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Promoting Achievement through Technology and INstruction for all Students
Jul
18

Death By Paperwork

Death By Paperwork
First: I made it out alive. You will too.

This year I messed something up in my back, and by April it was hard to sit for more than twenty minutes at a time. Every drive, conference or meeting I was engaged for a bit and then the rest of the day was spent imitating your favorite wiggly child, trying to ease the pain. I felt terrible.

Sometimes it got better, and then it got worse. I complained. I ignored it. I tried what I knew to fix it, I asked friends for ideas. Nothing really worked.

I had enough and went to a specialist, definitely not something I was looking forward to. I hate going to the doctor. But within a few sessions, my life had changed.

It was like getting glasses in the correct prescription or wearing good shoes after years of wearing Old Navy flip flops. I didn’t know how bad it was until I experienced how my spine was meant to be.

About three years into my career I had another issue that was a major pain: paperwork.

Paperwork is like back pain. Everyone gets some, some people get more than they can handle. It comes when it’s least convenient and it will not go away if you ignore it. By the end of my third-year the IEPs, evaluations, and caseload documents piled up to my ears. It was affecting my ability to do my job and my family life. I felt terrible. If death by paperwork was a thing, it felt imminent.

I complained. I ignored it. I tried what I knew to fix it, I asked friends for ideas. Nothing really worked.

An administrator gently suggested I see some “specialists.” I did not want to admit that I was struggling to anyone, but after meeting with others who were amazing at keeping on top of it all, they gave me some ideas. They pointed out some of my mistakes, the weight that was causing the paperwork pain, and they helped me develop my paperwork treatment plan.

In less than two months, I started to feel better. My files were in order and I felt in control. By the next year, I was rocking a weekly paperwork schedule and found tools to help me streamline and automate. I was spending even more time working with kids than I was before! It was career changing. I didn’t know how good it could be.

You, dear reader, might be dealing with some pain in your career. Maybe it’s paperwork or a student on your mind who you don’t know how to reach. Maybe it’s a new tool or expectation that’s pain in your neck, and doing your job effectively seems out of reach. Maybe you complained or ignored it. You tried what you knew to fix it, you asked friends for ideas. Nothing may have worked.

If it’s related to supporting student’s access to education, we’ve got a team of specialists here to help.

It might just change your life.


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Sep
21

Evaluate the Show or Be The Show?


Audio Version of this Blog (10 minutes, 38 seconds)

Lately, several happenings in my life have seemed to converge on this one particular topic that I find fascinating; one cannot actively evaluate the show and be the show at the same time! 

Daniel with a microphone, dressed up, dancing, smiling, singing with his daughter who also has a microphone and is dancing/spinning
When my oldest daughter was about 11 or 12 years old, she and I began taking voice lessons together. Our voice-coach felt it very important that her students perform for real live audiences periodically, and I recall the very first performance she required us to do. She had rented out the entire theatre on Main St., and the place was pretty full! It was a duet that we'd be performing and as it got closer, I was scared out of my mind and body sitting backstage with her! I spoke to crowds regularly for a living, for many years, I did not expect this sort of anxiety! I remember turning to my daughter and telling her, "I think I'm going to puke!" To which she responded, “Well, go out in the back alley and do it, but hurry up!” So, I tried. I was not successful and I came back in and sat next to her again. She said, "Take three slow deep breaths, you won’t be able to see anything except bright lights, you won’t see the people." "Think about the first 3 lines of the song only and then everything will be fine.” The very message she was actually conveying to me, at such a young age, was that focusing on the perception of the performance instead of the performance itself, was counter-productive! 

Lead singer of a blues band in a red dress with Daniel sitting on the drumset in the background      Daniel sitting at a red drumset with his right hand about to hit the ride cymbal and his right hand hitting the snare drum, looking off into the crowd 

Several years later, for my birthday, the amazing PATINS staff arranged to have dinner for me at a historic and awe-inspiring blues music location in Indianapolis, where I was not only treated to great tunes, I was eventually invited onto the stage by the powerful and amazing singer; yes, the PATINS staff repeatedly yelled that I was a drummer and that it was my birthday. Even though I hadn't sat at a drumset in years, I thought, "this will be fun and I'll just have a good time for a few seconds while they sing the birthday song to me." Well, they actually kicked right into one of their set-list songs and I had a decision to make immediately; give this smooth band a beat or don't! I did! I had a blast and was playing my heart out for about 3/4s of the song, when the lead singer turned away from the crowd, faced me, and gave me a nod of approval that went straight to my soul! Yes! ...then, in slow motion, I saw the drumstick in my right hand flying away...away... away...nooooooo! Indeed, a split moment after I received her approval, I started thinking about all the things she might have liked and what I could do next to really make the rest of the song rock, and those thoughts, while in the midst of performing, proved detrimental to my even finishing the song with any amount of dignity at all! This amazing singer stopped the show, turned around, and said, "that's why we hire professionals." We all had a good laugh, but she was right. A true professional separates evaluating from performing. Those two things cannot usually happen simultaneously while upholding optimal versions of either! 

A class of 6 people sitting on motorcycles all facing the same direction and in two lines,  in a parking lot, with all students practicing looking to the left.
Since that embarrassing accidental drumstick toss into the audience, I find myself spending a few weekends a month during the warmer seasons of Indiana coaching new riders to learn and apply the skills necessary to obtaining their Indiana motorcycle endorsement! During these classes, student ability and experience varies significantly, but the one thing that I've found holds absolutely true for all of them is that performance decreases the very moment they start to evaluate themselves and/or worry about my perception of them WHILE they are performing the exercise! This has been true for the brand new rider and for the rider who comes to me with 35 years of experience on motorcycles! I've started to make this a part of the class as well, as it most certainly applies to the pressures felt when out riding on the public roads. 

A concrete cinderblock welding booth with a stool, steel table, foot pedal, TIG welding torch and motorcycle helmet hanging on the wall. close up image of Daniel TIG welding with torch in his right hand and filler metal in his left hand with welding hood and gloves on
Image of one of Daniel's early TIG welds on stainless steel that is rainbow in color that looks like stacked dimes 
More recently yet, I've found myself on Wednesday and Friday nights from 6-11pm, inside a 4' x 8' cinderblock welding booth, trying my hardest to make beautiful welds using an electrode with 100amps in my right hand, feeding a 1/8" metal filler rod with my left hand, and my right foot on a variable control pedal constantly adjusting the strength of the electrical arc that is creating a flowing puddle of molten steel! It's a lot to type and a lot to think about! I find myself making worse and worse welds, the more I try to focus on the things like, "are my hands in the right place for the end of this stringer?" "Did my foot just let off unintentionally?" "Is that my left pinky that's starting to go numb?" "shoot, my teacher is going to point out that underfill for sure." In my mind, the more I tried to notice things like that as I went, the better I would become at improving them. The reality is that the more attention I paid to those sorts of things as I was welding, the worse my welds became! Attempting to critically evaluate, while performing the act, is not productive! 

a right hand on the home row of a mac computer keyboard in black and white
Finally, and most recently, I was having dinner with a couple of professors at Purdue this week, and this very topic came up, coincidentally! It was specific to finger tapping though, and the notion that one can typically tap at a much faster rate when they are not consciously aware of their tapping rate! If you are any sort of a typist using a traditional type of keyboard with your fingers starting on the home-row, etc., you may have noticed that you are able to type much more quickly when you are focused on the content, on the next idea, or on the composition as a whole, than you are when you are actively thinking about trying to type fast! This is the very same principle! One cannot usually type their fastest while they are actively focused on typing fast! Go ahead, give it a try right now! Try focusing entirely on typing quickly and then try typing and focusing on the content and compare!    

