Please click on the link to see my presentation on specific learning disabilities.
This is also a great tool for regular classroom teachers to utilize as a resource for their students with specific learning disabilities. Enjoy!
http://specificlearningdisabilities.weebly.com/
http://specificlearningdisabilityinread.weebly.com
Sunday, June 20, 2010
Friday, June 11, 2010
Ensuring Success in the General Education Setting
Scenario: A fourth grade student with learning disabilities in decoding and reading comprehension is mainstreamed in the general education classroom for all content areas. This student is currently receiving resource room services for reading.
The following is a general education teacher’s plan using the basic principals of Universal Design and assistive technology for lesson representation, student expression, and student engagement in the mainstream setting.
Universal Design allows all learners in a general education setting to access the same information. In order for this to happen, this framework adopts three crucial aspects: There must be multiple means of representation, expression, and engagement.
Providing multiple means of representation allows all learners to acquire information presented. This can be done by providing taped texts, enlarged fonts, reduced reading level of relevant content, or by having a passage read aloud by a peer. These are just some of many ways to ensure that learners access information presented by the teacher.
Multiple means of expression is the second component of Universal Design. Basically, teachers provide various types of alternatives for students to express what was taught. This can come in the form of demonstrations, oral reports, drawing, or using a computer software that provides speech to text capabilities.
Lastly, Universal Design enables learners to participate in activities with the use of various modalities. Teachers create activities that all learners can access and participate in. This can be done by ensuring activities are sensitive to the different types of learning modalities, such as kinesthetic, auditory, and so forth.
This educational framework is crucial in the success of including all learners in the general education setting. In addition, it ensures that all learners benefit from what is taught by allowing ways to address all learner capabilities. Typical, at-risk, and special needs students truly benefit, without singling out a particular group of learners.
Universal Design and the use of AT Devices for Teaching Content
1. Pair student with a trusted, social peer.
2. Minimize environmental distractions
3. Provide stories with pictures
4. Provide stories that require student interactions, interactive manner by involving kinesthetic opportunities
5. Use books that interest your students
6. Provide the use of basic graphic organizers to aid in comprehension
7. Provide an oral accompaniment to story
8. Provide the use of computer software that scans words and reads words out loud (students can repeat or provide a prompt to all learners)
9. Use various learning modalities when assessing comprehension
10. When teaching decoding, touch on both whole word approach and phonetics simultaneously
The following is a general education teacher’s plan using the basic principals of Universal Design and assistive technology for lesson representation, student expression, and student engagement in the mainstream setting.
Universal Design allows all learners in a general education setting to access the same information. In order for this to happen, this framework adopts three crucial aspects: There must be multiple means of representation, expression, and engagement.
Providing multiple means of representation allows all learners to acquire information presented. This can be done by providing taped texts, enlarged fonts, reduced reading level of relevant content, or by having a passage read aloud by a peer. These are just some of many ways to ensure that learners access information presented by the teacher.
Multiple means of expression is the second component of Universal Design. Basically, teachers provide various types of alternatives for students to express what was taught. This can come in the form of demonstrations, oral reports, drawing, or using a computer software that provides speech to text capabilities.
Lastly, Universal Design enables learners to participate in activities with the use of various modalities. Teachers create activities that all learners can access and participate in. This can be done by ensuring activities are sensitive to the different types of learning modalities, such as kinesthetic, auditory, and so forth.
This educational framework is crucial in the success of including all learners in the general education setting. In addition, it ensures that all learners benefit from what is taught by allowing ways to address all learner capabilities. Typical, at-risk, and special needs students truly benefit, without singling out a particular group of learners.
Universal Design and the use of AT Devices for Teaching Content
1. Pair student with a trusted, social peer.
2. Minimize environmental distractions
3. Provide stories with pictures
4. Provide stories that require student interactions, interactive manner by involving kinesthetic opportunities
5. Use books that interest your students
6. Provide the use of basic graphic organizers to aid in comprehension
7. Provide an oral accompaniment to story
8. Provide the use of computer software that scans words and reads words out loud (students can repeat or provide a prompt to all learners)
9. Use various learning modalities when assessing comprehension
10. When teaching decoding, touch on both whole word approach and phonetics simultaneously
AT Resources
Assistive Technology Device Websites
1.Temple University-Institute on Disabilities
Augmentative communication and empowerment supports (aces). (n.d.). Retrieved from http://disabilities.temple.edu/programs/aac/aces/
Temple University has an awesome program in regards to disabilities. The program provides many opportunities for individuals with disabilities to live independently as possible. This wonderful site provides information on how individuals may acquire assistive technology devices. In addition, they provide seminars on device demonstrations for interested individuals. This program provides a wealth of information and services for people with disabilities. The leading person in charge of this program is Dr. Diane Bryen-Nelson. I was fortunate to take an AAC class with her. She is a great resource.
