Universally Designed Blended Learning

The term Blended Learning is all abuzz in the world of education — and why shouldn’t it be? Our students were born into a digital age, and using technology comes naturally to them. So it only makes sense to use it in our daily lesson plans to give students opportunities to explore online content, allow new forms of expression and displays of content knowledge, and to connect with other students from all around the world.

face-to-face plus self-paced plus online equal blended learning
While we are enthusiastic about engaging our students by implementing technology into our teaching, we must remember Universal Design for Learning. This makes it important to ask yourself — How will I make my blended learning environment, content, and activities accessible to every student in my classroom? Will students who have visual, hearing, motor, and/or cognitive needs have the ability to access my curriculum just like my other students?
 female student using braille reader


Well, making that content accessible without practice is no easy task, and intentional planning is necessary, but I assure you it can be done!  

We know that images and videos increase interest in our content and that many students are visual learners. Yet, in order to make these features accessible to all students, videos should be closed-captioned and images should have alternative text (allowing a screen reader to read a short description of the image).

Fancy fonts can be fun to use, but sticking to a minimum 12-point font size in fonts such as Arial, Helvetica, or Verdana is preferred. These types of fonts, known as sans serif fonts, can be easily magnified for students with low vision. 

Format your documents with the tools given to you in the program you are using. Avoid using multiple spaces for indenting, creating your own spacing for bullet points, or using text boxes as screen readers will not read these elements correctly. 

I personally love color-coding for my own use, but relying on using only color to convey meaning makes a document inaccessible for students who are colorblind, have low vision, or are blind. 

Blinking and flashing content should be limited to no more than 3 seconds — if not completely eliminated – due to risk of headaches or seizures.

Check out http://webaim.org/intro/ and https://www.ada.gov/websites2.htm for additional guidelines on website accessibility that you can translate into accessibility standards for your content. I expect to find new rules coming down the pipeline over the next few years that will mandate specific accessibility features in state and federal government websites, which includes K-12 public schools and public universities. This could certainly affect how your content is being delivered to your students as well as the content itself. 

In the meantime, making a conscious effort to ensure all of your students have access to the curriculum, will only make following the future rules that much easier. And, of course, we are always here to help you along the way.


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It's a crutch!

Admiral Ackbar Meme It's a Crutch!“It’s a crutch!  If we let students get by with listening instead of reading, how will they ever learn to read?”  This or some similar phrase has been heard or said by many of us.  One word in that quote jumped out at me.  Crutch.  When did that become a negative word?  It’s a noun, not an expletive! What is so bad about a crutch?  Crutches allow people to walk unaided who would otherwise need assistance.  If a student has a broken leg do we want them sitting around doing nothing until it heals?  What if it doesn’t heal?  Is that it?  Are we going to tell them to sit there while we place things across the room for them that they need and then fail them for not getting up to get them?  The organization
Crutches 4 Kids describes the reason for their work, Crutches help children access school giving them the opportunity to learn and become productive members of their communities..  Their slogan, “A Pair of Crutches Changes Everything” is just as applicable to us as educators.  

Using assistive technology to read digital material to a student has many titles.  Among a few are: Audio Supported Reading, Auditory Learning, Text to Speech and Reading by Ear.  What this refers to is having the words read out loud with the support of highlighted text.  crutch2.0

There is a history of Audio Supported Reading use in conjunction with braille to increase the speed and accuracy of reading in students who are blind or have low vision.  New research is beginning to show similar results for students who are struggling readers.  By scaffolding a student’s ability to decode difficult words they become capable of decoding the meaning behind the text faster.  This leads not only to greater comprehension but increased concentration and motivation.  Through the use of
Don Johnston’s uPAR testing software some of the PATINS AEM Grant Teams were also able to see a change in the comprehension level of their students over time who had access to Audio Supported Reading as a part of their reading support.  This is so exciting!  