Right about now, in the school year, is when things always tended to start to become tiring for me as a teacher. And right about now, as we head into October, is often when things start to feel more burdensome as an administrator as well. I'm not entirely sure of all the reasons for that, but I know that as a state, we are in the midst of many changes, and thus as organizations, school corporations, and cooperatives, we find ourselves in the midst of change as well. Change can be difficult and scary, and sometimes very rightfully so! Regardless, the conclusion I've come to after having done this and gone through many changes for going on 17 years with the PATINS Project, and in consideration of the many other examples in my life ranging from drumming to welding, motorcycling, and singing, is that spending your time, energy, and cognitive power on trying to evaluate and/or guess at the perception of others WHILE trying to perform my best, isn't the most productive.

I can either evaluate the show or I can be the show, but I cannot do both optimally at the same time. 


old photo of Daniel as a 2 or 3 year old, walking in denim overalls with one strap falling off, a tricycle front wheel and a 1980's pickup truck in the background.
So, now, regardless of what it is that I'm tackling, I try to be this much younger version of myself... head down, entirely focused on the task at hand, and trusting that any necessary feedback or evaluation will come from someone else afterward! I try hard to: 
  1. Be prepared. I try to make sure that I ask as many clarifying questions as I can to help myself feel ready. 
  2. Not spend so much time preparing that I'm no longer taking care of my sleep, exercise, relaxation, and nutritional needs. 
  3. Conscientiously pause before beginning.
  4. Take a couple of very slow and deep breaths.
  5. I tell myself that it's OK to feel nervous or anxious and I welcome those feeling and I embrace the energy they can give me.  
  6. Instead of dwelling on everything that MIGHT go wrong, I try to drum up positive energy and remember that my performance will almost always be a diminished version of my best if I am evaluating WHILE I'm doing! 
  7. I trust that people around me will provide the necessary evaluation and then I can start all over, but I know that keeping the evaluative part and the performance part separate will ultimately be the most beneficial! 
  8. I also try to expect this sort of performance from those I'm interacting with! “When we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur.” (Rosenthal, R., and E. Y. Babad. 1985. Pygmalion in the gymnasium. Educational Leadership 43 (1): 36–39)
In your work with Indiana students and educators; try focusing on the above 7 steps. Try this concept out with just one small task this next week or over the weekend and see what happens. When it comes to trying to problem solve for a particular student who might be struggling, for example, allow the PATINS staff to be the observers while you dedicate all of your focus on the performance, and trust that we'll provide the follow-up input! Then, you can begin the process of asking more clarifying questions, preparing, embracing anxiety, letting go of trying to evaluate while performing, and just giving it another shot, entirely focused on the performance itself! We can help, but none of us can simultaneously be the show while we're trying to evaluate the show! Make us part of your team for optimal performance! 

Read all of Daniel's Blogs
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Aug
15

Fancy Font Over Function; Preparing Your Classroom for All Students!

Whilst engaged in a recent discussion with a dear educational colleague and friend, we unraveled the first days of school. Social media often tends to focus on surface level things that are able to be captured in a photograph or video. Being a photographer and artist, I very much appreciate these things. However, also being a professional educator, I also give caution to other educators concerning the intentionality of deep and thoughtful preparation for meaningful instruction for all students. As Beth Poss, assistant principal and private educational consultant, and I discussed the seemingly alarming rate of this focus on the superficial decorating of learning environments without consideration of students and universal design, Beth requested the opportunity to tackle this important topic through the PATINS Ponders Blog! 

It’s Back to School time! Teachers are busy getting their classrooms ready and school has even started in many districts. And based on the multitude of social media posts I am seeing, teachers are all about having the most beautiful classroom decor, the cutest bulletin boards, and jazzy curriculum resources from the Teachers Pay Teachers. It is easy for new or even veteran teachers to believe that if their classroom decor and resources aren’t Instagram worthy they must be doing something wrong.
The truth is, however, that pedagogy should still be the top priority and that just because it looks attractive doesn’t mean that it is effective. 


My fear that a focus on font over function was taking over Twitter and Instagram moved me to write this guest post for PATINS. So as you gear up for the 2019-20 school year, here are a few tips to help you ensure that you don’t get caught up in the “my classroom must be gorgeous” trend and instead focus on what is best for students.

1. Many students identified with various sensory processing challenges, in addition to many students without, can be easily overstimulated by an over-decorated classroom. Researchers found that increased visual stimulation in classrooms correlated with decreased cognitive performance (Fisher, Godwin, and Seltman, 2014; Rodrigues and Pandierada, 2018). So, keep it simple! Personally, I love this classroom from @thegirldoodles, especially how she sticks to just one set of monochromatic color selections, rather than her room looking like a bag of skittles exploded all over it. It is definitely attractive, projects a positive student message, and there is plenty of blank space. 

photo of a classroom dry erase board, 2 chairs, motivational posters, and cabinet all in monochromatic blue-gray color scheme
2. Classrooms should be student-centered! Leave wall and bulletin board space for student work. When students see their work displayed and their peers as their audience, we promote ownership and greater participation and involvement in their own learning process.  (Barrett, et al., 2015)

3. Anchor charts are most effective when they are generated with students, during the learning experience. So don’t worry about having beautifully hand-lettered anchor charts up and ready for the first day of school. Create these with your students so that they connect personally to the information. They are more likely to refer back to the charts while working if they helped to generate the information on the chart.

4. Consider carefully, your font choices on both classroom displays and printed or digital materials that you design. Are the fonts readable to all the students in your classroom, including those with low vision or dyslexia? If your students are learning to form and write letters, do the fonts you use provide a model for the proper formation? I see many cutesy fonts where letters are a random mix of lower and uppercase or where the”tails” of the  p and g are not below the bottom of the other letters. Cute however, doesn’t really help our students learn how to form letters correctly, and if we are teaching students that lowercase g, j, p, q, y, and are “basement” letters, be sure that they see this in what is given to them or displayed around the room. Additionally, research shows that sans serif fonts are generally more readable than serif fonts. (Rello and Baeza-Yates, 2013). What is the difference? Serif fonts have those decorative tails or feet, while sans serif fonts don't and instead are made up of simple, clean lines. You might even check out Dyslexie font or Open Dyslexic, which were both created specifically to promote readability for individuals with dyslexia. Additionally, you might check out the following video and/or this research article, "Good Fonts for Dyslexia.


5.
When downloading teaching resources, check that the strategies and pedagogy behind the resources is best practice. Does it align with your curriculum guide? Is it standards based?  Does it promote the principles of Universal Design for Learning and accessibility? Is it culturally responsive, promote diversity, and free of stereotypes?


One last piece of advice. When you see an idea from a post on a blog (like this one!) be sure to check the blogger’s credentials. Google them, take a look at what they post on Twitter, Pinterest, or Instagram and make sure they truly are someone you would want to take advice and inspiration from! I hope you check me out--find me on Pinterest and Twitter as @possbeth,or on Instagram as @bethposs.
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Feb
02

Social Stories in the Classroom

Recently a friend, an educator, asked me for advice on a student with autism who was sweet natured, but lacked friends because he was a grabber: of food, milk, books, toys, whatever he wanted, he grabbed, and his classmates disliked him. I suggested using a social story. She was unfamiliar.

When I first learned about Social Stories, it was as though I had discovered pencils; here was a simple tool that could have profound effects in my classroom that included 4 students identified with autism spectrum disorder (ASD).Carol Gray developed Social Stories in 1990 as a tool to help individuals with ASDs respond to others and to situations more appropriately. More complex stories may be used with higher functioning students, however my students were younger and still learning basic skills, in many cases, with limited support from home. I had participated in a full-day workshop of strategies for reaching students with ASDs, and social stories were my light-bulb take-away. Implementation was immediate.

