Webinar Presentations

Victor, Janice, Sheri

New Apps For Learning Disabilities

Keisha & Donalda

Learning disabilities refer to a number of disorders that range in degree and area. 

The focus of this Webinar presentation was:

• Reading
• Written output
• Organization

Some of the Apps that Keisha & Donalda highlighted were:

ibooks

Book Creator

Findings from their surveys were that some staff used iPads for centers, reinforcement, rewards, "gamifying" lessons, assessment. iPads used by specialists. One of the schools surveyed had 500 students and no mobile devices onsite :( .They concluded that mobile technology is not as accessible to all schools as we might think BUT can hugely impact learning, especially those with Learning Disabilities!

Top Free Apps in Special Education 

Mary, Courtney & Amy

This webinar introduced so MANY (up to 40) Apps...some of which are shown below on slides from the presentation!

Survey Results focused on 11 respondents - 8 classroom teachers  2 diverse learning teachers, 1 phys ed teacher and usage ranged from frequent (72%) to occasional (28%) using a fluid survey...ppt presentations, research, group work & centers.

Also introduced in this webinar was a site that creates VERY COOL graphic design templates and slides... www.canva.com. I downloaded Pocket Pond for my 5 year old daughter and she LOVES it!

Apps that Enhance performance of Individuals with Extreme Autism 

Evan, Maralyn, Karen & Nicole

Something that I learned from this Webinar presentation is the importance of developing precusor skills in students with motor skill difficulties so that they can more effectively use touch screen devices...Touch Trainer does this!

Sensory Regulation Apps can be used either Proactively or Reactively for calming, timed breaks in a work schedule, or to prepare for a challenging task

Some Apps introduced were:

Touch Trainer

Pocket Pond

develops & enhances

sensory regulation skills, transitions

motivation, engagement & attention.

Attention to Task Skills was also discussed in the webinar. The Apps introduced assist in supporting students to do this as they provide sensory stimulation, reward, engagement, cause & effect, & motivation:

• Baby Fun
• I Like Books
• Dusty D Dawg Has Feelings Too

Communication Apps introduced:

• Sign 4 Me
• Proloqueo2Go
• TapSpeak Button Plus for iPad

Imitation Apps - Pictello

Video Modeling - Model Me Kids 

Following Directions Apps

• Photo Touch Concepts
• Pictello (story creation App)

Making Choices 

• WordSLaPS

Varied Skills

• Injini App

According to survey, mobile technology is available, however, some teachers would like more PD and support in their usage but are accessed by students and often specialists are assisting in their use to support students with Autism as well as other disabilities.

A new term I learned as a result of this webinar presentation is "App Mashing" is a new term for me and means using 1,2, 3 or 4 plus apps to create 1 product! COOL

Executive Functioning

Victor, Janice, Sheri

"Sesame Street's Cookie Monster: me Want it, But Me Wait"

A great video giving perspective on a student's struggles with Executive Functioning Disorder.

Something discussed in this presentation is that individuals (students) that struggle with executive functioning may show weakness in  memory or staying on task, keep track of time, meaningfully connect past with current context, make corrections while involved in a task, ask for help, engage in group dynamics, and organization.

Survey results showed many teachers bring their own device for use in their classroom and devices were used for communication, photos, math, ELA, support students with LD, projects, speak to read apps, Kurzwell, creating books, and research. In addition, BYOD was in effect.

Exciting New Apps for LD

Dawn

Once again, this presentation focused on Accessible Assistive Technology's importance in providing students with ways to access knowledge and "show what they know"!

Also,Dawn presented a Youth Ted Talk video of Piper Otterbein ....very powerful to hear a student's perspective!

Overcoming Dyslexia, Finding Passion: Piper Otterbein at TedxYouth@CEHS

What did Dawn's staff say they needed....MORE!!! but seem to be using technology for rewards rather than avenues to learning....

In conclusion, the Assistive Technologies & Apps that are out there for supporting students with Learning Disabilities  Autism, and Executive Functioning difficulties are expanding and advancing at a rapid rate! We are in the midst of a VERY exciting time in education as we look at the opportunities that we can provide to out students to support them in their learning and subsequently in their independence to access information and communicate what they know! We must, however, continue to advocate for our students so ALL have access to UDL devices and ensure that we take full advantage of everything that the world of technology has to offer. 

Mary, Courtney & Amy

Assistive Technology is a Right NOT a Privilege

The opportunities to support students with Learning Disabilities introduced in the webinar New Apps for Learning Disabilities were amazing. Again, the iPad was praised for its built in UDL features and we are reminded of its fantastic opportunity to support, engage and include ALL of our students.

Here is great link that highlights more great Apps for students with Learning Disabilites

40 Amazing iPad Apps for Children with Learning Disabilities

iPad Apps for Autistic and Non Verbal Children

The number of Apps introduced in this webinar was out of this world! The reality of providing the avenue for information to be accessible to ALL STUDENTS is "right on our doorstep" and we need to ensure that we seize the chance to provide each and every student with the opportunity to be successful. The Apps viewed in this webinar emphasize the importance of fostering independence in our students so that they possess the  tools & skills that allow them to ACCESS, PROCESS and COMMUNICATE information. As is stated in the above quote, thechnology makes things possible for kids with learning disabilities and we need to make a priority to provide these necessities to ALL children.