Let’s talk UDL!  What was once a negative is now a positive.   In the past it has been hard on teachers and students when assistance has been given to one student but not all others.  Who hasn’t heard, “Why does he get that and I don’t?  I want that too!” and “I don’t want to look different.”  Audio Assisted Reading has many plusses for all!  For instance:  You want to assign your students research on the process of presidential elections.  The articles on the internet will contain words that not all good readers will understand.  This is the point of learning.  It is supposed to contain some things that are new to you!  By using a text reader for some of the more difficult words, a student can avoid skimming over them and missing the deeper understanding of the topic.  I used it to read the CAST article cited below.  It helps me concentrate and read slower so that I can focus on the content and meaning instead of just finishing the article.  I also used it to read this blog post out loud to me to help proofread.

Research:
The following article is a good beginning for understanding the basis in research and Education Law for the use of Audio Supported Reading:

Another good read on this subject can be found in this 4-part article. http://www.readspeaker.com/does-text-to-speech-technology-help-students-learn/


Some of my favorite crutches are:  

There are many more, including some that come standard as a part of the computer or tablet!  

Some internet sites have it built in.  Look for symbols like these:
button for text to speech button for text to speech button for text to speech


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Curly Locks & The 2 Dimples

Curly Locks & The 2 Dimples
As a young girl, “Oh my goodness, look at those curls; and those dimples nearly swallow your cheeks!” were words that she would hear often from strangers.  One day, she even slipped and fell face flat into a mud puddle at a public park.  Clearly, the mud was what swallowed her face AND her embarrassed tears; but what she heard was, “Not even a speck of mud in those dimples,” from the lady who came to help her.  All she really wanted to hear was, “Are you ok?”...because she wasn’t.

Growing up, she quickly realized the smile that would create those dimples, was like a magic cape that would make her invisible...even when she wanted to be seen. Many acquaintances, friends and even teachers knew that behind the facade of a beautiful home, lived the girl who could not possibly be “ok”...but no one ever asked.

When she entered her high school years, a teacher realized a pattern in missing days at school...and the teacher asked, “Are you ok?”  The young girl froze in surprise of the question, looked at the teacher and smiled…”Yes, of course I’m ok.”  Her “magic cape” allowed her to vanish in plain sight once again with her grades slowly faltering.  Her barrier was the inability of verbal expression under intense stress, fear and/or anxiety.

While she was a typical student in the mainstream classroom who could speak and read and write text, this story makes me think of all of the students that come to classrooms daily from diverse backgrounds and needs...each one with their own form of a “magic cape.” With that in mind, working to create a universally designed environment (UDL) may seem like a daunting task when working with students with disabilities and/or emotional & behavior disorders. How are those students able to access what they know or how they feel if they are unable to access that communication in the way that they need? I would like to focus on one of the UDL principles- “multiple means of expression.”  


Behaviors happen for a reason and they can adversely affect a student’s educational performance.  Some students would rather have a physical or emotional outburst or shut down completely when asked to do a task in front of the classroom- before they will EVER let their peers know that they struggle with reading or completing what seems to be a simple math problem to most.  Some students may be repeatedly told in various ways that they are not smart; which in turn causes them to disengage academically and socially.  Not all students can express what they know or how they feel verbally.  What about our students who are nonverbal?  Not all students can express what they know or how they feel in written text.  What about our students with physical disabilities?  

At times, we get so caught up in what is in front of us, whether it is the disability, the behavior or even the dimples- that we avoid or forget to simply ask, “Are you ok?” A simple gesture that when asked, we must provide various ways for our students to respond in a way that best fits them.  A few examples are verbally, written, text-to-speech, drawing, recorded response, AAC, pictures, etc.  

Getting to the core of what is creating the behavior and addressing that with your student, can certainly assist in avoiding what I like to refer to as the behavioral domino effect.  Dominoes in lineMeaning, when one falls without being caught, it lands on another that falls, which lands on another, etc.  Before you know it, you have a whole line of new behaviors.  If you have ever lined up dominoes to create the chain reaction of falling in a pattern, then you know that if you want to set them back up...you have to set the very FIRST one back up that fell.