One afternoon I met with my classroom assistants for several hours of brainstorming. We discussed frequent stressful situations and wrote social stories for those. High stress times were: upon arrival at school, before lunch, before bus-boarding, intercom announcements, and any occurrence that was out of the ordinary, such as a whole-school assembly, or a fire or tornado drill. Other situations included another student having a meltdown, being asked to end a preferred activity, or being presented with food that was not a favorite, at breakfast or lunch.

We used positive words to guide the students to appropriate behavior; for instance, instead of saying “When the bell rings I will not throw a fit” say “When the bell rings, it is time to go home.” Writing the stories for the students was fun, and we shared a few good belly-laughs as we
wrote stories for each other! Following is a story for a 4th grader.


When the Bell Rings

When the bell rings, it is time to go home.

I will keep calm and quiet.

When I go home, I can play with my dog.

First I will put my books in my cubby.

Miss Patty will help me pack my backpack.

I will get my coat.

I will get in line behind Teacher. I will walk to the bus.

I will keep calm and quiet.

When I go home I will see Mama and play with my dog.

Stories can of course be personalized: My name is Charlie. When I go home I can play with (my dog) Hank. More generic ones may be used with several students, for our class we decided that was best in many cases. We typed, printed, and laminated the stories we created, and filed them in a basket on my desk. Once we began using them, we’d find them everywhere at the end of a day. A story would be grabbed in a hurry, read with a student, and left behind. I found them with the corners chewed, damp, sometimes stuffed in a desk. It did not matter—the stories worked, by preparing students for changes ahead, limiting outbursts, and giving them some power over their behavior. We were fairly consistent in recording behaviors, which should be done to measure progress. In addition to the stories for recurrent issues, my assistants and I became quite proficient at writing stories off-the-cuff, as needed. If you have card-stock paper and a Sharpie pen, you can write a story in a minute. Later you can add pictures and make it look nice.

I talked to the General Education teachers about the stories, and we designed stories for behaviors they saw when my students were with them. One of the teachers had a cd and license for Boardmaker, this was another life-changer, since my students preferred stories with pictures. I had also used free resources from Do2Learn and am happy to see they’ve expanded services and added color to their web site. When you click a heading, look for the green tabs: Free Area. There are printable symbol cards, teaching resources and more.

Of course this sounds like old-school. Now there are on-line resources, and many of you may be using these. And some of you may be like me, and will have a head smacking moment.

There are myriad social stories on YouTube --just search on the social or academic skill you need to address. You will want to preview the stories before presenting to your students; some are just too long; some characters may have an annoying voice for a particular student. Social stories are great for teaching skills such as sharing and taking turns, as well as more complex issues such as expecting a new baby in the home. Check out One Place for Special Needs and Small Steps, Big Skills from Sandbox Learning; the latter provides options for designing individualized stories by creating student profiles so the child in the story physically resembles the student.  

The use of digital social stories requires planning, preparation and time. For example, after you preview and choose an appropriate story, you will need to upload it to the student’s device. If you personalize it, there is another step. Some may find it is effective to use a combination of digital and hand-designed social stories. You may want to review a few guidelines before you begin, and soon you will be able to execute a story quickly for nearly any situation. Parents will also find social stories helpful for home-life skills, so please share your resources.  

On a lighter note, once I began writing social stories for my students, I would sometimes find myself in circumstances where I felt that adults could use a social story: Can you imagine when you encounter a grouchy or inattentive server while eating out?

When I Have a Customer

My name is ______.

I work at Nikko’s Cafe.

When I have a customer, I will be helpful, patient, and kind.

This is my job.

When I do my job nicely, we all feel better.

Social Stories could lead to a kinder, gentler world. Which could start in your classroom!

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Apr
28

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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  3685 Hits
Mar
24

Did You Miss Us? Tech Expo 2022 is In-Person!

Did You Miss Us? Tech Expo 2022 is In-Person! Teacher and student smiling at one another. Tech Expo 2022 PATINS Project with IN*SOURCE. April 14, Carmel IN.

Almost one year to the date, I wrote the blog “PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates!” about our second virtual Tech Expo. Fortunately, we are back 100% in-person in Carmel, Indiana for PATINS Tech Expo 2022. We are excited to partner with IN*SOURCE for the fifth time!! It’s quite apparent over 400 of you are looking forward to hands-on time with assistive technology, face-to-face conversations with resource organizations, and fun and networking too!

The presentation schedule has been set with 20 excellent sessions from knowledgeable experts, including representatives from Apple, Don Johnston, Inc (makers of Snap&Read, Co:Writer, uPar), Texthelp, Microsoft, and many more! All sessions will show you how to boost accessibility in your classroom without adding more to your plate and provide valuable information to share with parents/families about their child’s future. Nearly all presentations tie into a big topic for educators - literacy!

In addition to the presentations, there are over 40 exhibitors available throughout the day! They will answer your questions, provide resources for supporting Indiana students both in and out of the classroom, and introduce you to their transformational products and services. Attendees will not want to miss the live Exhibit Hall to find out how to win educational door prizes from our generous donors!

Check out the presentation Schedule-At-A-Glance and Exhibit Hall List now.

There is still plenty of time in the school year to make an impact on that one student who needs better access to communicate, read, write, and/or socialize. Tech Expo 2022 is the spot to find your a-ha solutions.

Only two week’s left to register for a no-cost ticket. This includes free parking and complimentary breakfast and lunch, plus you can earn up to four Professional Growth Points (PGPs)/Contact Hours for attending.

I hope to see you on April 14 in Carmel, IN!


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  672 Hits
Mar
09

"There is No Cure for Autism:" A Mother’s Journey with Her Son


Photo of Daniel with student Dylan back in the year 2001

Audio version of this blog
 (8 minutes 35 seconds)


Derek would scratch, hit, scream, and was unable to remain still for more than a fraction of a second at a time. It was May of 2000. It was 22 short years ago and it was the beginning of an experience that would shape the next two decades of both my professional and personal lives and would help to continually reignite the passion in me to keep going in this challenging educational work, year after year. 

I was still an undergrad at Purdue and my side-jobs as a paraprofessional, respite worker, camp counselor, and Big Brothers volunteer all had me so frustrated in the missed potential I perceived in many of the older students and adults I worked with, that I quit all of my part-time jobs and started a behavioral consulting service for young children on the autism spectrum. One of my very first clients was Lianna, the loving, smart, determined, caring, patient, and strong mother of Derek. It is with great honor that I welcome Lianna as my guest blogger this week who graciously shares a portion of her journey! 

Young Derek holding a purple stuff bear
Things were normal until just after he turned two years old. He started displaying some odd behaviors, like staring at his hands and flapping them. If he didn't recognize a person, he would start screaming until the person left. When his dad took off his eyeglasses, Derek would start screaming and it would take a considerable amount of time for him to settle again. There were a lot of behavioral issues, including scratching himself and hitting his siblings because he still couldn't talk. I thought he was just a late talker, and I expressed my concern to his pediatrician, who gave us a referral to a neurologist. At the next doctor’s appointment, the pediatrician gave us the diagnosis of “Severe Autism with Mental Retardation.” That was 1998 and I had never heard of autism before, so I asked his pediatrician what the cure for it was. With a sad face, I remembered what he said to me vividly: “Mrs. Dawson, there is no cure for autism, you have to prepare yourself that your son might live in an institution because he will be hard to handle for you later on.” That was the last time we saw his pediatrician or any doctor.

