Vocabulary Selections

A. Kindergarten, Story Time

I would choose words that are age and reading level appropriate.  These would most likely coincide with a small reading or book about story time.  I would choose words like: book, dog, cat, fish, run, walk, and so on.  These words would directly relate to the story chosen.
http://www.storyplace.org/preschool/other.asp

B. 4th & 5th Grade, Nature Hike

I would choose words that are age and reading level appropriate.  These would most likely coincide with a small reading or book about nature and hikes. Words like crust, erosion, fossil, metamorphic rock, atmosphere, cave, climate, and so on.  These words would relate to things we would see on a nature hike.
http://www.spellingcity.com/fourth-grade-science-vocabulary.html

C. High School, at the mall

I would choose words that are age and reading level appropriate.  These would most likely coincide with a small reading or book about the mall.  Some words would be alteration, accentuate, analogy, eschew, insatiable, coherent, emulate and so on.  These words would be words used when communicating in the mall.

Augmentative Communication Integrated into IEP

Augmentative communication evaluations should be included in the IEP for all students who have trouble with communications.  These should be outlined and monitored.  There are fundamental opportunities for students to use the augmentative communication in the classroom.  It should be integrated for easier use and acceptance by the student.  The IEP should have goals that are aligned with the rest of the student's components and elected outcomes.  Everything must be stated in clear terms across the environments involved in the student's education.  There should be lists of services and the related personnel as well.

Strategies to overcome "Learned Helplessness"

Effective communication skills are necessary to augmentative communication in the classroom and daily classroom routines.  There needs to be communication and availability to see it in a school for all to excel.  "Learned helplessness"are those who have in a way learned that pretending to be "helplessness" or complacent is the best way to work with their disability.  There must be certain strategies in place to overcome this.  There should be a daily expectation of communication through activities.  A daily report that briefly describes the occurrences of the day and how to fix them.  There should be choices in communication as well as powerful phrases to help them express themselves.  There are steps to overcome this "learned helplessness", but these changes should be done slowly.

Interactive Sites for Education

I used google.com and looked up "educational websites for math".  I found a website called Interactive Sites for Education.
The website when opened up showed a multitude of math concepts, skills, and logic ideas.  It looked similar to the previously mentioned Math Playground website.  The Interactive Sites for Education however link many websites with knowledge rich games.  The web designers did not only promote their own games.  This website has teaching tools, typing games, and other content area games based on skill.  Students can use one website to assist with all their classes.  I can see myself using this website.  It would not necessarily be for math since I do not teach mathematics.  It may be my new favorite website for my classes.  It can help for all ages.

Math Playground

The Math Playground is a website full of games for students of all ages.  It has games for almost every level of math.  The games are separated based on type of math such as pre-calculus, algebra, and etc.  There are also games based on skills within a type of math like proportions and ratios.  It is free website available to the public.  The games have a variety of themes and this should allow for the engagement of students.  Not all students learn the same way or even have interests in the same topics or games.  The website looks as though it could appeal to all students.
The website even goes on to show math iPad applications that can be used for students who want to practice more.  It is interesting to see that a website with games on it would also promote games on another technology.  I will use these with my niece who is currently in kindergarten learning some of the basics.  She would love these games and they would help her learn the basics.

Low to mid tech for students with disabilities

Students with disabilities do not understand math or other topics in the same way or process as students without disabilities.  There is assistive technology for all content areas, but they differ based on skills and levels.  There are oversized calculators for students with visual impairments.  The numbers are bigger and easier to see.  The pads are bigger as well for those with those with physical impairments.  There are number flash cards, coin counters, and applications as well that can be used.  Below are examples of some of the assistive technology for math.  These could be used in groups or in one on one math practices.  I can see using these in my classroom if I taught younger students.

Educational Apps teach math concepts, skills, and problem solving...

There are a multitude of applications, websites and resources that are available for students learning math.  Math is not just one skill.  It is a mixture of difficult layers of concepts with skills and problem solving.  It is difficult for some students to understand the problems and how they work.  Sometimes it is best with visuals or even hands on activities.

 1.  Virtual Pencil Algebra/ Arithmetic:  It seems that this application would be useful in a variety of levels of math.  Each can explain a different aspect of the problems.  There are equations, symbols, decimals, whole numbers, and etc.  When this application is combined with screen reading software, the applications can help students with disabilities and those who may need more help in understanding the relationships.