Let’s help our struggling students KNOW and FEEL that we care and that they CAN achieve great things.  Sometimes that IS the most important thing they need to know and understand.

For those of you who may want to know what happened to “Curly Locks & The 2 Dimples,” I do not want to close this blog with a story half written.  A teacher did ask her AND her entire class one day a simple question in the form of a writing prompt:  “Tell me something that you think I would never guess about you.”  The young lady wrote and she wrote and she kept writing...  

If you were to ask her if she is “ok” today...she will offer you a real smile, with no magic cape and now verbally respond,  “Absolutely.”  I can answer for her with complete confidence...

...because she, is me.
Drawing of girl in grass

 
 
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The Timely Manner

drawing of an antique looking stop watch
"TIME"  ...the indefinite continued process of existence and events in the past, present, and future regarded as a whole.   

Yes, I looked up the definition.  I had a couple of reasons and you're right again, the first was in desperate attempt to understand how in the world it was possible that NINE other PATINS bloggers had beautifully taken their rotation already and the arrow points directly at me again!  If you haven't already read the previous 9 wonderfully written blogs by the PATINS Coordinators, you're missing out on a wisdom that I'm confident you won't find elsewhere.  I started this blog process in hopes that you might gain some insight into the brilliant minds of the PATINS Coordinators. However, I admit that I was promptly put in my place, week after week, as every single one of them have posted nothing less than magic in the form of words.  I've personally been inspired by each of them.  

Second: my limited and rapidly transfiguring attention was recently drawn, by a colleague, toward a conversation that was happening online.  A question was posed online to the world of "us" regarding "Timely Manner."  My colleague and I experienced very different INITIAL reactions to this question posed online and I want to talk about that a bit, because I think the same sort of variety in reactions likely exist in the field.  

From my professional perspective, the majority of the time, "timely manner" typically refers to Accessible Educational Materials and more specifically WHEN those materials arrive to the end user (the student).  Of course, Timely Manner also applies to other services and assistive technology.  The IDEA mentions "timely manner" several times, and gets as specific as stating, "...accessible formats are provided those materials in a timely manner, the SEA must ensure that all public agencies take all reasonable steps to provide instructional materials in accessible formats to children with disabilities who need those instructional materials at the same time as other children receive instructional materials."  In Indiana, our Article 7 makes some similarly nondescript statements about "Timely Manner," which do provide some level of guidance, but lack a certain desired specificity.  Allow me to explain.  

There can frequently be many steps and people involved in getting services, materials, supplies, or assistive technologies to a student, once the need has been determined.  Many potential roadblocks exist, which can cause the "Timely Delivery" of said services or items to possibly be delayed.  This brings up the question, "how much delay is too much and how much is acceptable/unavoidable?"  

Again, only dealing with the Accessible Materials subsection of "Timely Manner," our Indiana Article 7 refers to "Reasonable Steps."  511 IAC 7-36-7...

(h) For purposes of this section, "timely manner" means that a public agency will take all reasonable steps to ensure that students who need print instructional materials in accessible formats are provided those materials at the same time as other students receive instructional materials. Reasonable steps include, but are not limited to, the following: 
(1) Requiring publishers or other contractors to, at a minimum, provide the National Instructional Materials Access Center (NIMAC) with electronic files containing the content of the print instructional materials using the National Instructional Materials Accessibility Standard (NIMAS). Such files must be provided to the NIMAC with sufficient time, according to policies and procedures established by the department of education, to ensure that students requiring accessible formats receive the instructional materials at the same time as other students receive the instructional materials. 
(2) Having a means of acquiring print instructional materials in accessible formats according to policies and procedures established by the department of education, including for students who transfer into the public agency after the start of the school year. 
Reasonable steps would not include withholding print instructional materials from other students until print instructional materials in accessible formats are available. 