I immersed myself in finding a cure or at least, how to help improve my son’s berserk behavior. I lived and breathed autism. The Barnes and Noble bookstore became our favorite place to visit until I stumbled upon one particular book on behavior intervention for young children with autism. That book became my bible. Luckily, we lived one town away from Purdue University and I put an ad in the Purdue Exponent newspaper. I started hiring Purdue University Special Education pre-service teachers and Speech, Occupational Therapy, and art students. This is when I met Daniel McNulty, a special-education pre-service student, along with some other bright students who were willing to make a difference in Derek’s life. Daniel McNulty facilitated the Applied Behavioral Analysis (ABA) with Derek when ABA was not even known or accepted in a school setting. It is not easy to implement, especially with a child who lives his own little world. Pulling him out of that world and his autism-related behaviors, I pictured was like pulling him out of a darkness filled with repetitive and odd behaviors. This was not an easy task for Daniel McNulty or for myself. Daniel seemed a miracle worker, rewarding Derek’s positive behavior with popcorn and other tangible items that Derek preferred at the time. He started sitting at the table and doing the short tasks that he was prompted to do, starting with things like clapping his hands, pointing to letter sounds of the alphabet, and identifying colors.

It was a long, dark, difficult road ahead, full of twists and turns. I was a desperate mother who was desperate to give my son the best chances in life that I could! I integrated different approaches, as to not leave any stone unturned. Applied Behavioral Analysis, Auditory Integration training, speech therapy, occupational therapy, and Gluten-free and Casein-free diet. Following his diagnosis, I started seeing a naturopathic doctor who did some biofeedback along with lots of vitamin therapy. It turned out that Daniel McNulty accepted a classroom teaching position in the school corporation that would be where Derek attended Kindergarten through 12th grade, which meant that Daniel wrote Derek's Individualized Education Program (IEP) goals and ensured that the appropriate accommodations and assistive technologies were in place! This also meant that Derek never had the same sort of summer vacation as many other kids. His school sent a teacher to our house all summer long for extended school year services to help compensate for the lack of progress during the school year. We were very lucky to be living in a good school district that wanted the best for Derek, as we did. 

Derek standing in wrestling stance, facing an opponent in high school wrestling

Fast-forwarding through substantial behavioral therapies and other educational services, and never-ending hope, high expectations, and perseverance; Derek graduated last year with a degree in Mechanical Engineering Technology at the age of 24 from one of the best engineering schools in the country, Purdue University. There were a lot of challenges along the way, but somehow, we managed to get through them, one by one, and to conquer that uphill battle. I always told Derek that he was a warrior and I called him Victor. From the background, in the stands, I always cheered him on with “Go, Victor!” I'm sure some people thought I must have had two sons out there! Derek always asked me why I called him Victor, especially when he was wrestling (his favorite sport, which he was great at, and perhaps channeled some of his aggression onto the mat). I told him I called him Victor because he is my warrior and while this road is full of barriers, he will be victorious. I told him he is one in a million and he is very lucky, that not all kids with autism are afforded the opportunity to overcome their challenges and function independently as he does. I thank God, that I met his angels like Daniel McNulty, Shelly K., and Betty R., who introduced me to a holistic approach to autism. Without these people who helped pulled him out of the dark, he probably wouldn’t be living independently now. 

Derek sitting in Purdue University cap and gownDerek standing in front of a massive Caterpillar dump truck
Autism is not a life sentence as I once thought it to be and as our pediatrician made it out to be. It may not be an easy journey and there will be times of seemingly insurmountable challenges, but those make the victories that much sweeter as well. Derek is now working in engineering for Caterpillar, the world’s leading manufacturer of construction and mining equipment, off-highway diesel and natural gas engines, industrial gas turbines and diesel-electric locomotives, and lives independently out of state! When I talk to Derek on the phone now, he complains that he has a lot of meetings and big projects at work. I just smile in deep gratitude for that, and in my mind, I scream, "yes, Victor!

Derek standing with his mom, Lianna, in front of the Purdue Engineering fountain
For all the parents, family members, and educators that are a part of the critical team supporting a "Victor," do not give up. You are probably the strongest advocate and the biggest voice for your children. There is hope!  Derek is the living proof of it. Seek out resources and help, as it's out there for you! Search for Daniel McNultys, the Shelly K's, the Betty R's, and the many tools and resources that are available through organizations like PATINS

Derek's IEPs always included accommodations for text-to-speech (TTS), word-prediction, graphic organizers, reduced verbal instructions, extra time, and additional non-verbal prompts when needed, and others! While some people viewed these accommodations as "cheating" or "lowering expectations," Derek's amazing success as a young adult and highly productive professional member of society is proof that these accommodations actually facilitated setting and achieving incredibly high expectations for a once young, non-verbal, physically aggressive child who was not able to focus!" 


PATINS
1. Lending Library of Assistive Technology 
2. Training and Professional Development Specialists
3. AEMing for Achievement Grant (Open now, Closes May 30th)
4. Statewide Conferences in November and April (Tech Expo Registration Open Now) 


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Dec
08

Reasons To Stay Strong, Collaborative, Positive, and Brave


Starfish award winner, Mandy Hall, with her husband, son, and daughter.
As educators, we are all quite aware of the many reasons it's challenging to keep pushing on, especially right now. Rather than spend even one more sentence reiterating those reasons, however, I want to emphasize the reasons it's so critical that we don't stop moving forward, that we find ways to re-kindle the fires that fuel and warm us, that we remember there are people who need us to do just that, and that we will likely also need someone else to do that for us at some point in our lives, as we are all inevitably Temporarily Abled

It's been a good while since I've had a guest blogger. In fact, it was August of 2019 when Beth Poss graced my blog with her wisdom on designing and decorating a classroom with more function than form! ...definitely, a read worth revisiting! I'm pretty picky when it comes to sharing my turn to blog with another writer. It was a pretty easy decision, however, when I learned about the most recent PATINS Starfish Award winner, Mandy Hall, M.S. CCC-SLP! All Indiana educators, administrators, related service staff, and all other school personnel are eligible for this award that is presented to the super heroes who consistently go above and beyond to meet the needs of all students through Universal Design for Learning, the implementation of Accessible Educational Materials and Assistive Technology, in order to be most meaningfully included in all aspects of their educational environment! Mandy Hall absolutely embodies all of this and while we wait in eager anticipation for her official Starfish Award video to be released on PATINS TV, she has most graciously agreed to guest-blog with me this week! Mandy has worked as a speech-language pathologist for sixteen years serving students ranging from preschool through high school as well as volunteering her time to support the communication needs of adults in her community.

"One busy evening at work (summer job) led an unexpected customer to me. Our eyes met and she immediately looked so familiar. It was Karen, Tony’s mom! I remembered her son from my own grade school when I was little! He was the young boy who carried around ‘that thing’ because he never spoke. I never knew the name of it, or got to use it with him, but I now know the importance of those things! Anyway, I remember not seeing him very much; he was always in the smaller room down the hall, with “that bald teacher.” I also now realize the extreme importance of inclusion!

Karen looked at me and said, “I heard you’re the girl I need to talk to!” Her son, Tony, is now thirty four (oh my gosh!) years old. Karen shared that he still lives with her, and that he is still unable to verbally communicate with his mouth. I shared with her that I am, indeed, a Speech-Language Pathologist (SLP) and that I love helping people learn to share their voice through Alternative and Augmentative Communication (AAC)! 

Working with learners who have intensive needs can be very tough, and sometimes you get to feeling like it’s never enough, or questioning how you will ever be able to make a difference. Progress can often be slow, but the (SLP) life is fast paced! It can be easy to lose your direction, your passion, your spark, and to feel like you’re drowning in frustration and piling tasks. There are some keys though, that I want to share, to keeping your drive strong, your passion thriving, and the outcomes with your learners trending upward! Mentorship, collaboration, the support of a partner, family, continuous learning and development, community resources, and celebrating the small wins each day.

