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1. Module 4 – Assistive Technology Webquest Activity

2. Introduction As 3rd grade teachers, we already know that when students enter our classrooms at the beginning of each term their learning abilities are varied. While most will be categorized in the normal range for development, there will be students who are considered to be gifted/advanced. There will be others still who are considered to have learning disabilities and/or developmental delays.1 What can we do as teachers to ensure that all students in our classes are successful in obtaining the intended learning outcomes and objectives?

3. Using Student Data In order to identify the methods and strategies that will be used to help students reach the intended learning outcomes, we must first assess where they are now based on past performance. Familiarize yourself with the student records of their first and second grade years. These records can include classroom grades, attendance records, and behavior and discipline reports. The data that is found should influence the goals set for the students and the activities that will be used to help them meet these goals.1

4. Universal Design for Learning Even though we will have students with varying learning abilities in our 3rd grade classes, the learning outcomes for the students will remain the same. You can customize and personalize learning activities to address students’ diverse learning styles and abilities by using the Universal Design for Learning (UDL) approach.1 Teaching methods supported by UDL include: Using multiple media and formats to access information, practice skills and demonstrate mastery Providing students with options in the media, tools and context in which the learning takes place Demonstrating concepts/skills by using varied models that connect with students’ preferred mode of learning Providing multiple examples that tap into different senses Providing opportunities to practice skills with various levels of support and provide ongoing feedback Including activities with varied levels of difficulty to challenge students at all levels of ability with a variety of engaging materials.1 The Pacer Center offers a free online training that explains UDL technology and how it gives students with disabilities equal access to the curriculum and help schools meet the educational needs of all students.2

5. Individuals with Disabilities Education Act (IDEA) The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.1

6. Individuals with Disabilities Education Act (IDEA) IDEA is important to us as teachers because it introduced the term “Assistive Technology” or “AT.”1 IDEA defines AT in terms of "devices" and "services." An Assistive Technology Device is defined as "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain or improve the functional capabilities of individuals with disabilities" (IDEA 300.5).2 IDEA also requires the development of a written Individual Education Plan (IEP).1 The IEP is a collaboration with parents, teachers, guidance counselors, special education teachers, psychologists, or occupational therapists. The IEP is important as it helps to identify the AT needs of a particular student.

7. Assistive Technology Resources Determining the AT needs of students with disabilities can seem like a daunting task. However, some of the resources available to assist us are shown below. Journal of Special Education Technology (JSET) The premiere journal in the field, featuring research and information on new technologies, exemplary practices, and relevant Issues. Assistive Technology Planner: From IEP Consideration To Classroom Implementation this kit contains tools that IEP teams can use when considering, selecting, and implementing assistive technology for a student. The practical toolkit includes: user’s guide, implementation planning tool, and individual Assistive Technology Planners for teachers, administrators, and families. Assistive Technology Considerations for Academic Success Discover new ways to support students with disabilities participate and progress in the general curriculum. The TAM Technology Fan provides IEP team members and practitioners with a sampling of assistive technology devices that may help a student succeed academically. TAM Technology Fan - Universal Design for Learning Universal Design for Learning (UDL) is an approach to curriculum development, instruction, and assessment that uses instructional and assistive technologies (AT) to accommodate individual learner differences while engaging all learners. This TAM Fan is designed to help you plan lessons that incorporate UDL principles to ensure that all students succeed. Each blade offers suggestions for implementing UDL on one side—including the use of AT and instructional technology—and possible resources on the other side. Includes User’s Guide.

8. AT Resources - Students with ADHD In my class this year, I have three students who have been diagnosed with ADHD. Undoubtedly, you too have students with this disability and will need to make accommodations for them so that they can achieve the learning objectives. Here are some strategies that I have tried in the past that have been successful. Using a digital version of the textbook in combination with supplemental software that allows them to highlight key terms and phrases. The software also automatically generates an outline of the material they selected, which helps them to focus and organize their learning.1 Using academic video games helps students with their hand-eye coordination but also encourages them to focus. The graphics and movement of the software reduces boredom and keeps them engaged.2 Using the PixWriter reading software which provides word and picture support. Pictures appear automatically as a word is written.3 Using the Essential Learning Systems software multi-modal reading program which helps struggling readers additional opportunities to practice their skills. Activities address the same skill sets in different ways to achieve skill mastery.4 Using a commercial air mouse actively reduces the limb hyperactive behavior and improves students’ levels of self-control.5