2. Wisconsin Assistive Technology Initiative
Thorman, C. (2009, July 14). Wisconsin assistive technology initiative. Retrieved from http://dpi.wi.gov/sped/at-wati-resources.html
This page within the Wisconsin Assistive Technology Initiative provides tons of information, especially focusing on AT devices for autism spectrum disorders. This is a great resource for parents, students, and advocates seeking to change the life of individuals with disabilities. This tool is equipped with assessments manuals, tips on setting up environments for school kids, and strategies for using AT tools. This is a “how to” guide for planning, accessing, and utilizing AT devices. This is a great resource!
3. Assistive Technology and Autism
Assistive technology and autism. (n.d.). Retrieved from http://siautism.net/Technology/Technology.htm
This website was created by the assistive technology team from the Loudon County Public School district. This page contains low-tech options for students who are in need of the assistance. It also lists other links in the field of autism. In addition, it provides information on techniques and strategies for sensory integration in autism. Lastly, it provides links to networking sites in the area of autism.
4. FDLRS-TSLL: Florida diagnostic & learning resources system technology state loan library
Penn, D. (n.d.). 4. fdlrs-tsll: Florida diagnostic & learning resources system technology state loan library. Retrieved from http://www.aten.scps.k12.fl.us/
This online resource is made specifically for exceptional students and their parents in the state of Florida. This site contains a ton of useful information on assistive technology. It has information on new devices, upcoming conferences on technology, AT laws, and so much more! It is a wonderful site for parents and advocates. It enables them to see the options available in regards to assistive technology. Another wonderful aspect is its online digital library. It contains videos and power points that could easily be used in the classroom. This is a great website!
5. Closing the Gap
Hagen, B. (n.d.). Closing the gap. Retrieved from http://www.closingthegap.com/
This organization caters to exceptional individuals. They aid in finding technological solutions to make the lives of special needs people a lot easier. They provide information on devices to help them live as independently as possible. This organization periodically publishes newsletters on current topics dealing with assistive technology. This is definitely a great resource for special needs individuals looking to make their lives easier, and ensuring their future needs will be met.
Assistive Technology Organization Websites
1. Brave Kids
Brave kids. (n.d.). Retrieved from http://www.bravekids.org/assistiveTech/
Brave Kids Organization is a non profit group that caters to children with special needs and their families. They are an online resource and focus on all aspects regarding children with disabilities and life threatening illnesses. Within in their website, there is a page focusing on assistive technology options for children needing this service. In addition, they have posted links to other AT organizations for families if further clarification is needed. It is a great networking site for parents and advocates to air out their concerns or frustrations. This site is a great tool for parents.
2. ACOLUG
Bryen, D. (n.d.). Acolug. Retrieved from http://aac-rerc.psu.edu/index.php/projects/show/id/18
This online list-serve is an online virtual community for individuals using an AAC device. Families of the individual are also members of this community. I am proud to say that I am a current member of this community. This service provides the opportunity for users to present concerns with certain AAC devices. In addition, support within the community is available for those who need help with certain systems. I enjoy the benefits of this organization because it gives me insight on what devices are new and which are the best to use.
3. CAST
Cast. (n.d.). Retrieved from /www.cast.org/index.html
This complete website is designed specifically for teachers aiming to provide universal design for learning in their classrooms. It is a one stop place that contains a wealth of information on that topic. The basis for universal design allows for all students to access the general curriculum. With that being said, there are tools and technological devices available to ensure students are able to equally access the curriculum. This site is loaded with various types of devices, current research and trends, policies guiding the use of AT devices, and so much more. This is an excellent resource for educators.
4. Alliance for Technology Access
Alliance for technology access. (n.d.). Retrieved from http://www.ataccess.org/Alliance%20for%20Technology%20Access
ATA is a network of community-based resource centers dedicated to providing information and support services to children and adults with disabilities, and increasing their use of standard, assistive, and information technologies. The mission of the ATA is to increase the use of technology by children and adults with disabilities and functional limitations. ATA encourages and facilitates the empowerment of people with disabilities to participate fully in their communities. Centers can be found all across the country. Through public education, information and referral, capacity building in community organizations, and advocacy/policy efforts, the ATA enables millions of people to live, learn, work, define their futures, and achieve their dreams.