Fast forward - I would finish my day at school and began visiting Tony every Wednesday evening to work with him using an AAC device. I will say that magic happens at their kitchen table on those evenings! Well, perhaps not magic, but many small wins that are celebrated with vigor! Tony and I share many moments of joy, filling my heart, his parents’ hearts; and Tony is communicating! I quickly realized that I was getting my ‘spark’ back through each of these small wins with and through the support of this family and them with my support! Oddly enough, sometimes it’s the finding of extra work like this, that can reignite the passion! This includes the sharing in joy from our littlest students, at 3 years of age, to adults at thirty four plus! First words, first moments of experiencing in learners that eagerness to communicate and a readiness to learn; the first time parents and caregivers are hearing and seeing their loved ones communicate their feelings, their wants, their preferences in life! 


Starfish award winner, Mandy Hall, with a student and parents
Reaching those milestones to be able to share in those particular joys with other people isn’t usually an easy task, that’s for sure. It takes an entire team, which can include SLPs, SLPAs, teachers, OTs,
parents, administration, support staff, and community partners! You just have to be
all in and open to utilizing them all!

For me, it all started with an amazing mentorship, with the incredibly skilled SLP, Cathy Samuels. I was an SLP Assistant for her. She showed me the ropes and I witnessed the powerful and moving changes she was able to initiate with kids. I wanted to be able to do that! I remember navigating through our first AAC user experience, which was uncharted waters at the time, and we felt like it was just too complicated for us. Paintbrush man, a bucket, a pot boiling? What are these pictures and how will kids ever figure this out? Well, they do. And they do it beautifully. We doubted initially, and they proved us wrong over and over. This may just have been the start of me embracing continual life-long learning, professional development, and not capping possibility!

84 cupcakes in a 7 by 12 grid, each with a paper decoration topper representing one of the 84 buttons of the LAMP Words for Life home page.

The tables have now turned. Me, Cathy's former SLPA, finished graduate school and became an SLP myself! In turn, I then find an irreplaceable SLPA to work alongside me; my own sister! Without my sister/SLPA, there is absolutely no way that I could do this job. She jumps right in with some of the most inspiring bravery I've every seen, to help with any and every group of learners, any level of need, and has also found a love of working with kids in their AAC journeys! Her shared passion, drive, and support of me, has allowed so many of the kids we work with, to be true communicators, which in turn, feeds my ‘spark’ even more! Find those people around you who support you and believe in the work that you do and utilize them!  

Starfish award winner, Mandy Hall, with her sister who is also her SLPA

Helping people, kids and adults, obtain their own communication device can certainly be challenging. Writing funding reports, fighting medicaid, writing appeals, attending appeals hearings with attorneys and parents; all to fight for a person who is unable to tell us their basic wants and needs. The frustration with that, easily reaches high levels and there are times when giving up seems like the only option, and sometimes it’s easy to forget about the resources that are available to you, but critically important to those people you're serving!

A family shared with me a foundation that is now, near and dear to my heart, and many of the families we serve here; Anna’s Celebration of Life. When devices have been denied funding for various reasons, this foundation has pulled through for us and graciously gifted communication devices so that our learners voices can finally be shared! One young girl’s short life on this Earth, is now changing the lives of so many others with exceptional needs in Indiana. Brad Haberman has built a phenomenal foundation that provides to so many children; including 4 of our own here!

The PATINS Project of Indiana has also helped in big ways! Learning of PATINS, a few years ago, I was able to acquire items from the Lending Library for 6-week loans, for free! I was reminded of all the wonderful things PATINS does this past Fall. I was able to attend their 2 day Access To Education conference, learning, listening, and taking in so much useful information! I’m not afraid to reach out, ask for help, and request devices for loan. How do we know what our kids can and cannot do unless we try as many possibilities as we can find? ...and how do we possibly do that without organizations and services like PATINS! That’s the beauty I have found through PATINS. Their support and understanding goes far beyond the loaning of a device or the provision of an accessible material. It’s the implementation support, the follow-up, the training, the feeling of someone holding my hand through the process if necessary, that makes all the difference! PATINS has allowed for some of my learners to figure out that an expensive speech generating device is just too heavy, and that the keyguard is better than a touchguide, and that headpoint access, while exhausting, can work! We learned through two loaner devices that one particular student needs a lighter, more accessible device with special features that cannot be accessed through an iPad, for example. That trial and error process simply wouldn’t be possible without PATINS!

Circling back to Tony, it’s tough to realize, after 34 years and multiple therapists and educators, Tony was only able to communicate with two people (his mom and his dad). I am going to do my best to make sure that Tony gets his forever voice; to keep and never have to return. Though you may not be able to reach them all right away, if you can change the life for even just one by recognizing, facilitating and encouraging communication, then that one will make you want to dig and reach even harder to find the next! Seek out mentorship and try to recognize it when it falls in your lap even if it might seem like a challenge to your current way of thinking! Share the accountability and the responsibility with your team, partner, family! Seek out and utilize the resources that already exist and are so eager to serve you, for free, like PATINS! My goal; to be able to make sure that all of my learners find and have their voices before they walk through their school’s door for the last time."

While Mandy is super-busy, I have no doubt she'll do whatever she can to support you in your own journey to support others! Please reach out to me if you'd like to be put in touch with our latest Starfish Award Winner, Mandy Hall! And... if you know someone who's also doing inspiring work to include all students meaningfully, please don't hesitate to nominate them for a PATINS Starfish Award of their own! You can also learn about the past 13 Starfish Award Winners!

For now, I'll leave you with an email I was sent back in April of 2018, from a Director of Special Education in Indiana. It's an email that I'll never forget and it absolutely reinforces the passion, dedication, and urgency that Mandy Hall represents. Thank goodness someone thought to borrow a speech-generating communication device from PATINS near the end of this 3rd grader's year, but... what about all the things he never got to share during the previous 8-9 years of his life... things that we'll never get to know. Stay passionate, stay eager, driven, fighting for those who need you right now, and using the resources around you! PATINS is here to support you!

On Apr 30, 2018, at 4:58pm,     Daniel - will you please forward this to whomever there at PATINS sends out the assistive technology for us to trial? We have a Dynavox on order to trial with a 3rd grade student of ours at                Elementary School (he is the one for which your staff has been assisting us with the AT evaluation). He passed away quite unexpectedly this past Saturday (April 28, 2018). We need to cancel that request to borrow the device.  Thanks so much -                  ,      Special Education Director

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Oct
01

AAC Awareness Month

AAC Awareness Month AAC Awareness Month with quote from USSAAC.

"International AAC Awareness Month is celebrated around the world each October. The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using communication devices." - International Society of Augmentative and Alternative Communication

A few things to know about AAC:

  1. There is No Prerequisite for using AAC - as long as you are breathing, you are a candidate
  2. Everyone has the right to communicate - treat the communicator with respect and offer AAC solutions
  3. Presume competence/potential for the communicator - expect that communicator can learn, wants to connect with others, develop literacy skills and more
  4. Give the communicator adequate wait time to formulate a response
  5. High Tech is not necessarily the answer nor is any one particular device or app - complete an AAC assessment to determine the best fit solution for your student

Augmentative means to add to someone’s speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can’t talk. - American Speech-Language Hearing Association

AAC is more than just high tech, fancy communication devices. It can be as simple as teaching a student gestures/signs (e.g., more or help), writing/drawing, to tactile symbols, pictures, icons/symbols, simple voice output devices to high tech devices like an iPad with an AAC app or a dedicated speech generating device (SGD).