The findings in our survey, made me even more aware to the disparity of technology accessibility between and among different school systems. It makes me angry that there is not the appropriate Assistive Technology available to ALL students who require it and that we are failing these students. Each and every day, we have students frustrated in school and they "fall through the cracks" of our classrooms and our society because they lack the appropriate technologies that will allow them to SHOW WHAT THEY KNOW. The archaic tradition of paper-based activities must be left behind and Apps such as Enhanced Textbooks, Paperport Notes & Puffin (as just a few examples) need to be accessible to ALL students...not just those "lucky enough to be in a school or district that recived some 'extra funding & support'". We need to social justice advocates for our students and ensure that they have the access to what they NEED, and make Assistive Technology a RIGHT NOT a PRIVILEDGE!

So then we are left with some questions to think about...as we reflect on the accessibility to technology of the students with learning disabilities in our own school, we must advocate for their RIGHT to have what they NEED to be successful!

Here is an AMAZING VIDEO of a little girl named Maya. Her mom made this video to show (a simplified version) her daughter's progression towards communication.

Maya Finds Her Voice

The iPad - Access for ALL

“In the middle of difficulty lies opportunity.”- Albert Einstein

When initially examining and using the iPad, many people probably see it as a cool, entertaining and useful device that preforms many tasks...however, the impact that this device has as an assistive technology has and continues to CHANGE LIVES! As an off-the shelf device that employs Universal Design format, it is considered to be the most cost effective educational tool that is accessible to everyone. The accessibility options such as voiceover, zoom, invert colors, speak selection, text manipulation tolls,closed captioning, guided access, switch control, assistive touch, and SIRI, the opportunitites for all persons with all learning and communications needs are endless!

When asked about the usefulness of iPads in classrooms, LD Teacher Cindy says “they are able to show how smart they really are...where as once they were slouched and not feeling good about themselves” ...another resource teachers states, “we now have more adaptions in our classes rather then Individual Programs”. A teacher by the name of Courtney MacDonald who has students use iPads in her classroom daily discusses how she has seen the device change kids' lives and has a grade 11 student who states his intention that “when I do my grad speech next year, I am going to thank TYPO”.

When we think differently, we'll act differently. Attitude is everything!

The concept of Presumed Competence is one that resonated with me and has left me with much to think about after Class #2. It saddens me to think about the number of times we, as educators, may have given up on kids because we were unable to support them in finding a way that the could express their knowledge and learning. Presumed Competence (as explained by Douglas Biklen - winner of the UNESCO/Emir Jaber al-Ahmad al-Jaber al-Sabah Prize to promote Quality Education for Persons with Intellectual Disabilities) is to “Assume that a child has intellectual ability, provide opportunities to be exposed to learning, assume the child wants to learn and assert him or herself in the world.” 

When Anne Sullivan first worked with Helen Keller, she approached her with the presumption that she was competent, that Helen’s problem emanated from her not having an effective means of communication.   Even before Anne began to work with Helen, there was evidence of her desire to communicate—she used pantomime to show her interest in making ice cream or wanting toast with butter.  But it was Anne’s introduction of spelling and words that proved liberating for Helen.  

The principle of “presuming competence,” is simply to act as Anne Sullivan did.  Assume that a child has intellectual ability, provide opportunities to be exposed to learning, assume the child wants to learn and assert him or herself in the world. To not presume competence is to assume that some individuals cannot learn, develop, or participate in the world.  Presuming competence is nothing less than a Hippocratic oath for educators. It is a framework that says, approach each child as wanting to be fully included, wanting acceptance and appreciation, wanting to learn, wanting to be heard, wanting to contribute.  By presuming competence, educators place the burden on themselves to come up with ever more creative, innovative ways for individuals to learn.  The question is no longer who can be included or who can learn, but how can we achieve inclusive education.  We begin by presuming competence (24.02.2012 - Education Sector Douglas Biklen: “Begin by presuming competence”).

I have gained a better understanding of Presuming Competence and feel much more equipped and encouraged that I have gained a more persistent and resilient attitude in seeking ways to support students who succeed when provided with Assistive technology and only look forward with excitement as I anticipate the skills and strategies that I can gain from this course that will help me to do just that!

• Presume competence means – assume the child is aware and able to understand even though they may not show this to you in a way that you are able to recognize or understand.
• To presume competence means to assume the child or the other person does and can understand when they are being spoken of and to.
• Presume competence means talk to the child or the other person as you would a same age (non-Autistic) child or person.

Those who believe in our ability 

do more than stimulate us. 

They create for us an atmosphere in

which it becomes easier to succeed.

John Lancaster Spalding 

When Kathie Snow's son, Benjamin, was assessed by professionals, she was constantly told what he could not do, she wrote this letter to talk about what

                                                 he can!