5. Parents Let’s Unite for Kids
Family guide to assistive technology. (n.d.). Retrieved from http://www.pluk.org/AT1.html
This is an awesome site for teachers, and just for parents. This website contains tons and tons of information on making adaptations in the classroom so that students can access the general curriculum. It has information on current governing laws on assistive technology devices as well low tech adaptations that can be easily made. Parents can also take advantage of the steps it provides when considering the use of an a\AT device. It lists difficulty areas, such as cognitive or motor deficits, and what AT devices can do to aid in the concerned areas. I love the tips this site provides.
Research Articles
1. Autism Spectrum Disorder and Assistive Technology
Autism spectrum disorder and assistive technology. (n.d.). Missouri Assistive Technology Advisory Council, Retrieved from http://www.at.mo.gov/pubs/documents/Autism.pdf
This article is a great tool for parents, educators, and service providers considering using an assistive technology device for an individual with special needs. This especially caters to communication skills for students with autism spectrum disorders. This article provides insight and advantages to using these communication devices. It mentions misconceptions of the use of AAC devices, however it provides information that contradicts the misconceptions. It is a great article that answers frequently asked questions regarding the use of AAC with autism.
2. Assistive Technology Legal Mandates
Blackhurst, E. (2001). Assistive technology legal mandates. National Assistive Technology Research Institute, Retrieved from http://natri.uky.edu/resources/fundamentals/laws.html#idea2004
This article provides insight on laws governing assistive technology. It provides detailed descriptions of laws and how it relates to technology mandates. This article does an excellent job explaining the laws and its implications for individuals with disabilities, both school aged and beyond. It is filled with useful information for parents, advocates, and families with individuals with special needs.
3. Autism, Augmentative Communication, and Assistive Technology: What Do We Really Know?
Mirenda, P. (2001). Autism, Augmentative Communication, and Assistive Technology: What Do We Really Know? Focus on Autism and Other Developmental Disabilities, 16(3), 141-51. Retrieved from ERIC database.
This article provides a review of the published, empirical literature through 1999 on a number of topics related to augmentative and alternative communication (AAC) and assistive technology as they have been used to support communication and learning in individuals with autism/PDD-NOS. The studies used in this research were from published articles in speech-language pathology, communication, education, and applied behavior analysis journals. This research focused on various augmentative devices in the field of autism spectrum disorders. It did an excellent job with pointing out features of certain systems and its application with this population. It is definitely an in-depth look into these systems and the implications of implementation.
4. The Use of Assistive Technology for Symbol Identification by Children With Rett Syndrome
Hetzroni, O., Rubin, C., & Konkol, O. (2002). The use of Assistive technology for symbol identification by children with rett syndrome. Journal of Intellectual & Developmental Disability, 27(1), Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=18&hid=15&sid=4d0f74bf-1976-4d45-a4b2-6b6ffcceaf06%40sessionmgr112
This study was done to investigate the use of assistive technology with individuals with Rett syndrome. Rett syndrome usually affects girls denies them communication abilities from the ages of 6 months to 18 months. Three girls participated in the study. This study probed the use of symbols and computer software to encourage communication. The results of this study concluded that effort had to be done to teach the subjects symbols and implement it with the computer software. This is an interesting article, one of which may be generalized to other disabilities.
5. Play and Assistive Technology Issues for Infants and Young Children with Disabilities: A Preliminary Examination
Lane, S., & Mistrett, S. (1996). Play and Assistive Technology Issues for Infants and Young Children with Disabilities: A Preliminary Examination. Focus on Autism and Other Developmental Disabilities, 11(2), 96-104. Retrieved from ERIC database.
This article focuses on the importance of play among children. It emphasizes the benefits of assistive technology to access play opportunities with other peers. It examines low tech options addressing positioning, communication, learning, mobility, and self care barriers. In addition, it provides a case example with the implementation of the devices. This article sheds light on policies that interfere with the access of devices, and provides recommendations to overcome the barriers. Overall, this article promotes the importance of play opportunities and options for children with disabilities to access this social development opportunity.