Here are a few tools/resources to help your promote communication skills:

AAC Intervention Website by Caroline Musselwhite

Communication Matrix The Communication Matrix has created a free assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

Dynamic AAC Goals (DAGG-2) The primary objectives of the Dynamic AAC Goals Grid-2 are to provide a systematic means to assess (and reassess) an individual’s current skills in AAC and to assist partners in developing a comprehensive, long-reaching plan for enhancing the AAC user’s communicative independence.

PrAACtical AAC Website PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. 

Lauren Enders (Facebook) compiles an exceptionally thorough resource that highlights the many AAC apps/software that go on sale during October.

Infographic created by Lauren Enders showing numerous AAC apps/software on sale for AAC Awareness month. Plain text version linked below graphic.

PDF with AAC & Educational App Sale information (info from above) for October 2021 provided by Lauren S. Enders, MA, CCC-SLP.

Do you want to learn more? Check out the
PATINS Training Calendar. If you don't see a training that meets your needs, look over the PATINS Professional Development Guide for inspiration. The guide offers summaries to some of our most popular in-person trainings and webinars developed by our team of specialists that are available year-round upon request. These are offered at no-cost for Indiana public LEA employees.

If you have an AAC case you would like help with, request a free consultation with a PATINS AAC Specialist by completing our AAC Consultation FormYou will meet with at least one or more Specialists to review your case and help brainstorm ideas.

Want additional Professional Development?  Come to our 2021 virtual PATINS Access to Education (A2E) Conference on November 16, 17, 18! Registration is open now!

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Sep
10

Perception, Least Restrictive Environment, and Changing A Culture

As humans, we tend to perceive the things we’re already looking for. …the things that we are expecting to see, the sounds we are expecting to hear, and the things we are expecting to feel.

Executive functions refer to brain activities that regulate or control cognitive and behavioral processes. It’s responsible for initiating, organizing, and prioritizing what we think about. Subsequently, what we think about is what we tend to perceive. Knowing, understanding, and being aware of this has huge potential implications for nearly everything in our daily lives, including how we teach, how we learn, and the expectations we have for others’ learning.

When teaching new motorcyclists the fundamentals of controlling a two-wheeled vehicle for the first time, safety is up the utmost concern! We actually begin with this very concept of perception. For example, total braking distance is determined by first perceiving that there is a threat, second by reacting to it, and finally by the actual physics involved in stopping the motorcycle. The perception part is overtly critical in whether or not this process will be successful! In that regard, much time and effort is focused on demonstrating how perception improves drastically if the brain has a priority (safety, threats, escape paths). The idea is to see everything but pull out the most significant factors in that moment, quickly, to be processed and reacted to!

Do you see the rabbit or do you see the duck? Both? 

Image of a drawing that can be perceived as a duck or a rabbit

If you only see one or the other, your brain has likely been conditioned, for whatever reason, to search for and perceive that particular animal over the other one. The really cool thing, however, is that you can reshape this! You can train your brain to perceive the other animal and once you do, you won't be able to NOT see them both from that point on! You might also check out this auditory and video version of the old duck/rabbit drawing on YouTube. 

Clearly, this becomes very important as a motorcyclist is scanning the road ahead, traffic to the sides and to the rear in the rider's mirrors. The more potential threats and potential escape paths that the rider is able to perceive quickly, the greater any risk becomes offset by skill and awareness. Personally, I work very hard at getting better at this, both on a motorcycle and in education in general! 

Getting better at perceiving things more deeply and/or in differing ways isn't easy. It requires deliberate focus, continued effort, and dedication. I wonder, a lot, how often we let our initial perceptions about learners settle as our only perceptions about them. For now, let's allow the rabbit to represent the more limiting or negative parts of what we perceive and the duck to represent the other parts that we're not perceiving, yet. 

Back in February of 2019, I wrote about an experience very much related to this, concerning a colleague I was traveling with and the difficulties she was forced to deal with as a result of initial perceptions. How often do we experience a student's IEP and gain a perception that we stick with and subconsciously allow to set the cap on our expectations for that learner? How often do we witness a student in the hallway making a poor decision, or hearsay from a previous teacher, etc., and allow the same thing to occur?

Even further back in June of 2017, I wrote about myself as a younger student and the way I was perceived by many of my teachers. Perceptions that guided what they felt I should be doing differently...how I needed to change...perceptions that clouded them from noticing that I loved to compose, that I loved to draw, that I loved music, that I love motorcycles even then! They just saw the rabbit! I wanted them to see the duck too!

More recently, I've been heard a lot about Least Restrictive Environment (LRE) and student proficiency. Both of which are highly important factors for consideration in schools! When learners are perceived as one thing, solely by their disability category, their inability to speak using their mouth, or their need to receive information in specialized or accessible formats, for example, they often get placed in more restrictive environments! When this sort of thing happens more than once, a trend begins to form. When that trend isn't deliberately, and sometimes uncomfortably stopped, a culture begins to form. ...a culture of, "this is just the way we do things here," or "we just don't have the resources here to do it differently." When that sort of culture has formed in a place, it really means, "we've decided we're satisfied with only seeing the rabbit, we just can't see the duck in there." This sort of mentality becomes very difficult to change. It requires the strongest, most tenacious, and wise parts of a place, to change.

This involves the combining of one's perception and their brain's executive functions. In other words, if a person maintains the priority to actively seek out certain things within a space or environment, the senses and the mind can process them very quickly and accurately. If an educator WANTS to perceive the capabilities of a learner or the ability to see the duck, they usually will have to seek out training, discussion, debate, mentorship, and collaboration!

This is where organizations like PATINS are so valuable to Indiana's public education. It takes trust, which is built over time! Encouragement, which has to be genuine and timely! Accessiblity and adaptability, which require great skill and practice! All active participants, which takes planning and patience. ...and Goal-oriented experiences, which are purposeful and requires great focus. Those 5 pillars represent, construct, and support everything that the PATINS staff builds, shares, creates, and offers to Indiana public schools, at no-cost to them! The offerings from this PATINS team are no accident! Through hundreds of combined years of experience and genuine passion for inclusivity and progress, we're here for you, Indiana. Reach out to us!! Come to our 2021 Virtual PATINS Access to Education (A2E) Conference on November 16, 17, 18! Registration is open now! Sign up for one of our Specialist's MANY GREAT no-cost trainings

Allow yourself to acknowledge that you, maybe, aren't always perceiving the "duck." Possess a desire to perceive more than just the "rabbit," because you trust that it's there. Reach out to others and request assistance in exploring a situation differently, focusing on different parts of it, and enjoy the process, as you begin to perceive so much more than you ever noticed before!

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Mar
25

PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates!

PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates! Tech Expo PATINS Project with IN*SOURCE. Virtual 2021. Students and teacher using assistive technology.

Around this time last year, you pivoted with us to the first ever virtual PATINS Tech Expo with IN*SOURCE allowing us to ensure the health and safety of everyone, while also bringing you high quality presentations, resources, and time for connection. It still amazes me how quickly everyone -- attendees, presenters, PATINS/ICAM staff -- adapted for a successful event!

As I am currently writing this, a small part of me is waiting for the frantic rush to get everything into place for the second virtual PATINS Tech Expo 2021 with IN*SOURCE like last year. I have checked my to-do lists many times, communicated with presenters/exhibitors, and assigned duties to our top-notch PATINS/ICAM and IN*SOURCE staff. Everything is running on schedule and humming along nicely for April 15, 2021. (Knock on wood!) What’s left to do? Get excited!

