1.Communication
is the imparting or exchanging of information or news.It is the activity of conveying information
through the exchange of ideas, feelings, intentions, attitudes, expectations,
perceptions or commands, as by speech, gestures, writings, behaviour and
possibly by other means such as electromagnetic, chemical or physical phenomena.It is the meaningful exchange of information
between two or more participants that might or might not be living creatures.
2.20+ ways we communicate:
a.Speech
b.Posture
c.Tone of
voice
d.Body
language
e.Facial
expressions
f.Text/writing
g.Sign
language
h.Braille
i.Vocal sounds
j.Music
k.Clothing
l.Hair style
m.Technology
n.Slang
o.Acronyms
p.Drawing
q.Touch
r.Eye contact
s.Hearing
t.Reading skills
u.Understanding
language
v.Speech
synthesis
3.What is AAC?Augmentative and alternative communication
(AAC) is an umbrella term that encompasses the communication methods used to
supplement or replace speech or writing for those with impairments in the
production or comprehension of spoken or written language.AAC can be a permanent addition to a person’s
communication or a temporary aid.
4.Who is a typical
user of AAC?There is no “typical user”
of AAC, however, AAC is often used by those with a wide range of speech and
language impairments, including congenital impairments such as cerebral palsy,
intellectual impairment, and autism, and acquired conditions such as ALS or
Parkinson’s disease.
5.What are 3
criteria for effective communication?
A few more layers above the reading process - which is already a pretty complex process!
Task Analysis: You need to write a letter to the school board to convince them to purchase iPads for your school. Consider all the steps required to complete the task.
Hmm.. Need to have had rich general experiences, know what iPads are, motivation to convince board, attention... picking up pencil - find the tool needed, locate - vision, get up and get it - fine motor, pick it up - reach, visual motor planning... proprioception - hand eye coordination.... At this point, the point had been made!
The task of writing a letter to the school board and the discussion that followed was very effective in demonstrating the complexity of the writing process. We need to have and integrate a lot of prior knowledge and experiences to complete what (many/most) would consider to be a fairly simple task. However, when you have any one piece of the puzzle missing - the task becomes a much different request. If you have more pieces missing, it might seem down right impossible! The graphic below demonstrates just how complex the process is. Although it is not very clearly visible, what is highly visible is the complexity of the image!
A Complex Skill: Writing Task Analysis
Since having this discussion, I have started to look differently at those students who seem to have difficulty getting started when the task at hand involves writing. Although I still want to fall back on motivation as one explanation, even if this is the case, it is likely a learned defense mechanism developed over the previous 5 years in school! It has reminded me of the need to demonstrate more empathy for these students, and the necessity of determining what the block might be, and how we can overcome it!
iPads truly have charged on to the technology playing field and taken over the game, so to speak! My mind has truly been opened to the idea of iPads in the classroom, and the tremendous impact they can have on our students, and any learner. I have stated it before, and I'm sure I will again, but I still find it incredible that this technology has changed the face of education in the 4 short years since its release on the market. Although technology has always changed quickly, typically, education has not been able to keep up. It is wonderful to see technology being used to truly benefit our students, and even more wonderful to see it happening at a pace I consider admirable given the history of change in education - even if the change (read: equity and teacher education) is not as quick as we might like!
Reading remediation involves teaching students how to read, while compensatory strategies allow learners alternate access to the information. There were many interesting apps shared in class this evening that can enhance the learner's access to information. The following apps stood out to me, and would be useful in many, if not all, classrooms:
1. "Scribd" - Netflix for books - need I say more? Incredible option for students who need higher level text for comprehension, but who require larger text (adjust view) or voice over (listen to text). Awesome!
2. "Signed Stories" - Stories that are read aloud and also have video of a person signing it in ASL. Yet another example of how we can create more independence for students - how exciting that a learner with a hearing impairment has options other than braille as a means of accessing information. Super!
"Starfall.com opened in September of 2002 as a free public service to teach children to read with phonics. Our systematic phonics approach, in conjunction with phonemic awareness practice, is perfect for preschool, kindergarten, first grade, second grade, special education, homeschool, and English language development (ELD, ELL, ESL). Starfall is an educational alternative to other entertainment choices for children."
"Neuroscience research has shown that with the right input, the brain can change and reconfigure itself throughout life, proving that student potential is endless. Fast ForWord is an online reading intervention that uses the principles of neuroplasticity – the ability of the brain to rewire and improve – to treat the underlying cause of language and reading difficulties, once and for all."
4. Reading Assistant (www.scilearn.com) "Every educator knows that students benefit from extra reading practice, especially when it is combined with immediate feedback and support from a teacher. With Reading Assistant students receive individualized reading coaching every time they use the software, making the most of each instructional minute."
"CompassLearning’s Odyssey Reading provides a research-based literacy program that interweaves listening, speaking, reading, writing, and thinking skills with a sound phonics-based program. Odyssey Reading provides curriculum based on the essential components of reading: phonemic awareness, phonics instruction, vocabulary and background knowledge, text comprehension strategies and building reading fluency. Odyssey Reading/Language Arts meets the standards of national organizations such as the International Reading Association, the National Council of Teachers of English, the National Assessment of Educational Progress, and the National Association for the Education of Young Children, as well as the qualifications for Reading First and Early Reading First funding."
