Online Assignment 3

Online Assignment #3

Online Assignment #3

AT for Physical Disabilities

High Tech

Eye-tracking

Eye tracking technology is a form of assistive technology designed for individuals with no control, or only limited control over their hand movements.  The devices are designed to follow the movement of the eyes, or in some cases head, and allows the person to navigate through the web or their computer system with only slight movements of the eyes or head.  This type of software allows the person to complete any number of tasks on the computer including typing, games (socialization) or essentially any other sort of task.  The software and hardware associated with these has improved drastically and continues to get better.  A drawback is that they can be very expensive so they are less common than the less sophisticated forms of AT, items such as mouth sticks and head wands.

Medium Tech

Oversized trackball mouse

A trackball mouse, and mice in general are no longer considered to be high tech forms of assistive technology but nonetheless continue to be very effective tools. Someone may, for example, use a trackball mouse in conjunction with a head wand or mouth stick. It is relatively easy to manipulate a trackball with these devices and much harder to manipulate a standard mouse. Someone with tremors in the hands may also find this kind of mouse more useful because once the person moves the mouse cursor to the right location, there is less danger of accidentally moving the cursor while trying to click on the mouse button. A person with tremors in the hands could also manipulate the trackball mouse with a foot, if there is enough motor control in the feet. (http://webaim.org/articles/motor/assistive#other)  A challenge for this form of technology would be its accuracy depending on the physical disablility, Something like eye tracking would be just as effective and potentially far more accurate.

Low Tech

A low tech form of assistive technology for students with a physical disability is pencil weights.  These weights are designed for students with fine motor or sensory integration problems who may have issues placing enough consistent pressure on a pencil for its effective use.  While we do often tend to look for more technological forms of assistive technology to assist students with writing, voice recognition software, that technology is not always available in all places. Pencil weights can be a useful backup in the right situation.

Assignment 3: Article Reviews

Article #1

Improved Lesson Planning With Universal Design for Learning (UDL)

Teacher Education and Special Education: The Journal of the Teacher Education Division of the

Susan Joan Courey, Phyllis Tappe, Jody Siker and Pam LePage

                The authors of this article began by identifying a need amongst teachers.  They found that while most schools are moving towards an inclusive environment it is often assumed that teachers already possess the necessary skill set to allow them to diversify their instructional methods.  They found however that many did not and that a framework such as UDL becomes an important part of a teacher’s tool kit in preparing and delivering diversified lessons. 

                An aspect of the article that I found interesting was that during the study, particularly the modifications part, was that teachers were able to identify and plan to use a wide variety of means and methods to help diversify their lessons that during the implementation section that they often returned to their traditional methods.  Forgetting or unable for whatever reason to make use of the modifications that they had planned for.  This happens all the time when new ideas or strategies are introduced into classrooms.  Without on-going support or evaluation new ideas are often brushed aside in place of traditional or comfortable techniques.  For real change to happen, teachers must be provided with adequate long term support. “UDL training maintained over time from the second to third lesson plans and students’ use of principles increased as demonstrated by the increase in scores”.  

Article #2

Making Youth Sports Accessible to All Athletes through Coaching Based on Universal Design

for Learning.

Margaret M. Flores, Ph.D., BCBA-D Auburn University

Robbi Beyer, Ph.D. California State University at Los Angeles

Tiffanye M. Vargas, Ph.D. California State University at Long Beach

               

                 As a Physical Education teacher I often find myself looking for various ways to incorporate UDL into my planning.  I have found that while we recognize in the classroom that students learn and take in information in a variety of ways, when it comes to sports we forget this lesson and quickly adapt a one shape fits all mentality.  The authors of this article point out that all students, having a learning disability or not, often enter our phys.ed classes with very different backgrounds in sport and physical activity in general.

                Part of this article that I feel was very beneficial, and something that I will be incorporating myself is rather than changing the game, to modify the equipment.  Anybody watching young children play baseball has witnessed the confusion on a child’s face when told to run to first base.  The authors point out that “bases can be physically numbered rather than simply called by name (first, second, third, and home)”.  Another option would be using oversize equipment to enhance student’s chances of success.  I have incorporated this into my classes, teaching baseball to the early grades I have them use a tennis racquet rather than a bat.  By doing this I’m able to show them how to swing/stand properly while taking away a great deal of stress in actually hitting the ball. 

                I enjoyed this article and think that we must continue to look outside of our traditional academic settings in incorporating UDL into our schools. 

Article #3

Getting it Right from the Start: Employing the Universal Design for Learning Approach to Your Curriculum

Lieberman, Lauren JView Profile; Lytle, Rebecca KView Profile; Clarcq, Jason A. Journal of Physical Education, Recreation & Dance79.2 (Feb 2008): 32-39. 