PATINS Tech Expo 2021 with IN*SOURCE has new and improved features and extra perks for the virtual event! With a record number of presentation submissions, we have added 4 additional sessions from amazing organizations dedicated to support students. That’s 24 presentations to choose from to earn up to four Professional Growth Points (PGPs)! Due to popular demand, we have divided the sessions into strands to help you determine the best presentation agenda for you. The strands are:

  • Access
  • Advocacy and Social/Emotional Services
  • Communication
  • Deaf/Hard of Hearing and Blind/Low Vision
  • Literacy
  • Tech Tools 

Your time is limited and valuable, which may make it tricky to choose only 4 sessions. Even if you are not sure if you can fully commit to attending live, we encourage you to register for no-cost to receive access to presentation/exhibitor information as well as presentation session summary videos for the opportunity to earn up to two more PGPs!

A major upgrade for the 2021 event is the opportunity for attendees to speak with exhibitors live! There are currently close to 50 organizations eager to share their transformational products and services with Indiana administrators, educators, pre-service teachers, families, and advocates. So even if you only have 10-15 minutes to drop in, visit the Exhibitors to learn about products and services which can support your students’ academic, communication, and social/emotional skills.

I hope to see your name come through on our registration list before April 12, 2021 when the form closes.

If you would like to start the Tech Expo 2021 celebrations early with us, download and use one of these free themed virtual backgrounds on your upcoming video conferencing meetings!


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Mar
11

Accessible Materials & Competent Authority: A Step Closer to Equity & Access in 2021

In October of 2006, I was an assistive technology (AT) coordinator with PATINS and just four months into the job! As if the world of AT and Universal Design for Learning wasn't overwhelming enough to a new PATINS Coordinator, fresh out of the Intense Interventions classroom, I was about to be tossed head-first into the world of Accessible Educational Materials (AEM) as well! With help from Jeff Bond, I started the NIMAS and Digital Rights Managers (DRM) Podcast on October 6, 2006, when the Indiana Center for Accessible Materials (ICAM) was officially opened to the state of Indiana.

The ICAM was created that October of 2006, to support Indiana Local Education Agencies (LEAs) in meeting the
National Instructional Materials Accessibility Standards (NIMAS) Regulations of the IDEA 2004. Provisions in this federal mandate require state and local education agencies to ensure that printed textbooks and related core instructional materials are provided to students with documented print disabilities in accessible formats in a timely manner. This was a huge step forward for access in that it was, essentially, the federal and state governments acknowledging that specialized formats of the same content was a necessary accommodation and that denying access to information because of a disability was a civil rights issue! While we were all beyond excited for this, we also saw the "fine print" that limited who could serve as a competent authority to qualify students with print disabilities, in order to receive these specialized formats. It was right then, that many of us committed to doing whatever it took to expand this! The first thing that the ICAM did was to develop our old Form 4, which helped, but most certainly did not alleviate the barrier.

During the 15 years since October of 2006, through thousands of conversations, demonstrations, and pleading, we've arrived at another milestone in accessible materials! Given the timing of my turn to blog again combined with the deeply important and impactful changes to who can certify students as qualified to receive Accessible Educational Materials derived from NIMAS files, I'm confident there is no better guest blogger for me this week, than our very own ICAM team of Jeff Bond, Sandy Stabenfeldt, and Martha Hammond!

"The ICAM under the guidance of the Chafee Amendment identifies the print disabilities as: Blind/Low Vision; Orthopedic Disabilities and Reading Disability resulting from Organic dysfunction.

In the cases of Blind/Low vision and Orthopedic disabilities, the qualifications have always been straightforward. In order to qualify to receive K-12 textbooks and core instructional materials in accessible formats rendered from NIMAS files, the student must have: (1) an Individualized Educational Plan (IEP); and (2) a certification of a print disability, by a certified Competent Authority (CA), on file with the school district. A CA is defined to include doctors of medicine, doctors of osteopathy, ophthalmologists, optometrists, registered nurses, therapists, professional staff of hospitals, institutions, and public or welfare agencies (e.g. social workers, counselors, rehabilitation teachers, and superintendents).

However, it was determined by the National Library Service (NLS) of the Library of Congress that Reading Disabilities from Organic dysfunction, dyslexia being the most frequently identified of this group, could best be confirmed by a doctor of medicine or a doctor of osteopathy. When the ICAM was created it was decided it would follow the NIMAS law as written. Still, the requirement for a doctor’s signature has historically been a barrier to receiving Accessible Educational Materials (AEM) for many students. This has also been an obstacle for the ICAM, because our goal from the beginning has been to provide AEM to any student who needs it. 

The ICAM is ecstatic to announce that a change has been made. On February 12, 2021, the National Library Service (NLS) published the regulations that go along with the Library of Congress Technical Corrections Act of 2019. In addition to expanding the list of persons who may certify a student’s eligibility for accessible formats, the Library of Congress removed the requirement for certification by a medical doctor for those with reading disabilities. Educators, school psychologists, and certified reading specialists are now among the professionals authorized to certify students with reading disabilities. These guidelines have been revised to align with changes to copyright made by the Marrakesh Treaty Implementation Act (MTIA).

This is a profound procedural change, so it is not surprising that there has already been some confusion on how to interpret the law. So allow us to emphasize:

There is no change to the eligibility requirements. The student must have an IEP.  The presence of a print disability is still a Case Conference determination. The change is who may certify reading disabilities resulting from organic dysfunction. 

ICAM/IERC NIMAS Form 4 may now be signed by TOR, school psychologist or reading specialist. The ICAM has created a guide to provide clarification of the AEM process for the Case Conference Committee and is intended for use during the IEP meeting, please refer to this guide for additional support.

The last year has been a difficult one for students and for educators. Let’s celebrate this move forward together by providing paths to literacy for more students! Please contact the ICAM staff with any questions concerning this important policy change, or any AEM-related queries you may have, moving forward.

Learning is like rowing upstream: not to advance is to drop back. – Chinese proverb"

Big Thanks to our own ICAM team and the work that's gone into this already and all of the work that will continue as we strive to get accessible materials to ALL of the students who need them!
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Dec
23

The One Gift All Educators Need This Year

The one gift all educators need this year. The one gift all educators need this year.

At the end of October, I start to see gift guides for anyone and everyone in our lives such as “The Ultimutt Holiday Gift Guide” or “Your Dad Doesn’t Need Another Tie - 20 Unique Ideas.” While I love exchanging thoughtful gifts with family and friends, there is one gift I am valuing more each year - time. Specifically, time to engage in hobbies, time to learn a new skill, time to learn a language, and even time to be bored once in a while. 

As educators, we know time is a critical resource. It is always at the top of my speech-language pathologist (SLP) wish list. Alas, we cannot wrap up time and top it with a bow to give to colleagues, but we can gain more of it. This year, more than others, time has been at a premium encouraging me to find creative ways to get everything done. I’ve compiled five reflection questions which have proven helpful to me in gathering up more time. I hope you find these helpful too. 