1.Temple University-Institute on Disabilities
Augmentative communication and empowerment supports (aces). (n.d.). Retrieved from http://disabilities.temple.edu/programs/aac/aces/
Temple University has an awesome program in regards to disabilities. The program provides many opportunities for individuals with disabilities to live independently as possible. This wonderful site provides information on how individuals may acquire assistive technology devices. In addition, they provide seminars on device demonstrations for interested individuals. This program provides a wealth of information and services for people with disabilities. The leading person in charge of this program is Dr. Diane Bryen-Nelson. I was fortunate to take an AAC class with her. She is a great resource.
2. Wisconsin Assistive Technology Initiative
Thorman, C. (2009, July 14). Wisconsin assistive technology initiative. Retrieved from http://dpi.wi.gov/sped/at-wati-resources.html
This page within the Wisconsin Assistive Technology Initiative provides tons of information, especially focusing on AT devices for autism spectrum disorders. This is a great resource for parents, students, and advocates seeking to change the life of individuals with disabilities. This tool is equipped with assessments manuals, tips on setting up environments for school kids, and strategies for using AT tools. This is a “how to” guide for planning, accessing, and utilizing AT devices. This is a great resource!
3. Assistive Technology and Autism
Assistive technology and autism. (n.d.). Retrieved from http://siautism.net/Technology/Technology.htm
This website was created by the assistive technology team from the Loudon County Public School district. This page contains low-tech options for students who are in need of the assistance. It also lists other links in the field of autism. In addition, it provides information on techniques and strategies for sensory integration in autism. Lastly, it provides links to networking sites in the area of autism.
4. FDLRS-TSLL: Florida diagnostic & learning resources system technology state loan library
Penn, D. (n.d.). 4. fdlrs-tsll: Florida diagnostic & learning resources system technology state loan library. Retrieved from http://www.aten.scps.k12.fl.us/
This online resource is made specifically for exceptional students and their parents in the state of Florida. This site contains a ton of useful information on assistive technology. It has information on new devices, upcoming conferences on technology, AT laws, and so much more! It is a wonderful site for parents and advocates. It enables them to see the options available in regards to assistive technology. Another wonderful aspect is its online digital library. It contains videos and power points that could easily be used in the classroom. This is a great website!
5. Closing the Gap
Hagen, B. (n.d.). Closing the gap. Retrieved from http://www.closingthegap.com/
This organization caters to exceptional individuals. They aid in finding technological solutions to make the lives of special needs people a lot easier. They provide information on devices to help them live as independently as possible. This organization periodically publishes newsletters on current topics dealing with assistive technology. This is definitely a great resource for special needs individuals looking to make their lives easier, and ensuring their future needs will be met.
Assistive Technology Organization Websites
1. Brave Kids
Brave kids. (n.d.). Retrieved from http://www.bravekids.org/assistiveTech/
Brave Kids Organization is a non profit group that caters to children with special needs and their families. They are an online resource and focus on all aspects regarding children with disabilities and life threatening illnesses. Within in their website, there is a page focusing on assistive technology options for children needing this service. In addition, they have posted links to other AT organizations for families if further clarification is needed. It is a great networking site for parents and advocates to air out their concerns or frustrations. This site is a great tool for parents.
2. ACOLUG
Bryen, D. (n.d.). Acolug. Retrieved from http://aac-rerc.psu.edu/index.php/projects/show/id/18
This online list-serve is an online virtual community for individuals using an AAC device. Families of the individual are also members of this community. I am proud to say that I am a current member of this community. This service provides the opportunity for users to present concerns with certain AAC devices. In addition, support within the community is available for those who need help with certain systems. I enjoy the benefits of this organization because it gives me insight on what devices are new and which are the best to use.
3. CAST
Cast. (n.d.). Retrieved from /www.cast.org/index.html
This complete website is designed specifically for teachers aiming to provide universal design for learning in their classrooms. It is a one stop place that contains a wealth of information on that topic. The basis for universal design allows for all students to access the general curriculum. With that being said, there are tools and technological devices available to ensure students are able to equally access the curriculum. This site is loaded with various types of devices, current research and trends, policies guiding the use of AT devices, and so much more. This is an excellent resource for educators.