                         

“Imagine a learning environment where all students are engaged and challenged at a level that meets their learning needs; where content is presented in multiple ways and with multiple methods; and where diversity is celebrated and creativity encouraged.”

This quote is an excellent example of a very good paper.  The authors chose to emphasize that UDL is not simply a framework that modifies what we do for our students with learning disabilities.  It points out that everything we do within the UDL framework benefits everybody within our classroom, regardless of ability, prior knowledge or disability.  An example that the article uses is closed caption television.  While we primarily think of it as a way for people with a hearing impairment to watch Tv, the article points out its usefulness for people watching in a loud environment or a situation where no volume is available.

This article also discusses the use of the FAMME model of UDL.  The FAMME model is based around the use of four steps in planning UDL lessons.  The steps are, Determine the Underlying Components, Determine the Students' Capabilities, Match Modifications to the Students' Needs, Evaluate Modifications.  While all of the steps are important I believe one that is too often overlooked is the need to Evaluate the modifications that were made.  It is important that we review the modifications that we make, both to better understand success but also to make changes for the future.  

Article #4

UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students With Learning Disabilities?

Matthew T. Marino, Chad M. Gotch, Maya Israel, Eleazar Vasquez III, James D. Basham and Kathleen Becht

Learning Disability Quarterly 2014 37: 87 originally published online 4 October 2013

                With much of our conversation in this course focused around the use of various forms of adaptive technology in the classroom and how it is revolutionizing UDL, I was curious as to the effects that something most if not all of my students are currently engaged in, video gaming.  I had not considered that video games could be an aspect of UDL, despite the fact that I am currently researching an interactive text book for my elementary science class next year.  The title caught my attention, the article supported it.

               One of the underlying principles of UDL is finding various ways to present information to our students.  By only targeting one learning style we are ignoring the needs of the majority of our students.  The purpose of UDL is to reach all of our students.  In considering video games as an educational tool, “These games allow repeated practice opportunities where students can interact with alternative representations of complex vocabulary and phenomena” essentially meeting this requirement of UDL.

               This paper studied the results of incorporating different video games into the science classes of selected schools.  The games “were Cell Command (cell anatomy and functions); Crazy Plant Shop (genes and inheritance); You Make Me Sick! (bacteria and viruses); and Reach for the Sun (photosynthesis and plant life cycle).”   We often speak about the importance of collaboration between teachers but often neglect its importance in our classroom.  While playing these video games “Students expressed a clear affinity toward the video games and reported collaborative engagement during game play”, creating a collaborative environment within the classroom.  The best way to solidify knowledge is to teach it to someone else, something that these students who are only ‘playing games’ were excelling at.

              I enjoyed the premise of this article and hopefully along with my interactive textbook will be able to incorporate some of these games into my science curriculum for next year.

Article #5

The Three Block Model of Universal Design for Learning (UDL): Engaging students in inclusive education

Katz, JenniferView Profile. Canadian Journal of Education36.1 (2013): 153-194.

                I chose this article because I was interested in the different form of UDL that the author was proposing.  Her “Three Block Model” was not something that I was familiar with and because of that decided that it would be a good article for me to investigate, I was correct.

                As with all UDL frameworks, this model seeks to provide the most inclusive, user friendly classroom possible.  The author identifies the three different blocks as “Social and Emotional Learning,  Inclusive Instructional Practice and  student autonomy”.  Social and Emotional learning emphasizes a democratic style of classroom where students and teachers are involved in the decision making process.  The second block focuses around the teachers ability to design and plan lessons and units that develop a student’s interest and learning opportunities through inquiry based learning.  The third block, student autonomy as it has “been shown to increase student engagement and achievement, and develop higher order, deeper thinkers”.

                I did find the Three Block Model interesting and believe that if properly implemented could be a very useful tool for teachers to have.  It’s implementation however, according to the author, seems to require large amounts of PD so as to instruct the teachers on its use.  Unfortunatly for many schools and boards this may be impractical as effective PD needs to be on-going, rather than once up for it to be effective.

Article #6

Universal Design for Learning and Elementary School Science: Exploring the Efficacy, Use, and Perceptions of a Web-Based Science Notebook

Gabrielle Rappolt-Schlichtmann CAST, Inc., Wakefield, Massachusetts, and Harvard Graduate School of Education. Samantha G. Daley, Seoin Lim, Scott Lapinski, Kristin H. Robinson, and Mindy Johnson CAST, Inc., Wakefield, Massachusetts

                I once again chose this article based on my changing teaching requirements for the upcoming school year.  I will be moving into a science classroom where UDL will be a day to day practice for me, not an occasional modification.  As I intend to use technology to its utmost, this article interested me as a possibility for the upcoming year.  The purpose of this article was to research how the use of an interactive notebook could remove some of the traditional barriers (reading comprehension, writing ability) from an inclusive classroom.