2. Math Talk / Scientific notebook:  The application will assist with all levels of math.  It helps more when used with Dragon Natural Speaking.  The application can be used even in college level courses.  This would be useful for all age groups.

Technology tools to address visual-spatial or motor control difficulties

There are multiple types of assistive technology for math.  For applications that help with visual-spatial or motor control difficulties, there is MathPad.  This application appears to be very useful.  It looks to show the information visually for the students to allow them to better understand the problems presented.  This should help students understand how to break down the problem into a more manageable problem.  I would definitely have liked this when I was in school.  I can see how this can be helpful for students learning new math skills.  If I taught math, I would definitely use this application.

Educational Applications to address automaticity and math fact fluency

Math fact fluency or automaticity is "the fast, accurate, and effortless processing of content information"(p122 Chapter 5).  To me, this is a very important skill that all people should comprehend and utilize.  The chapter discusses FASTT( Fluency and Automaticity through Systematic Teaching with Technology), which is a math intervention program.  It responds to the students progress and creates activities based on those results.  The program helps students better this skill.  There are reports and multiple activities for students to excel.
http://teacher.scholastic.com/math-fact-fluency/fastt-math-next-generation/

Key Questions Considered when selecting educational applications....

Assistive technology can be used to help students with disabilities learn skills more easily and without roadblocks.  There are certain aspects of an application that are important to whether it will be helpful or not. Above is the table from chapter 5 that best answers this question.  It allows teachers to look at an easy checklist to understand or decide if the kinds of educational applications you have in mind are best for your students.  The items need to be accessible.  It also must have levels of difficulty, pace,and feedback.  the feedback should help with error correction.  These will help in deciding whether to use specific applications presented.

Assistive Technology & Math

Assistive technology can be used in a variety of content areas to help students with disabilities excel and understand the information.  Students need different types of assistive depending on the content area.  Previously I discussed reading and writing skills with applications and assistive technology.  Math is another content area that requires assistive technology of a different kind.  Sometimes seeing the information in a larger scale or even in spatial terms help to understand the concept taught.  The following writings will discuss math and assistive technology with regards to my findings on the applications and technology available.

Introduction Module 3

There are different types of students, which add the variety of students in our classrooms.  As previously mentioned, there are a multitude of disabilities with technologies that benefit them in different ways.  These students are not a "one size fits all" education, where the disability tells you how to teach them.  Students should be taught in a manner that benefits them.  Autism is one of these disabilities that can be different from person to person.  Technology as well as simple strategies can alter the learning of these students.  Some of these will be presented in my posts.

Dragon Dictate & Apps for Autism

Above is a video that discusses many applications on computers and iPads for autism.  Dragon Dictate can be used by all.  It takes what you say and puts it into words.  It also performs tasks and works with other software to perform tasks.  This technology can be used by students with autism, writing issues, paraplegics and more.  This helps put to text what those who cannot type say.  It gives another type of communication to those without the ability.  The technology is however a bit expensive at about $200 for the cheaper versions.  This technology would be used by students in my class to help them write papers, takes notes, create outlines, and much more.  I can see this technology easily used by a good portion of the world.

Inspiration and Organization

http://www.inspiration.com/visual-learning/graphic-organizers

In every classroom with every type of students, a person can find graphic organizers.  There are many types of graphic organizers.  Not every student is that same and can learn the same way.  I wish in my younger years I had seen more types of graphic organizers.  Organization is key to any and every student especially for assisting with the learning process.  This type of assistive technology can be useful for those with intellectual disabilities, mental disabilities, and so on.  Below are some examples of types of graphic organizers. These are relatively easy to use and intuitive.  They are not expensive and can be found anywhere on the internet or in books.  I would use it to help teach a historical period in one of my classes.  The web example shown below would be the one I would use in that situation.

Past Event Cards

The idea of the past and its connection to life is difficult to teach at times without experiences.  Students need help understanding the idea of past, present, and future.  Visuals are the best way to teach and allow the student to understand the concept of time.  As shown in the examples above the best way to teach time is through pictures and options.  One such example is the above handout.  The handout has pictures of activities that could have performed during the school day.  Visual representation is easier to understand than written words.  These can also be created for home.  It was difficult to locate many examples of these types of cards.  There are many types of cards that can be used in a special education classroom.