4. Alliance for Technology Access
Alliance for technology access. (n.d.). Retrieved from http://www.ataccess.org/Alliance%20for%20Technology%20Access
ATA is a network of community-based resource centers dedicated to providing information and support services to children and adults with disabilities, and increasing their use of standard, assistive, and information technologies. The mission of the ATA is to increase the use of technology by children and adults with disabilities and functional limitations. ATA encourages and facilitates the empowerment of people with disabilities to participate fully in their communities. Centers can be found all across the country. Through public education, information and referral, capacity building in community organizations, and advocacy/policy efforts, the ATA enables millions of people to live, learn, work, define their futures, and achieve their dreams.
5. Parents Let’s Unite for Kids
Family guide to assistive technology. (n.d.). Retrieved from http://www.pluk.org/AT1.html
This is an awesome site for teachers, and just for parents. This website contains tons and tons of information on making adaptations in the classroom so that students can access the general curriculum. It has information on current governing laws on assistive technology devices as well low tech adaptations that can be easily made. Parents can also take advantage of the steps it provides when considering the use of an a\AT device. It lists difficulty areas, such as cognitive or motor deficits, and what AT devices can do to aid in the concerned areas. I love the tips this site provides.
Research Articles
1. Autism Spectrum Disorder and Assistive Technology
Autism spectrum disorder and assistive technology. (n.d.). Missouri Assistive Technology Advisory Council, Retrieved from http://www.at.mo.gov/pubs/documents/Autism.pdf
This article is a great tool for parents, educators, and service providers considering using an assistive technology device for an individual with special needs. This especially caters to communication skills for students with autism spectrum disorders. This article provides insight and advantages to using these communication devices. It mentions misconceptions of the use of AAC devices, however it provides information that contradicts the misconceptions. It is a great article that answers frequently asked questions regarding the use of AAC with autism.
2. Assistive Technology Legal Mandates
Blackhurst, E. (2001). Assistive technology legal mandates. National Assistive Technology Research Institute, Retrieved from http://natri.uky.edu/resources/fundamentals/laws.html#idea2004
This article provides insight on laws governing assistive technology. It provides detailed descriptions of laws and how it relates to technology mandates. This article does an excellent job explaining the laws and its implications for individuals with disabilities, both school aged and beyond. It is filled with useful information for parents, advocates, and families with individuals with special needs.
3. Autism, Augmentative Communication, and Assistive Technology: What Do We Really Know?
Mirenda, P. (2001). Autism, Augmentative Communication, and Assistive Technology: What Do We Really Know? Focus on Autism and Other Developmental Disabilities, 16(3), 141-51. Retrieved from ERIC database.
This article provides a review of the published, empirical literature through 1999 on a number of topics related to augmentative and alternative communication (AAC) and assistive technology as they have been used to support communication and learning in individuals with autism/PDD-NOS. The studies used in this research were from published articles in speech-language pathology, communication, education, and applied behavior analysis journals. This research focused on various augmentative devices in the field of autism spectrum disorders. It did an excellent job with pointing out features of certain systems and its application with this population. It is definitely an in-depth look into these systems and the implications of implementation.
4. The Use of Assistive Technology for Symbol Identification by Children With Rett Syndrome
Hetzroni, O., Rubin, C., & Konkol, O. (2002). The use of Assistive technology for symbol identification by children with rett syndrome. Journal of Intellectual & Developmental Disability, 27(1), Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=18&hid=15&sid=4d0f74bf-1976-4d45-a4b2-6b6ffcceaf06%40sessionmgr112
This study was done to investigate the use of assistive technology with individuals with Rett syndrome. Rett syndrome usually affects girls denies them communication abilities from the ages of 6 months to 18 months. Three girls participated in the study. This study probed the use of symbols and computer software to encourage communication. The results of this study concluded that effort had to be done to teach the subjects symbols and implement it with the computer software. This is an interesting article, one of which may be generalized to other disabilities.
5. Play and Assistive Technology Issues for Infants and Young Children with Disabilities: A Preliminary Examination
Lane, S., & Mistrett, S. (1996). Play and Assistive Technology Issues for Infants and Young Children with Disabilities: A Preliminary Examination. Focus on Autism and Other Developmental Disabilities, 11(2), 96-104. Retrieved from ERIC database.
This article focuses on the importance of play among children. It emphasizes the benefits of assistive technology to access play opportunities with other peers. It examines low tech options addressing positioning, communication, learning, mobility, and self care barriers. In addition, it provides a case example with the implementation of the devices. This article sheds light on policies that interfere with the access of devices, and provides recommendations to overcome the barriers. Overall, this article promotes the importance of play opportunities and options for children with disabilities to access this social development opportunity.
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