1. Accelerated Reader (http://www.renaissance.com/products/accelerated-reader)
"At its heart, AR is simple. Students read a book, take an AR Quiz, and get immediate feedback. Kids get excited and motivated when they see their progress. And teachers can easily monitor and manage students' independent reading practice."
"STAR Reading includes new skills-based test items and new in-depth reports for screening, instructional planning, progress monitoring, and standards benchmarking. Educators have immediate access to skill-specific, actionable data to target instruction and practice, select students for intervention, and predict state-test performance. STAR is also the first to report Student Growth Percentile, a widely accepted growth measurement."
"Lexia is a computer-based assessment for reading remediation. It uses a framework of Assessment –
Instruction – Practice – Reassessment to help struggling readers. Lexia Learning Systems software supports every step in the learning cycle, making each one quicker and more effective by letting the computer take on the repetitive tasks of generating assessment reports, providing correct speech examples, guiding the student through each exercise and correcting student work in real time. The teacher is left to focus on the essential tasks of instruction and management of the learning process.
• Lexia’s assessment software identifies students’ reading strengths and weaknesses in detail, providing
reports teachers can use to focus instruction on just the skills that need it.
• Lexia’s reading skills development software provides interactive exercises for students to learn from and tracks their progress to automatically provide just the material that they are ready for and to report on their progress to teachers."
"ELS capitalizes on the brain’s ability to develop more fluid pathways for automatic recognition, retention, comprehension, and application of information … pathways that are frequently underdeveloped in students with learning challenges. Our approach focuses on mastery, positive reinforcement and motivation, resulting in significant gains in grade-level equivalencies, test scores, self-esteem and overall performance."
Classroom Suite is a unique software intervention tool developed upon the principles of Universal Design for Learning (UDL) that combines two educational paradigms—systematic, explicit instruction and flexible creativity tools. Teachers have control over specific learning objectives, allowing differentiated instruction for individuals or groups to help students in grades PreK-5 achieve mastery in reading, writing, and mathematics. Reading activities to build phonemic awareness,phonics, and sight word vocabulary developmentClassroom Suite ReadingTutor covers reading concepts such as letter name identification; all major letter sounds in the initial, medial, and final positions; and rime sounds through phonemic awareness and phonics activities.
NOTE: For more information, please open this PDF link and scroll to page 55 of the document. It outlines some of the above software programs and websites, as well as several different ones.
Today was a very "Ah ha!" day! I spent the entire morning and afternoon listening to Dr. Martha Burns present "Brain Based Approaches to Literacy and Numeracy" at a Special Education Conference in San Francisco. After an interesting, informative, and 'information overload' type day, I then proceeded to join class where the conversation from setting ending up flowing into the next - which I found very exciting!
Take a look at the video below, part of series broadcasted by PBS. The whole episode is interesting, but for the purpose of today's conversation - "The Reading Brain" - please start at 36.28, and view for approximately 20 minutes.
The human brain is amazing! It is so complex, and its functioning is so fine tuned that the slightest disruption in development can create difficulties for someone who is learning to read. As stated in the video, "Reading is a high wire balancing act". It is not something that 'just happens'; it is complex, and it requires the learner (usually a child...) to pull together hundreds of concepts in order to do it.
Please view the Ted Talk below. Dr. Martha Burns discussing "The New Brain Science of Learning".
There are many different models for matching assistive technology to the user. I have selected five models to share with you here, and below you will find a description of each, as well as links to useful websites where more detailed information can be found. Each model is similar in that it considers the characteristics of the user, the location/environment where the technology will be used, and the task the user needs to perform. Each model has different checklists, questionnaires, or templates for determining the best fit of AT for a particular user. Some are more comprehensive than others, but all focus on the importance of considering all the important factors mentioned above when selecting a match. Some have a central focus on a team approach to the support of our students, while others do not. Finally, while some models appear to be driven to match school-age children to the appropriate technology, others focus on both children and adults, or adults only. Each model requires flexibility and an appropriate amount of time to determine what the best match for a particular user is. Selecting AT that will best support a learner/user cannot be implemented or dismissed without conversation, analysis, implementation, review, and re-implementation or trial of a new technology. This process is on-going, as the four key factors - user, environment, task, and technology - are continuously changing.
1. Matching Person and Technology (MPT)
"When matching person and technology, you become an investigator, a detective. You find out what the different alternatives are within the constraints."
From Living in the State of Stuck: How Technology Impacts the Lives of People with Disabilities (As viewed at http://www.matchingpersonandtechnology.com/purpose.html)
"Continued advances in technologies have created a wide range of options in technology functions and features. As a result, consumers and providers often report feeling overwhelmed and confused when faced with decisions regarding device selection and use. In response to this, and in hopes of providing a more personal approach to matching individuals with the most appropriate technologies for their use, the Matching Person and Technology (MPT) assessment process was developed. The MPT process contains a series of instruments (self-report checklists about consumer predispositions to and outcomes of technology use) which take into account:
the environments in which the person uses the technology
the individual's characteristics and preferences, and
the technology's functions and features."