Choice Cards

Autistic students need to be taught in different strategies than the traditional student.  Adaptations and accommodations are needed for these students.  Above are examples of choice cards used for autistic students.  These cards are meant to be used for assisting autistic children in every day life and class.  These can be simple cards as shown above or little more complicated.  There are many examples of this type of card.  These are very useful in understanding what is going on in the minds of these children.  Without these cards, teachers and adults would have to guess and learn to interpret these students in alternative ways.  These cards can be used with students with similar disabilities to autistic students.  I do not know much about autistic students, but I hope to learn throughout my teaching career.  These students are sometimes not given choices and this needs to change.

Break Cards

Autistic students need breaks in school and at home just like every other student.  However, these students do not always have the ability to communicate this information.  These cards are a type of communication for autistic children.  They tell the teacher or parent "I need a break."  For students without a voice, these cards communicate their need.  The students can use these break cards to present their feelings.  A break is important to all students and allows their education to continue more smoothly as well as at their place.  I hope to use these in my future classes.

Expressive Communication & Autism

Expressive communication can be anytime type of communication.  There are all types of communication whether it be body movements, oral communication, or a mix of those.  It is difficult to understand these types of communication without taking away one of your senses.  Imagine if you could not see or hear, there are many gestures or noises that you would not hear or see.  There are also those who have difficulty understanding or connecting what the person is doing and saying to what it means.
The difficulty with autism is that there is an Autism spectrum as well as multiples areas of a person's development that can be effected.  There can be one area such as social development or motor skills and etc or they can be combined.  This means that the student cannot connect what is going on in front of them to the previous understanding of what it means.  It also means that the student cannot interact possibly due to poor social development.  Strategies to help with this would occur in a safe environment.  They would involve omitting excessive auditory or visual stimuli if the student is effected in that regard.  There should also be a daily schedule that is shown on the board in an organized fashion.  Students with autism tend to appreciate schedules.  The teacher must teach the proper response in many social situations.  The following site has tips I found interesting for autistic children.

http://www.autism-world.com/index.php/2007/03/25/effective-strategies-for-teaching-children-with-autism-spectrum-disorders/

iPads

iPads are a great piece of technology that can be used in the classroom.  Teachers, children, and parents alike love the idea of portable small technology in the classroom.Teachers like the idea of this portable technology creating an "open" classroom.  This open classroom connects the world and investigation into the classroom.  It also allows for individual study.

Parents appreciate the ability of the iPad to be cheap for apps and easily portable for their children.  These devices allow students to do their homework just about anywhere they can connect to the internet.  Children think the iPad is fun and keeps them engaged in the lessons and apps.  The variety of apps that are available allow the children to learn in ways we never thought possible.

Teachers however also see the technology as a possible distraction at times.  Students are easily distracted and these devices can be a source of these distractions.  Hopefully iPads can be integrated seamlessly in the classrooms across the world.

APA References

"iPad is transforming the way we teach and learn. Powerful creative tools, interactive
textbooks, and a universe of apps and content make for endless learning possibilities. All on a device everyone already loves to use.." Apple. Apple, n.d. Web. 15 Mar. 2014. <https://www.apple.com/education/ipad/>.

Aronin, S., & Floyd, K. K. (2013). Using an iPad in Inclusive Preschool

Classrooms to Introduce STEM Concepts. Teaching Exceptional Children,

45(4), 34-39.

Cumming, T. M., & Draper Rodriguez, C. (2013). Integrating the iPad into

Language Arts Instruction for Students with Disabilities: Engagement and

Perspectives. Journal Of Special Education Technology, 28(4), 43-52.

Module 2 Introduction

Technology can be altered and adapted to fit the needs of all students.  Universal design is not possible without adaptions and creativity.  This can be seen in the new assistive technology of today's world.  This includes even "common toys" like iPads, tablets, phones, and computers.  The world is becoming smaller and more connected.  The information for students to learn is becoming more accessible to all students.  With the ever changing technology, schools are still attempting to keep up and use the technology to allow students to excel to the potential. This Module will discuss the aspects of assistive technology and how it is used in classrooms today with UDL.

Books on CD

http://www.icdri.org/Books/books_on_learning_disabilities.htm

The books on CD have the ability to open a new breadth of knowledge to students who cannot read.  This can be due to blindness or poor vision as well as English as a second language.  Students also can be auditory learners.  It is easier for some students to learn or understand stories as they are read to them as opposed to only being read.  I understand this as well because I was a similar child.  Students can read along with the CD to learn words and the language better.  Books on CD are made by all the book companies as well as Apple in oder for them to be sold to be used on Apple products( iPads, iPods, iPhones, and etc.)  I see these used at lower grade levels as well as the higher grade levels and adulthood.