9. Non-technical strategies - Students with ADHD As teachers, we should always keep in mind non-technical strategies we can employ to help students with disabilities be successful in our classrooms. Some specific strategies for students with ADHD are shown here.1 Reduce seating distractions. Lessening distractions might be as simple as seating the student near you. Break down assignments. Keep instructions clear and brief, breaking down larger tasks into smaller, more manageable pieces. Give positive reinforcement. Always be on the lookout for positive behaviors. Offer praise when the student stays seated, doesn't call out, or waits his or her turn. Teach good study skills. Underlining, note taking, and reading out loud can help the student stay focused and retain information. Be sensitive to self-esteem issues. Provide feedback in private, and avoid asking the student to perform a task in public that might be too difficult.

10. AT Resources – Students with auditory disabilities In addition to the three students in my class with ADHD, I also have a student who has an auditory disability that requires a special device in order for her to hear. You are likely to have students in your class as well with auditory disabilities. Here are some AT resources that you may want to consider. Using a Personal frequency modulation (FM) system - is like miniature radio station operating on special frequencies. The personal FM system consists of a transmitter microphone used by you and a receiver used by the student. The receiver transmits the sound directly to the student.1 Using an Induction Loop System - works with hearing aids. An induction loop wire is permanently installed and connects to a microphone used by a speaker. The person talking into the microphone generates a current in the wire, which creates an electromagnetic field in the room. When the student switches their hearing aid to the “T” (telecoil/telephone) setting, the hearing aid telecoil picks up the electromagnetic signal. The student can then adjust the volume of the signal through their hearing aid.1 Using Speech Recognition Technology - iCommunicatorsoftware converts the spoken word into text, instantly translating it into Sign-Language or Computer-Generated Voice, providing access to acoustic information in real-time.2

11. Non-technical strategies – Students with auditory disabilities Some non-technical strategies that can be used to help students with auditory disabilities are shown here.1 Adjust the pace of the lesson to allow the student to process visually what is being taught. Assist in allowing students with auditory disabilities to participate in class discussions. They may not be aware when another speaker is done speaking. Facilitate responses by including or signaling to when another speaker is done. Repeat questions or key points. Use hands-on experiences whenever possible.

12. AT Resources – Mild Disabilities In addition to ADHD and auditory disabilities, I also have a few students that have mild disabilities which impact all areas, particularly reading and writing. You are likely to have such students in your classroom as well. Below are some AT resources that have been successful in helping students reach their learning objectives. Writing AT Resources1 Using Word prediction software - helps students recall or spell words. Using Grammar and spell-checkers, dictionaries, and thesaurus programs - assist in the mechanics of writing Reading AT Resources2 Using WordWise software - combines pictures, words, speech and print features to provide comprehensive language enrichment. Students can record their own voice to compare to the voice on the program for pronunciation training. Using Looking for Words software- is a community exploration software program that combines reasoning skills while it helps build vocabulary. You can direct the difficulty level, and save student scores to track progression. There is a print option available to generate individualized vocabulary lists.

13. Non-technical strategies – Students with mild disabilities There are non-technical strategies that can be used to assist students with mild disabilities in helping them achieve the learning objectives of the class. You can provide copies of structured outlines in which students fill in information.1 You can provide additional practice/learning exercises. You can give the students exercises that cover the same information in a different manner. For example, one exercise can be multiple choice while another is fill in the blank.

14. AT Resources - Non computer There are AT resources that are available to use that do not require the use of a computer. Some that I have tried that have been successful in helping students obtain the learning objectives are provided here. The Oxford Reading Pen - this device acts as a hand-held scanner. Students run it over the words in books that they do not know and it reads them. At the push of a button, the word will be pronounced out loud by the pen and also receive its definition.1 The Franklin Spell Checker and Dictionary - this device is a desktop electronic dictionary/thesaurus with built-in speech capability. The LM- 6000B model contains 130,000 words and 500,000 thesaurus entries from the US Merriam-Webster Dictionary. Its computerized voice can speak aloud each letter, word and definition. The Victor Reader CD Player - this is a machine that plays audio CDs specifically formatted for the library of Recordings for the Blind and Dyslexic.

15. Conclusion As teachers, it is our responsibility to assistant all students, regardless of their skill level, in learning the objectives in our classes. Assistive technology is available to help us to that end. This is a team effort that involves collaboration with parents, school administrators, technology specialists and us. Remember, you do not have to figure out the AT resources to use all on your own. Use the student data that is available as well the IEP to drive your decisions about AT.