A series of instruments are available, including:
Survey of Technology Use (SOTU) - helps to identify comfort level with available technologies
The Educational Technology Predisposition Assessment (ET PA) - helps students use tech to reach certain educational goals
The instruments are built to be quick and user-friendly. They were built through action research based upon the following goals for providers and users:
User goals and preferences drive the MPT process
The degree of match between user and provider perspectives is assessed
Providers are guided into considering all relevant influences on the use of a technology while focusing on the user's quality of life
Mismatches between a proposed technology and a potential user are identified in time to reduce non-use or inappropriate use
Most appropriate tech is selected when there is a choice of several
Appropriate training strategies are identified for an individual's optimal use of technology
2. SETT (Student, Environment,Tasks, Tools)
The SETT framework, developed by Joy Zabala, provides an organizing structure for beginning the decision making process in matching a user to the appropriate AT. At the school level, teams work together to collect information about the task the student needs to perform, the location in which the student needs to perform it, and information about the abilities, skills and needs of the particular student as they relate to the task. The tools section is completed last, after working through a detailed consideration process.
3. Education Tech Points (ETP) This model is a series of steps (a 'framework') in which a team works together to determine whether a student requires AT, and if so, how to implement the appropriate AT for a particular user. Education Tech Point 1: Consideration and Referral Education Tech Point 2: Evaluation Education Tech Point 3: Trial Periods Education Tech Point 4: Plan Development Education Tech Point 5: Implementation Education Tech Point 6: Periodic Review Education Tech Point 7: Transition for students who use AT
4. Wisconsin Assistive Technology Initiative "♦ A Change in the view of assistive technology assessment: From a one shot, separate event to an ongoing, continual part of educational planning. ♦ A change in who conducts the assistive technology assessment: From an expert based at a center to the local team in the natural setting. ♦ Change in the scheduling of an assistive technology assessment: From an isolated, one time event to an ongoing, continual process, which includes trials with potential assistive technology. ♦ As a result, there are changes in support and follow through: From limited support and poor follow through to meaningful follow through involving all team members."
"These changes are significant because the research on abandonment of assistive technology indicates that student’s feelings about the assistive technology and the support of family, peers, and teachers are critical factors that determine successful use versus abandonment. Other factors that affect abandonment include having the training necessary to use the devices, being able to use it with little or no pain, fatigue, discomfort, or stress, and having it compatible with other tools and technologies used by the student (American Medical Association, 1996)." 5. Human Activity Assistive Technology Model (HAAT)
The HAAT model looks at the human requiring the assistance, the activity they are required to conduct, and the context within which it needs to be performed. The AT selected is based upon these 3 interconnecting factors. The activity can be self-care, work/school, or play/leisure. The human is the "do-er" of the activity, and their personal skills, abilities and level of proficiency need to be considered. The context includes the environment, the social context, and the physical context (ex. light, temperature, sound).
Exciting New Apps for iPads - Christine, Lacee and Angela
Prizmo
Although several groups viewed the webinar, "Exciting New Apps for iPads", each group shared their perspectives in different ways. The high level of interest, I believe, shows the need for supports for these students in our classrooms. Teachers want to know what they can do to better support students who are LD, and how we can help them to be successful and truly 'show what they know'. One app this group highlighted was Prizmo. This app assists the user in reading and accessing information. It allows the user to scan any text and then voice over enables the user to listen to their selection. It is accurate, and it also allows you to scan and read multiple pages of a document. This app has great possibility in the classroom, and has the potential to open up a whole new world to a brand-new user - I am amazed at how much independence this app can provide, and given our mantra to develop life-long learners - it seems like it's our students' right to have access to it. I appreciated this groups efforts to share with us examples of 'real students' and the impact this technology (the iPad) has had on their lives!
Matching AT to the User
This week we began to discuss the importance of matching the AT to the user. When choosing what AT will best support a student, it is necessary to consider several things. First, you must consider the skill set and needs of the student him/herself. For example, if a student is capable of walking, you would not suggest they use a wheelchair to move around. You must also consider the environment in which the student will use the AT, and the degree to which there is knowledgeable support in that milieu. For example, you would not want to provide a Perkins Brailler for a visually impaired student in a school with no one to support the integration of that technology for the student. You must also consider the task the student is asked to perform. The Paperport Notes app will not support a student who has been asked to read a novel. Finally, you must consider the characteristics of the tech itself. In consideration of each of these factors, we must also remain cognizant that all of these factors are constantly changing; in order to utilize AT to best support our students, we need to continually be aware of these changes and move forward with the student and with the technology.
If we are to fully embrace what technology can do for our students, then we must be willing to move forward, to embrace change, and to (perhaps most importantly) let go of the past. We cannot let fear hold us back!