Talking Word Processor Software

Since starting this class I have learned so much about computers today.  I did not realize that there is already so much that the computer can do to assist people with disabilities. In Microsoft Word, there are sections that allow you to make the word document speak to you and help with understanding your document.  The speech aspect is also capable in different apps and programs across computers.  I look forward to searching my Mac for the usefulness.  There are adjustments similar to these on tablets and iPads.

Adapted Keyboards

There are a multitude of adapted keyboards on the market today.  The keyboards are adjusted to the needs of students with disabilities.  The keyboard can have increased size of letters on the keys.  The keys can also have braille on them for those students who are blind or poor vision students.  There are also key guards that allow for better accuracy of keystrokes for those who poor motor skills.  There are also joysticks that can be attached as well as keys instead of a mouse for those who cannot control a mouse.  Keyboards can also be made larger in general size for students.  I never realized that keyboards can be adapted as much as they are.

Electronic Touch Tablet

There are many tablets in use today.  As long as they are in a protective case, these tablets can be used by those of 3 years and older.  The issue I have is that they can either have many apps or very few at affordable prices.  They are extremely helpful in teaching students with a variety of disabilities.  They have many apps for learners.  I have used a variety myself in my classes and have been taught about a few.  These apps help engage the student and teach a topic from a different angle than the teacher.  Apps can be used to help those with ADD, ADHD, and ELLs.  They can also help with students who have poor motor skills and autism.  I have a friend who uses one with his child who has autism and he thrives on it.

Word Prediction Software

Word prediction software assists students with multiple disabilities.  This software is also useful for those without disabilities.  The predictive technology helps teach those learning English as a second language the vocabulary.  It also helps those with poor writing skills and spelling.  This software again can be used by people of all ages.  It is currently used in many phones today.  It can be used when writing papers as well as in class to see how to spell a word and what other words I similar.  Word prediction software brands are Samsung, Apple, Dragon,  and many more.  This software is again not only for those with disabilities.

AT Consideration in IEP Process

I like the examples they presented on the website.  I am still learning more about IEPs and the IEP process.  I have learned quite a bit about the process from the website and from classes.  However, I do not think that anyone can learn everything about the process until their first experience.  These are binding agreements under law.  I love the idea of teaching but this is one of the aspects that makes me a little uneasy.  Hopefully over time this will all be easier to understand and help explore with students.

AT Assessment Process in School Environment

http://atinternetmodules.org/mod_view.php?nav_id=1436

Above there is a link to the video I found most important.  The problem I have with assistive technology is how to choose which technology to use for which students or disabilities.  There are so many choices of devices to use with a multitude of disabilities.  I never know exactly how to choose with each student.  I am afraid that I may choose the wrong device for a student.  It scares me sometimes to think that one device could do so much for a student.  They come up with so many devices that it is difficult to know which one is the perfect fit for each student.  This video helped with understanding how to match the AT with the student based on skills and need.  I feel a little less uneasy but still not 100% sure of myself in choosing devices.

Chapter 8 Focus 2

The keyboard adjustments are to me important due to the amount of computers are used today.  Keyboards can be altered to have larger print or even braille for those blind or low vision students.  Keyboards could also have key guards to allow students with slightly poor motor skills to hit the keys with higher accuracy.  There are also headsticks and chinsticks.  They help students with poor motor skills operate a computer by themselves.  This video helps explain the different types of alternatives for computers to help students with disabilities.

Chapter 8 Focus 1

There are many types of assistive technology located on a AT(assistive technology) continuum.  The continuum includes low to high tech devices.  The low technology devices are easy to implement items like keyboard labels, magnifying lenses, and moisture guards for computers. Mid technology and high technology keyboards are more intense and adjusted than a simple moisture guard.  These help with a multitude of disabilities such as deafness, and blindness.  This are similar to the technology mentioned and presented in my previous post about computer adjustments for students with disabilities.  This continuum can help in deciding on what level technology for different activities or goals set by the team or even what level of disability the student has.