The very next portion of our Article 7 states something of DEEP importance

(i) Nothing in this section relieves a public agency of its responsibility to ensure that the following students, who need print instructional materials in accessible formats, receive those materials in a timely manner: 
(1) A student who is not a student with a print disability as defined in 511 IAC 7-32-93. 
(2) A student who needs print instructional materials that cannot be produced from NIMAS files. 

THAT... my friends, essentially means that ANY student, regardless of a "Print Disability" presence, has a right to receive materials that are accessible to them in a "Timely Manner!"  Yes, you read that correctly, I'm no lawyer, but that reads pretty clearly to me, that even students who do not have a print disability MAY need Accessible Materials, they MAY not qualify for materials derived from NIMAS files, and they have a right to them in a "Timely Manner!"  

While that certainly can be as tall of an order as it sounds like, it is actually very doable with the right processes, policies, procedures, workflow, and training.  It DOES NOT, however, just happen on it's own.  At this point, I'd like to mention two things: 

AEM Collaboration Day 2017 Participants1. The PATINS AEMing for Achievement Grant.  This is a year-long collaboration between your entire district (represented by a small team) and PATINS-ICAM staff.  This 15-16 school year had 8 teams and we JUST finished up on Friday with a day of collaboration and sharing successes and struggles of the year and I honestly tell you that it's the most inspirational day of my whole year!  Incredible!  Success stories of student's lives literally changing for the better evidenced in video and data.  ANYWAY... I will be posting the application for NEXT YEAR's district teams THIS WEEK!  The purpose of this grant is EXACTLY what I stated above; to assist your district with the the right processes, policies, procedures, workflow, and training to ensure that ALL STUDENTS have the materials they need in a "Timely Manner."  Regardless of where you feel your district is now, we can help you to get this tall order accomplished over the next school year.  We've done it. 

2.  I've been upfront up to this point that I'm really only talking about "Timely Manner" as it refers to AEM, both in IDEA and Article 7.  However, I want to deviate just a bit here and I'll be blunt and direct.  One COULD deliver Accessible Materials in a "Timely Manner," (at the same time as peers receive their materials) BUT, there may still be a mountainous problem!  MANY times, those materials in specialized formats REQUIRE some technology or Assistive Technology before they can be used at all!  So, they MAY be "Accessible," but at that point, they are NOT USABLE!  This brings up a whole new level of policies, procedures and workflow around the coincidental delivery of tech or assistive tech, also in a "Timely Manner!"  

While the concept of time is both abstract and relative, it is of great importance to students waiting for the materials and/or technology they need to level the playing field, to close the achievement gap!  The unit of measure we must use for this is that of the same time when other students receive their materials and/or technologies.  However, we KNOW that there can often be a greater number of obstacles in the way when we're talking about specialized materials, services, and technologies.  This means that there must be a systematic process in place, which means that policies, procedures, and workflow, must be established and adhered to.  Long story short... it doesn't just happen on it's own or by chance.  

...and, YES, for those keeping track of such things, this posting IS 4 days LATE and YES it is a posting about "TIMELY MANNER."  ... oh, the irony.  My apologies.
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If I knew then what I know now.

Jena and her grandmaFuture teacher, Jena, and one of the
best teachers in her life, Grandma.


We can all likely agree that teaching is not what it used to be. In fact, the profession I found myself in as an elementary school teacher was worlds away from what I envisioned.

I believe that one reason for this disconnect is that I expected to teach the way that I was taught- following along with my teacher’s lesson and directions quietly from my desk; then completing my assignment and checking it twice before handing it in. I hope that some of you can relate; however, I wouldn’t be surprised to hear that my preferred method of learning couldn’t sound more like beating your head against a brick wall… Yet to me there’s almost nothing better than being given information, asked to complete a task, completing it to the best of my ability, and receiving praise for my work. Needless to say, I’m a people-pleaser.

Not only did I love being a student, I revered my teachers- such poise, such excitement, and so much love for and genuine interest in their students. They were the bee’s knees to me, and I can proudly name every one of my elementary school teachers. Of course teaching was in my future! Bee clipart

Nowadays, the education pendulum has shifted. For better or for worse, teachers face more state testing, rigid evaluations, changes in general attitudes towards the profession, and increasing daily demands. This includes planning for and meeting the needs of all students.

