Wednesday, 28 May 2014
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.
Wednesday, 14 May 2014
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.
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.
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.
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.
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.).
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
Tuesday, 6 May 2014
Assistive Technology Assessment Techniques: A Review
While examining the various forms and structures of assistive technology assessment we have to remember a very simple concept, that there is no one all encompassing assessment technique for anything. Research in all forms of education has shown that we must diversity our assessment techniques to meet the needs of all of our students, there is no one size fits all for anything in education. Despite the fact that all of the various forms of assessment that I examined share many similarities I don't think that a school could simply say, for example, that we follow the SETT framework and that's it. That flies in the face of everything that we have discussed and learned about designing a plan that is in the best interest of our students and their potential for learning. I think the best alternative is to maintain these techniques as frameworks, structures that allow for modification and incorporation of other strategies rather than simply adopting one as the only technique used.
In comparing the various models, its obvious that they have been built off of each other as each seems to share a number of strengths as similarities. All of the models focus on the development of plans built by a team rather than an individual and the consultations and discussions within the team. Another strength is that these teams are made up of a wide range of individuals including teachers, parents, administrators, and the students themselves. This inclusion of all stakeholders means that any plan that is developed is a shared responsibility among the team, creating ownership and accountability. Part of these plans that is also shared and essential is that the technology is appropriate for the activity that the student is participating in. An advantage that we are seeing today is that with the widespread use of handheld technology one tablet is capable of doing what in the not too distant past a wide array of various technologies would have necessitated.
The large number and variety of these structures and frameworks shows two things. One is that they are necessary and are being used in the day to day lives of our students. They have proven to be effective and beneficial to the students who are using assistive technology and in the creation of the individualized education plans of these students. The other is that we do not have one plan or technology that works for all of our students. We must continue to work towards developing and incorporating the various technologies that are becoming available for our students that will help them to succeed in our classrooms and beyond.
In comparing the various models, its obvious that they have been built off of each other as each seems to share a number of strengths as similarities. All of the models focus on the development of plans built by a team rather than an individual and the consultations and discussions within the team. Another strength is that these teams are made up of a wide range of individuals including teachers, parents, administrators, and the students themselves. This inclusion of all stakeholders means that any plan that is developed is a shared responsibility among the team, creating ownership and accountability. Part of these plans that is also shared and essential is that the technology is appropriate for the activity that the student is participating in. An advantage that we are seeing today is that with the widespread use of handheld technology one tablet is capable of doing what in the not too distant past a wide array of various technologies would have necessitated.
The large number and variety of these structures and frameworks shows two things. One is that they are necessary and are being used in the day to day lives of our students. They have proven to be effective and beneficial to the students who are using assistive technology and in the creation of the individualized education plans of these students. The other is that we do not have one plan or technology that works for all of our students. We must continue to work towards developing and incorporating the various technologies that are becoming available for our students that will help them to succeed in our classrooms and beyond.
Assistive Technology Assessment Techniques
Assistive Technology
Assessment Techniques
11. SETT Framework
- The purpose of the SETT
Framework is to aid in the creation of an individualized education plan
for the student. The framework
allows the team to focus on four specific areas, the student, the students
environment, the tasks required for participation and the assistive
technology that will enhance the students learning environment. The questions that are a part of the
SETT framework are designed to
encourage the members of the planning team to create the best possible
plan for the student.
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Links:
2. Matching Person and Technology
·
The
purpose of the Matching Person and Technology (MPT) model is to take into
account the various factors that influence the accessibility of technology for
a student. In determining the
appropriate assistive technology for a student a large number of factors do
come into play, including expectations, economics and preferences for different
forms of technology.
Links:
3. Lifespace Access Profile
- “The purpose is to provide a
“client-centered, team-based collection of observations that point to next
steps in a comprehensive program utilizing technology” Target audience for
the LAP is those with severe/profound disabilities. The LAP consists of an
assessment protocol that evaluates the individual’s current abilities
across five domains: Physical Resources, Cognitive Resources, Emotional
Resources, Support Resources, and Environmental Analysis.”( www.homemods.org/resources/pages/ATAssess.shtml)
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Links:
4. Human Activity Assistive
Technology
·
The
Human Activity Assistive Technology approach places its “emphasis on the
interrelationships among numerous dynamic elements, including; 1. home and
school environments, 2.the student’s personal perceptions, and 3.resources
available to the student. All of the elements guide the functional response of
the school team.”( www.slideshare.net/mjmax/assessment-models-assistive-technology)
Links:
5. Education Tech Point Framework
·
The
Education Tech Point Framework is “based on a process associated with the
delivery of vocational rehabilitation services. The developers of the model
propose that the model integrates AT into the special education service
delivery process.”(http://www.abledata.com/abledata.cfm?pageid=160377&ksectionid=160164&atlitid=178338)
Links:
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