The CAN LIST!

“Assume that the students CAN do what you want them to do.  If they can’t, THEN do the modification”.  This idea of presuming that the student is competent enough to do the assignment or activity themselves is a total mind shift, isn’t it?  When working with differentiation and inclusion, we have a tendency to presume that the students can’t do the activity (thus, the reason we are differentiating/including), and therefore will need assistance.  Instead, if we shift our mindset to the idea that these students can do what we expect and if they struggle, then providing support, we are giving those students the opportunity to be independent thinkers and learners.  What a wonderful chance that some students never receive!

 

Education Closet - The Power of Presumed Competence

http://educationcloset.com/2011/01/13/the-power-of-presumed-competence/

Todd Ross - Variability Matters

Other interesting Links:

• Finding Useful Assistive Technology Applications and Accessories for Mobile Devices

• Asperger's Diary Life through the lens of Asperger's Syndrome. by Lynne Soraya What Acceptance Means to Me

• From Inconvenient to Ordinary

• Emma's Hope Book Autism, Parenting and Being - “Presume Competence” – What Does That Mean Exactly

• diandudlpennvalley - the Penn Valley Wiki focusing on Differentiated Instruction and Universal Design for Learning for ALL Children.

• "The Least Dangerous Assumption", Cheryl Jorgenson, Ph.D., Presenter

Amanda Baggs - “In My Language”

This is very POWERFUL video that Amanda has created and, for me, it opened my eyes to the world of Autism. Watching the first 3 or so minutes of the video, it appeared that although Amanda was interacting with MANY OBJECTS in her environment, all interaction seemed meaningless, confusing, and difficult to comprehend. At the point at which the video transitions from this scenario to the voice over of Amanda explaining her actions, I was SHOCKED and MOVED that these were her words that I was hearing! This articulate young woman is inside and, without the opportunity of assistive technology and the belief of presumed competence, we may not have really ever had the wonderful opportunity to meet her. In addition, she is absolutely correct in assuming that most people meeting her on the street would most likely consider her to be  “non-thinking” and perhaps even a “non-person” and that “failure to learn our language is a deficit but failure to learn her language is natural”. It is imperative that we, as educators and even as people in general, do not settle for the fact that “it is only when I speak your language that I am communicating” and that we presume competence in all individuals and make it our job to help support and assist them in finding their voice and recognize the video is a “strong statement on the existence and value of many different kinds of thinking and interaction”.

 CLASS #1 - educ 569.69

Wow! This first class in 569 was intense :). Having the opportunity to see the implications that Assistive Technology can have for students was amazing. Also, having the time to learn the terminology that supports AT was very informative and using a creative way (WORDLES) to represent our learning gave a terrific, hands-on perspective of how technology can be imbedded in what we do to provide students with a variety of ways to represent their thinking.

We all know that we must provide multiple representations of information in our classrooms but the real “AH HA”moment for me was to see the vast diversity of ways that students can “show what you know”. Take for example the high school student with his iPad mounted in a position on his wheel chair where he can use his tongue to manipulate and utilize it....AMAZING!

One quote from first class that resonated with me was “The curriculum should be adaptable to differences...not the other way around” because I think so often that we as teachers, design our lesson with the curricular outcome(s) in mind and then, as an afterthought, we wonder what our higher needs students can do to participate. This thinking needs to be reversed so that students' profiles, that outline the strengths and challenges of our learners, and engagement of our students are our first consideration and with them as a starting point, we then can ask ourselves “How can I create tasks and activities focused on the curricular outcomes that will best engage ALL of the learners in my classroom?”. I think this is the fundamental principle behind UDL and a great direction to be headed as we improve on the program planning that we provide for our very diverse students. I especially like to comparison to UDL's origin as an architectural concept. I can clearly see the parallel that making a accessible after it has already been constructed is a very inefficient and expensive way to plan and build structures and how “costly” this same idea is for our students when we make our lesson plans accessible as an afterthought. An individual at a support PD session that I recently attended said it is crucial that we adapt our instruction and activities and not expect our learners to adapt to us for “even a dog knows whether they've been tripped over or kicked”. This was really powerful for me because it tunes us in to the sense of community, inclusion and being valued which so essential to our classrooms and those children who enter them.

My husband is a principal and when I shared with him the APP Placemat, he was “blown away” by the opportunities afforded to students through iPads.

Here are some great resources I have found:

• Link to CCRSB AT Website
• Free Assistive Technology Tools for Teachers and Students 
• Dept of Education Assistive Technology Guidelines 
• Assistive Technology Fact Sheet 
• CCRSB Protocol for Accessing Assistive Technology Support
• CCRSB Assistive Technology Referral Form
• CCRSB Use of Equipment Agreement Form 
• Apps that Support Math Intervention 

Here is the WORDLE our group created as we searched for the definition of Convergence of Technologies

 

I also really liked the WORDLE presented on our class Moodle site (courtesy of Babara Welsford) because I think it really captures the wide range of tools and strategies that we can offer our students.