It is the last of the changes — meeting the needs of all learners — that inspires this blog post. There were many days in the classroom that I viewed this expectation as a mountain I could never climb, especially alone. With so many students, each one with a unique set of needs, how could I ever meet each student on his or her level?? 

If only I could have know then what I know now. You see, as a third grade teacher, I wasn't aware of the wonderfully valuable resources that PATINS has to offer until I left the classroom and found a job posting online for the PATINS Data & Outreach Coordinator. Lucky for me, the position was something I was very interested in; I landed an interview and was offered the job. Now I am able to reach out to educators, who were just like me, in order to offer them invaluable resources that would have been an immense help to me while in the classroom.


For instance, I would bet it's safe to say that every teacher has experience with a student that has autism spectrum disorder (ASD). The U.S. Centers for Disease and Prevention identify 1 in 68 American children as having ASD. As educators, we know that these students bring a different set of talents and challenges to our classrooms.

One of the most common struggles for these students is social interaction and communication, which can lead to heightened frustration among the student, classmates, and teacher. Check out this video of Dillan, a student who describes himself as “autistic,” as he describes his experience with ASD.



This is an incredible example of the way that we can help you meet the needs of your students. We lend iPads and other devices with text to speech software, so that you can give a voice to a student who may so desperately want one. Not sure how to implement them or use the software? We’ll come to your classroom and educate you, so that you get what you want out of the technology!

If you’re reading this, then you are probably already aware of our lending library and services; yet so many educators across the state have never heard of us, and this is my cause. I am passionate about the services we provide to the students across the entire state of Indiana. I want every educator to understand what we offer and to feel comfortable reaching out when they are in need of some guidance.

Not sure what to do to help a student who struggles with focusing on tasks? Give us a call. Need recommendations when searching for the right assistive technology? Let us know. Have you borrowed an item that you are excited about, but aren’t quite sure where to start? Reach out. The list goes on and on.

We are here for, and because of you! So please help spread the word about PATINS to as many friends, family members, and fellow educators as you can. The more educators we can support, the more student lives we can positively affect. We are here to help teachers climb the mountains that can stand in the way.

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Glenda Thompson
Ahh, Dillan's video brought tears of joy! Thanks for the beautiful post, Jena. We all need to take more time to "open our minds"... Read More
Thursday, 28 April 2016 12:07
Daniel G. McNulty
Jena... YOU are the bees knees to PATINS Data & Outreach, which means that you're also the bees knees to the teachers out there st... Read More
Friday, 29 April 2016 10:56
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I love games!

I love games!

  Board games, card games, puzzles, word search, playground games, game shows, pinball, and sporting events.  I enjoy being a participant OR a spectator.

I was a high school cheerleader (not gymnastic at all, just an encourager at heart) and I’m that family member that always suggests, “Let’s play a game!  Corn hole, Euchre, Trivial Pursuit anyone? “

I thrive on the comradery of teamwork or the self-satisfaction of a solo attempt.  Games keep my brain sharp, my self-confidence up and my humility in check.   They are a fun way to engage, learn, be active and/or socialize.   Whether there is a prize at the end of the game or not, I want for that THRILL of the victory…or accept that AGONY of the defeat.  After all, good sportsmanship is a valued lesson in life.

This year at PATINS Tech Expo we are providing a game for our attendees.  It is a QR Code Scavenger Hunt!  Quick Response (QR) Codes can be read with a QR reader.  There are many free readers out there to download to your device. e.g. Bakodo, SCAN, I-Nigma, Kaywa.
QR Blog Code  We are giving this a try at Tech Expo with the hope of engaging fun and providing attendees a chance to win an iPad Pro/Keyboard/Pencil from our Treasure Chest at the end of the day.  Here’s how it will work - There will be 14 QR codes displayed at various Exhibitor Booths with questions about the PATINS staff to answer.  Each will be a fun fact about a particular staff member and the Exhibitor will have the answer, so all it takes is a conversation to ask ‘em!   Write the answer on the back of the Expo name badge, drop in the Treasure Chest at the Door Prize Booth when complete and VOILA…one has met the challenge and has discovered some tidbits about each of us that might not have been known.  We are using http://www.classtools.net/ to generate our QR codes like this one  It’s free, easy to use and would be a great resource to try out with your students for a creative learning activity. 