                The authors of this article focused on a single example of an interactive notebook for the purpose of their research.  Their research did indicate that “as this work demonstrates, when technology is used to foster a supported learning environment in which the emphasis is on core learning activities” it can prove to very effective.  As I had hoped this paper did point me in the direction  of a number of different more modern student notebooks that I may be able to incorporate.  Some of these being,

https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxjZWlwZWFzY2llbmNlfGd4OjEwNmIyZjU2NmRhNGQ3Y2Q

http://www.ericdigests.org/2004-4/notebooks.htm

http://lhsfoss.org/sciencelit.html

http://www.reading.org/reading-today/classroom/post/rty/2013/10/25/science-writer-and-universal-design-for-learning#.U40SZHJdUYE

May 28 Class Reflection

The part of the class that I found the most beneficial tonight was exploring the different resources and types of systems and technology that are available for people who need Augmentative and Alternative means of communication.  As a classroom teacher I have not yet been in a position where I have had a non-communicative student but statistically speaking, the likely-hood of it is increasing.  I think that it is important that I have this knowledge base prior to that student walking through my door so that I am not playing catch up but can provide them with the resources that they need to be successful in my classroom.  I also really enjoyed looking for the inspirational videos during our time putting together our whiteboards.  I found that I spent a lot more time on this activity than maybe I had intended to but it is nice sometimes to see the positive side of things where too often we focus on the negative.

Talking With My AAC

Augmentative and Alternative Communications

Reading Software and Reading Websites Treasure Hunt

Reading Software and Website Treasure Hunt

·         Success for All

Provides extensive school staff training and materials focused on cooperative learning, phonics, and a rapid pace of instruction. Also provides tutoring to struggling children, mostly first graders.

Website: www.successforall.org

At the Success for All Foundation, our goal is to help all students achieve at the highest levels—not just children who come to school well fed, well rested, and ready to learn, but everyone, at all levels, whatever it takes.

 We believe all students deserve an education that will challenge, inspire, and prepare them for a better future. Our top priority is the education of disadvantaged and at-risk students in pre-K through grade eight. We use research to design programs and services that help schools better meet the needs of all their students. Every child can learn. We help schools ensure that they do.

·       

  Direct Instruction/ Corrective Reading

A highly structured, phonetic approach to reading instruction that emphasizes phonics, a step-by-step instructional approach, and direct teaching of comprehension skills, as well as extensive professional development and follow-up.

Website: www.nifdi.org 

Welcome to the National Institute for Direct Instruction

 The National Institute for Direct Instruction (NIFDI) is the world's foremost Direct Instruction (DI) support provider. This website provides information and resources for administrators, teachers and parents to help them maximize student achievement through DI

·         

Peer Assisted Learning Strategies (PALS)

A technique in which children work in pairs, taking turns as teacher and learner, to learn a structured sequence of literacy skills, such as phonemic awareness, phonics, sound blending, passage reading, and story retelling.

Website: kc.vanderbilt.edu/pals

PALS is a version of classwide peer tutoring. PALS combines proven instructional principles and practices and peer mediation so that research-based reading and math activities are effective, feasible, and enjoyable. Teachers identify which children require help on specific skills and who the most appropriate children are to help other children learn those skills. Using this information, teachers pair students in the class, so that partners work simultaneously and productively on different activities that address the problems they are experiencing. Pairs are changed regularly and all students have the opportunity to be "coaches" and "players" over a period of time as students work on a variety of skills.

·        

Reading Recovery

Provides the lowest achieving readers (lowest 20%) in first grade with supplemental tutoring in addition to their regular reading classes.

Website: www.readingrecovery.org

Our Vision

We ensure that children who struggle in learning to read and write gain the skills for a literate and productive future.

Our Mission

We achieve reading and writing success for children through partnerships that foster:

Reading Recovery in English, Spanish, or French as an essential intervention within a comprehensive literacy system

Teaching of children that is expert and responsive

Professional development for teachers that is specialized and continuous

Ongoing development of knowledge and practice based on research, data, and the theoretical framework that has underpinned Reading Recovery since its founding

·         

Targeted Reading Intervention

A one-to-one tutoring model in which classroom teachers work individually with struggling readers in kindergarten or first grade for 15 minutes a day. The 1-1 sessions focus on re-reading for fluency (2 min.), word work (6 min.), and guided oral reading (7 min.).

Website: www.targetedreadingintervention.org

The Targeted Reading Intervention (TRI) is a professional development intervention designed for elementary students who require additional reading instruction and their classroom teachers. Via remote webcam, trained coaches with reading expertise provide one-on-one, ongoing support to build capacity in reading instruction with teachers.

The TRI helps teachers build capacity by:

Learning and using efficient instructional strategies for early reading development

Developing skills in matching instruction to assessment

Applying their learning for the benefit of targeted readers