with executive functioning. Visual schedules, chunking etc. are part of their everyday necessities within the classroom. The Apps that were presented are excellent tools to use.


The Apps that were presented were:
ibooks store-great for providing students books that are engaging and of high interest at their level of reading.
visual timer-can access it on the ipad, I have many of these in the classroom, but I think the students would be excited about using one on the iPad.
Wait strip-very cool! Reward for completion of task(s); what's great about this is that because the iPad is so mobile they can carry this wherever they go.
Shredder-shred your feelings. My students tried this during Social Skills this past week and they really liked the visual of "shredding their feelings".

The Apps that were presented in the presentation are very useful for the students that I teach. I look forward to using more of these Apps on a daily basis.
Well done!


Exciting New Apps for Learning Disabilities
by Dawn

The video of Piper Otterbein sharing her experiences was a great connection to the topic of the presentation. Piper shared her experiences growing up with dyslexia and I think that older students who are going through the same thing would really connect to what Piper had to say. Piper talked about being taught in a different classroom and was embarrassed about this fact. With the technology that is available there is no excuse as to why students like Piper need to be taught in a different classroom. I think that school districts really need to look at their philosophy of learning for all when budgeting for technology. Great Job!

After viewing the webinar "Apps in Action for Severe Autism", I began to reflect on which Apps I use in my classroom. I have used some of the Apps mentioned in the webinar, but I haven't used the one's that really stood out like, Pictello and Injini. When I was watching  the overview of Pictello and Injini I thought that they would be very useful for some of my students. Pictello would be so meaningful for some of my students, because they can record themselves and play back the instructions. What I also liked about Pictello was the ability to create social stories for my students. This allows the user to make it personable for each student.

 

 

Students in my classroom have access to three iPads and we do use some Apps for self-regulation like, "Heart Math" which is a great App/software that monitors the individual's pulse levels by placing a clip on the ear lobe. The activities just take a few minutes each day and help students with anger, anxiety and frustration to feel more at ease. It's a great calming strategy. The Fluid App that was presented in the webinar looks very interesting and another great calming APP.

I would definitely like to try this one out with my students.

 

Carly's story demonstrates Presumed Competency. In this video, Carly is not using any Assistive Technology which leads to her frustration. Carly's dad makes a few assumptions on what Carly wants and none of them are what she really wants. If Carly were given a device that she could use to communicate, all frustration/anger could have been avoided.

April 2nd, 2014

Presumed competence is a term I have never heard of before this class. When I started researching the term, it is something that I see almost daily. It can be a slippery slope when we make assumptions about what people with disabilities can and can not do. This is why relationship building is so important when working with students with Special Needs; it gives insight to what specific strengths and areas of growth are for each individual.