If you are attending Tech Expo this year and participate in the QR Scavenger Hunt, I invite you to comment thru this blog on your experience.  I look forward to reading your thoughts. 

Game On!!  Boardgame
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A Salute to Indiana Educators

This week’s blog edition is dedicated to the Indiana educators.  In reviewing my year, I have logged a whole lot of miles and met with a whole lot of school staff.  It has been GREAT! What an amazing group of folks.  My life is truly richer for these experiences.There has been a number of topics that we have covered.  Much of what we have talked about is how to include all students in the curriculum and I can tell you that is a loaded statement. It sounds simple, but it has a lot of layers when you really look at it.  For some presentations, there is a slide I show of a Venn-type diagram of 6 circles.      Slide03                           I think this describes education today.

1.  I put students in the center.  As educators, we know students really are and have always been the central focus.  
2.  Just above that is a circle of Diversity.  We can all agree there is much diversity found in the classroom ranging from academic abilities to socio-economic, cultural, language, religious, and the list can go on.  As a consultant, I include teachers and staff in the diversity pool and this is something that must be considered for communication and for accessibility as well.  One size does not fit all.  Neither for students nor staff.
3.  So next to children and diversity, we find student achievement.  I list this third, purposely, as we are not dealing with a product here that can be measured in purely economic or statistical terms.  Achievement is very important to be sure.  Educators have always found a way to measure student achievement.  So the fact that we have and need student achievement is a given and absolutely necessary.  The thing is, student achievement is best measured when there is a good match between what the children know, can do and demonstrate with what is expected.  That brings us to the last three circles of the Venn Diagram.  

The Stuff. Instructional Technology (IT including infrastructure), Universal Design for Learning (UDL) and Assistive Technology (AT)
4.  In the middle we have the Instructional technology provided for all students/staff, regardless of educational placement.
5.  On one side we have AT which is required for students to benefit from their special education where ever it is i.e. general ed class, special ed class. So those make sense and have been around for awhile.
6.  The other player is UDL, which serves as more than a bridge between the two.  It has been called a framework and I look at it as a warm embrace for education.   Purposeful, planned, front-loaded, collaborative. A future blog can go into this in more detail but suffice it to say that UDL brings education full circle, and honestly, I have seen this kind of work in action all around Indiana.

Schools today operate with technology.  They really always have.  It used to be the slate and soapstone, or the vellum and quill, or the #2 lead and paper. Pick your era. There was always a way to use a tool for education, so really, there is no difference now.  The discussion should not be to use technology or not. The question is, "How do children demonstrate what they have learned?"  The discussion should include brainstorming multi-modal ways to engage students, multi-modal ways to present information and multi-modal ways to have them express and demonstrate understanding, while building in layers of increasing independence.  The challenge is on to find out what students know and to find ways to challenge all students.

It has been an absolute joy to meet teachers and educators across Indiana engaged in dynamic ways of reaching students and who seek out more ways to reach children who learn via atypical means and methods.  Keep up the good work!
 






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A Deer in the Headlight

OK we have this new blog and I get assigned the last week in March to submit an entry. The pressure is on to think of a topic.  I labor over it trying to think of a witty, informative and relevant blog entry. And the bar has been set after the previous three entries!  So I start thinking what can I do? What can I say? Can't talk about everything I learned I learned in kindergarten.....Kelli sort of went with that theme plus kindergarten was eons ago for me! Can't talk about retail therapy....Sandi just did that!  It dawns on me to somehow tie in March Madness into the blog entry.  But after Purdue lost there was no reason to have any March Madness blog theme!