Chapter 7 Focus 2

Computers can help in teaching students with disabilities.  They have alternative operating systems and adjustments to allow for students to have similar access to computers as students without disabilities.  There are text to speech programs that can help with deaf or hard of hearing students.  There are also adjustments to keys that allows for braille on keys for blind or low vision students.  There are also ways to control the computer without a mouse and use keys instead similar to the 1980s video games.
A video follows that discusses students with disabilities and computer access:
https://www.youtube.com/watch?v=BEFgnYktC7U

Chapter 7 Focus 1

Universal design for learners helps teachers to instruct the class as different people and not just one size fits all education.  This idea allows for assistive technology and technology in general to assist with making every student comfortable in the classroom.  It also helps creating an environment everyone feels safe and capable to learn.  Not every student learns the same way.  Students should be taught as though they are the only one in mind but on a level where it is understood to mix the methods that work for different students.  Computers are a perfect way to assist with this idea.  They can be altered in many ways to fit the needs of just about every student.

Chapter 6 Focus 3

There are many types of assistive technology that help those who are hard of hearing.  Cochlear implants are a type of assistive technology to help those hard of hearing be able to hear in their everyday lives.  There are also ALDs that assist with hearing everyday and allow for better hearing by minimizing the background noise.  There is also an FM system that allows the teacher to use a microphone to speak directly to those who have the speak through FM waves.  There is also an infared system of this technology as well.  There is also a sound field amplification system that assists with the entire room hearing the teacher, but this is not useful for group work.  There are ways to see this in action in a show called Switched at Birth.  Many of the technologies mentioned in this chapter are presented in the show since some of the main characters are deaf.

http://abcfamily.go.com/shows/switched-at-birth

Chapter 6 Focus 1

There are many students with disabilities in the world that must be taught and have an equal chance at excelling to their potential.  These students require more assistance, technology, and more creativity in our lesson plans and classroom management.  There are obstacles in classrooms today that create issues for students who are hard of hearing.  One such issue is lecturing.  Lecturing can be too fast or the room can have poor acoustics.  Lecture can also not be understood by the student since the teacher walks around the room and it is tough to read lips without seeing the person.  There are also issues with the teacher pointing to items on the board or on a handout and describing something else.  It is tough when there is multitasking done by the teacher.  There are assistive technologies that can help with these issues though.

Eric and his hands

When working with IEPs, the IEP team must discuss the use of technology in the classroom.  The student's disability and goals are taken into account.  One such student is Eric and how he has difficulty writing for long periods of time due to lack of hand strength.  He is to in his annual goals only use a word processor to do all his 10th grade English and civics homework.  I think that an iPad or regular computer could be use.

He may also use an adapted word processor depending on his disability and his level of hand strength difficulty.  It is difficult to know which one will work best without knowing more about his disability.

Mary and Her Communication

Mary is a student with difficult speaking.  Her goals are to become more active in the classroom activities.  I think that a multi message voice output device would work for her.  She would be able to choose from a low number of options to show how to interact or if she would like to interact.  This gives options as opposed to a single message voice output device.  However, I am definitely

Becky and her wheelchair

Becky is a quadriplegia that is determined to interact more in class.  A way to do this is to attach a mounted switch the chair in an easily accessible location for her to reach.  This will allow her to hit the switch. The mount can be attached at multiple locations.  The mount will also help with her access to the computer. Below is a picture of what a mount looks like as well as a price.  Hopefully as I gain years of experience I will also learn more about students with disabilities.

IEPs: Considerations & Assistive Technology

The information to the left describes what types of assistive technology can be used for special education students.  The classroom should help the student excel and interact in the classroom.  There are low to high tech for the classroom.  There can be more than one used as well as services to assist the child.  These must all have a purpose.  This cannot be only for to say technology was used and the student had fun using them.
Some examples could be sound amplification systems on one end, while another example could be a pencil grip.  I have seen very little of IEPs and look forward to using the information about assistive technology in the future with my students.

Resources of UDL

Universal Design for Learning is not easy to implement as well as not implemented by all teachers.  I myself had not heard of it until this class.  I like the information presented and see how they can transform the classroom.  The most useful websites were udlcenter.org and cast.org because they both provide a multitude of information, videos, pictures, and blogs about this method of teaching.  There are graphic organizers to help utilize the UDL.  These two websites are directly linked and most likely share most or all the information but portray it differently between the two websites.  “Teaching Every Student” is also another website that would put on the top of the list for “teacher friendly” websites due to the knowledge presented on it.  University of Washington, however left must to e desired since it lacked much information as well as an attractive appearance to the knowledge.  These websites have all been added to my bookmarks to help with any future use in UDL for my classrooms. The video that follows should help teachers like me learn about UDL for the first time in a manner easily understood. 

http://www.cast.org/library/video/udl_intro/index.html