Michelle's Blog: 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!