So I start thinking the only thing that has consumed my life lately has been a trip to the emergency room and eventual hospitalization of my 92-year-old mother.  Now how can anyone make this witty, informative or even relevant? I mean come on no matter what one does a hospital gown is never flattering on anyone and hospital food ranks right up there with school lunches!  Then it hits me.  While in the emergency room the staff began to speak to me in a foreign language. It began to resemble the adult in all the Charlie Brown cartoons.  You know that "wha, wha, wha" sound! We are going to do a BMP, let's keep your mom NPO. We are going to take her to IR for a procedure.  Her doctor has ordered a CXR.  That monitor helps us track her HR. I was beginning to feel so ignorant!

Now don't get me wrong I have watched my fair share of Marcus Welby MD, ER and Grey's Anatomy.   And my wife's a nurse so I have been around medical terminology for a long time.  But I am sure that I must have been getting a snack when they tossed out these acronyms on TV.....and just tuning my wife out as I have been accused of doing on occasion!  My only salvation was when the OT and PT came in to do an assessment. A sigh of relief!  I can finally talk their lingo.  I know what ROM and ADL stand for. No longer was I looking at medical staff like a deer in headlights. I felt like an equal!

Well this experience allowed me to do some pondering, plus mom was sleeping a lot in her hospital room in-between personnel coming for more blood, breathing treatments and waking her up for a vitals check.  We toss out a lot of terms every day to parents, gen Ed teachers and other school related personnel. And the list of acronyms is constantly growing!  Just when everyone was beginning to understand what FAPE is we now talk about BIP (say it fast enough and it sounds like that could possibly be Marty McFly's buddy from Back to the Future or is that a mis-spelt acronym and are we going to discuss bibs?). Then we begin to sprinkle our conversation with PLOP (are we beginning to sing the Alka Seltzer jingle?) and SLO (are we being politically correct using the term slow in front of a parent whose child falls 2 or more standard deviations  below the norm?)

Well hopefully by now you get the picture.  Explain those acronyms and abbreviations. It will make for a more pleasant conference/meeting. As for me, there is always next year for my Boilermakers and in the meantime I will be binge watching reruns of Dr. Kildaire, Medical Center and Emergency (if you don't know what I am talking about google them) so that the next time my mom decides to take a field trip to the hospital I won't be the deer in the headlight!

deer

P.S. My mom is recovering nicely!

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Jim Lambert
Thanks for the comment Colleen!
Tuesday, 12 April 2016 10:16
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How do you find things if you don't know they exist?

fashion shopping girl clipartOne of the questions you get asked when people are curious about you is, “Do you have any hobbies?”  I have a hard time answering that.  I have things that I enjoy doing, but are they hobbies?  You tell me.  I really enjoy shopping.  I don’t care who I am shopping for.  I just want to find the one thing that will make someone smile and understand that, I get them.  I want to buy the perfect wedding gift or birthday gift, and I’m not afraid to hunt for it.  I search both online and stalk the stores.  Sometimes I know exactly what I want.  Sometimes I find it accidentally while shopping around for fun.  The thing is, I do it enough that I don’t have to wonder where to look for things when I need them.   

Recently I worked with a school district that is going through an abrupt change of status with one of their students.  In the blink of an eye that student’s method for learning and expressing their comprehension was drastically altered.  The learning professionals banded together to find a path to learning for this student through a forest of technology that they didn’t even know existed.  They built a team that included administrators, technical support, special educators and regular educators because they knew that it was going to take the knowledge of all concerned parties to facilitate the student’s needs so that he could continue learning at his previous level.  The thing is, they didn’t know what they didn’t know.  Everyone was ready to pitch in, however they needed help finding out if the things they wanted to exist, did.  Moreover, would they work the way they needed them to.  

So, how do you find things if you don’t know they exist?

The need for assistive technology solutions in schools is constant.  It is always an emergency when a student is blocked from learning.   Resolutions need to be found quickly and this is where years of shopping experience comes in handy!  It is time to shop!

When shopping for Assistive Technology solutions I am particular about where I look. The sites must be credible. I need to see expert level analysis or be able to link to it. If they are comparing technologies I want to see the rubric. I appreciate having tech sorted through and rated on a consistent scale, but the scale must be pertinent to the activities to which it will be employed.

Screenshot 2016 03 22 13.17.45
Tech Matrix - "Assistive and educational technology tools and resources to support learning for students with disabilities and their classmates."  This site allows for searching by text, content area, grade level and IDEA disability category.  It then compares up to four products across that search criteria.  It also allows for the searching of up to 302 pertinent research articles.  This site is worth knowing for this function alone.

Since you are reading this blog I bet you know two other great AT searching opportunities...

That's right, the PATINS Library and PATINS Tech Expo.

Both of these resources come with expert level support to empower your search.


Whether we play a big part in the coordinating of a student’s assistive technology or a small part, everyone involved has an important role.  Once you have considered the student, their environment, and the task that is to be performed I will be happy to help you shop your technology options!







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What I learned, I learned from a robot.

What I learned, I learned from a robot.
Let’s face it, teaching isn’t for the weak.  Not only do we have to smile to our student with Asperger’s when he asks us a question that warrants the reply, “No, I am not growing a mustache. Mustache Icon It must just be the lighting.  Eeks! Let’s focus on math now;” we also need to provide multiple means of engagement, representation and expression.  Better known as creating a universally designed learning environment (UDL).   

I have to admit, many moons ago- there were times when I allowed my students to be too dependent on me.  I would read their tests for them, often times take notes for them, type their papers, inflect my voice at JUST the right word to heighten their senses or do the brainstorming while they were disengaged from me.  Afterall, if the work didn’t get completed- my students may have a huge physical meltdown. Who wants THAT to happen?!  To go even further, while on recess duty, if they fell- I’d even rush to help them up.  As I reflect...what a complete disservice I offered them in those moments of my own discomfort.

Today, I work with educators on a daily basis sharing ideas, suggestions, tools to make sure that codependence is so far removed- regardless of any disability.  Afterall, the main teaching/modeling objective for our students should be independence.  Accessing the curriculum independently, in the way our diverse learners need- may require our own mindset change to having high expectations for each and every student.  Yes, the easiest and quickest way to get through a lesson to prevent upset or outburst is to continue to assist them; but the RIGHT thing to do is to give them the tools they need to work independently.  I do not mean just SOME of the time, but ALL of the time.

With a universally designed classroom environment comes independence.  With independence comes confidence.  With confidence comes natural problem-solving in your students’ life skills without relying on us.  We owe it to our students to provide accessible materials with the support of usable assistive technology tools that fits them;  and develop self regulation through everyday experiences.  If you aren’t sure how to make this happen or even find yourself allowing your students to be dependent on you SOME of the time, let me know.  I will fill your “teacher toolbox” with a plethora of resources with FULL support for you to get started with your students.  

Portrait of Kelli Suding
 
I brought our NAO robot, Ophi- into a few classrooms these past few weeks.  During one of his activities for students in a life skills class, he got tangled in himself and went crashing down on the table robot-face first.  His fall was loud; but not as loud as the shrieks from the teachers and students nearly rushing to pick him up.  I use to pick him up.  However, I now have impeccable wait time.  I held up my hand to assure the students that Ophi was fine and I stood back and let him figure out how to get back up himself.  He did.  Success.  The student’s smiles were stretched from ear to ear because they did not know that he could stand up by himself.  However, I knew.  

Always know that your students can do it.  Believe in them and show them how and/or give them the gift of figuring it out. We don’t have the right to impose our fears, or our lack of confidence in implementing new tools for students to gain independence.  Our students face enough barriers daily…let’s not be one of them.

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Kelli Suding
The app "Fused" was used to create multiple pictures into one and it's FREE! https://itunes.apple.com/us/app/fused-double-exposur... Read More
Tuesday, 15 March 2016 12:21
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