  • Am I inventing things to do? I heard this on a podcast and it stopped me in my tracks. (I wish I could remember which one to give credit!) As educators, we may think “Of course, everything I am doing directly benefits my students.” While I have no doubt we all have the best intention of doing right by our students, there may be a more efficient way to approach certain tasks. For example, as a SLP, did I really need to laminate every speech therapy material? Absolutely not! I could create or find digital materials, print one time use visuals, or use a page protector. I saved hours each week by freeing myself from the unreliable laminating machine and directed this new found time into analyzing data for better educational reports as well as leading to a better work life balance. A major win for me and for my students!
  • Can I “outsource” part of my work? The students on my caseload very much preferred receiving a pass from the office rather than having me picking them up from their classroom. Nothing hurts your “cool” factor more than a random lady breaking up gym time with your buddies. This left me creating hundreds of paper passes each year until I outsourced this work. In lieu of a study hall, some students were “pass runners” for the office staff during a class period. These helpful students were more than happy to cut the passes for me and one of them even offered to laminate a bunch for me so I could reuse them, saving me even more time!
  • What can I automate? Automation is huge in the business world right now. It is one of the main reasons Amazon can get items to your doorstep in two days. Educators can reap the benefits of automation right now with technology readily available on your devices. Do you need to send reminder emails for IEP meetings? Do you need to collect data and send daily/weekly communications to parents? Do you need to speed up the calculation process for progress reports? Automate it all! If you’re not sure where to start, reach out to PATINS Specialists for ideas on how to optimize your work day.
  • How often do I need to check my email/phone? Did you know it is estimated that every time we stop a task to check our email or phone, it can take us roughly 25 minutes to refocus on the task? (View the study “No Task Left Behind? Examining the Nature of Fragmented Work.”) That’s why a seemingly simple task can end up taking us three times longer than originally planned. Also consider this scenario, if you check your work email from bed, on your way out the door, or in the car and then decide you need to be at work to focus on answering it, you are devoting twice as much time to the email reply. To combat these pernicious time wasting habits, dedicate a few times a day when you check your email and voicemail. It’s important this is not the first thing you check though. You want to get your most important tasks on your to do list completed at the beginning of the work day. This new habit has been a game changer for me!
  • How many things can I actually get done in a day? Two. I have averaged it out, and I can get two major tasks done in one day. If I try to do 3 or more tasks, usually I am working overtime or it’s not done well. This realization has been both shocking and empowering. Shocking since I originally estimated I could get five to ten tasks done each day. Two sounds like a low number yet, think about if you completed an entire language evaluation, reported all grades, or developed lessons for the entire week or month in one sitting. Those all require major time commitments and are often completed in smaller chunks throughout time. This information was also empowering because the knowledge of this causes me to be “choosier” about the tasks I agree to and reminds me to reflect again on question one above. Plus, when I happen to get more than two things done, I feel super accomplished!

I believe it goes without saying that the demands placed on educators this year has stretched our time thin. However, we are the only ones who can give ourselves more time. I hope the reflection questions posed help you gather up chunks of time by eliminating, “outsourcing”, and automating tasks to do what you do best - teach Indiana students!

I would love to hear your thoughts on how you might approach your work after reflecting on the five questions above. Is there anything you plan to do differently? Are there any other ways you give yourself the gift of time that I did not mention?

Suggested time management focused reading:

40 Hour Teacher Workweek by Angela Watson

Off the Clock by Laura Vanderkam


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  1127 Hits
Sep
22

Boost your Creativity with the PATINS Lending Library Catalog

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year Portion of Infographic
Before I was a PATINS Staff member, I was a middle school Speech-Language Pathologist (SLP) and introduced to the Assistive Technology Lending Library by a colleague. I knew exactly what I wanted to borrow first. An iPad loaded with LAMP Words for Life for a student with a lot to say and in need of a better tool to tell us about all the amazing ideas he had to share with the world.

I started using the loaned device with the student and saw his language and his personality blossom. Once I had a good amount of data to share with his family and school team, I packed up the iPad, completed the loan request evaluation, and it was on its way for another Indiana student to use.

The last time I borrowed from the Lending Library as a SLP with my own caseload was in 2018. To create the infographic below, I spent some one on one time with the AT Lending Library catalog. I discovered ingenious tools that could have been *life changers for many of my former students, like bone conduction headphones, reader pens, and Cling! ARM.

But why hadn't I seen these items before or thought about different ways to use them? I did some research and it turns out there are two reasons, *time and stress. (Learn more in the article "The Science of Creativity"). Being a new SLP, I was low on time, placed plenty of stress on myself, and therefore did not allow much room for creativity.

*I wish I had set aside a little time to search through the catalog to boost my creativity, stretch my professional skills, and be an even better educator. I would follow only two criteria:
  • Learn more about any item which piqued my interest.
  • Brainstorm how I could use the item to benefit the skill development of students at my school.
*Finding creative solutions is one of the most enjoyable parts of being an educator (and in life). Think of the last time you discovered a new tool that made a big impact. How did you feel? Hopeful? Proud? A little relieved?

Right now, uninterrupted time is a luxury, so tuck this idea away for when you need a burst of inspiration. This would be an engaging activity to begin a staff meeting or even for your students to partake in. Who better to know what we need to succeed in school than ourselves right?

The Assistive Technology Lending Library loans out a variety of educational items, even when we’re facing a pandemic. One of the best parts is that the AT Lending Library is a no-cost service. (The PATINS Lending Library is following the strictest protocol for cleaning and disinfecting all loan requests before shipping to Indiana schools.) Here’s a breakdown from the previous school year:

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year Infographic.

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year.

Toys - 23%

AAC - 15%

AT Hardware - 15%

Hearing/Vision - 14%

iPads - 12%

Switches - 10%

Print/Software - 6%

Mounting - 5%



Toys - Educational toys to support academic skills.

AAC - Augmentative and Alternative Communication devices.

AT Hardware - Hardware to facilitate access to Assistive Technology tools.

Hearing/Vision - Devices to support hearing and vision needs.

iPads - iPads for academic and communication apps.

Switches - For environmental and communication control.

Print/Software - Reference guides for theoretical methods, assessment/intervention techniques, and practical tips.

Mounting - Adjustable arms and connectors for improved access to devices.

Peruse the Assistive Technology Lending Library when you have a chance. To view the most results, use a *simple keyword and *always capitalize the first letter. This will return all the items with that word present in the title or description.

Lending Library catalog with

Another way to learn more about the AT Lending Library is to join us at the virtual Access to Education conference in November 2020. You have the opportunity to view new and popular AT Lending Library items paired with practical ideas for your students at the *AT Exploratorium and the UDL Classroom Experience.

How has the Lending Library helped your students recently? Let us know in the comments below.
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Jun
18

Temporarily Abled

Pause your day for a moment and deliberately gather a handful of some things you regularly do every day. Think of some things you do without thinking too much or without putting much effort forth. Making coffee, emptying the mailbox, carrying my own towel to the shower, walking through the front door of the grocery store or doctor's office, carrying an onion from the refrigerator to the cutting board with a knife, are a few such activities that come to my mind. I want you to keep the activities you thought of readily accessible, perhaps, even write, type, or dictate them into a quick note. I'm actually going to ask you to make two lists, so here's a template for you to use, with two columns and some ideas to get started, if helpful.  

visit link for access to 2 column chart for use with this blog
Now, I'm going to make an assumption that many of the readers of this PATINS Ponders blog are educators or other professionals working with learners who struggle with one or more aspects of their daily world. ...some of my most favorite people in the whole world, by the way. I'd like you to now think of why you do this work. Write, type, or dictate the top three reasons you do this work. You've probably stated this many times when people tell you, "I could never do what you do," or "You're a very special kind of person," and then ask you, "What makes you want to do this work?"

Place your second note next to your first note now. Compare them. Do any of the items (activities) from your first list appear, in any way, on your second list (why you do this work)? If they do, you probably already know what I'm going to tell you next! If they do not, stick with me here and let's think about why they should. 

Several years ago, a colleague for whom I have a lot of respect, whispered something to me. She looked around first to make sure no one else was within earshot and still whispered the term to me, "Temporarily Abled." It took me a moment to process her term and while I was processing, she indicated that she was whispering it as to not be offensive to anyone around. At the time I nodded my head as she explained that we're all "Temporarily Abled" in one or more ways, inevitably due to either an accident/injury, disease, or simply due to aging. I've spent significant time thinking about her words since that time and more importantly, why she felt it could be offensive to hear. I do want to say that I understand that disability, for people who have a disability now, is much deeper than using this term or this concept to promote understanding. However, the conclusion I've come to is that there is so much work still to be done for our world to truly be inclusive and there are so many people in our communities who have no idea what that even really means, largely in my opinion, because it hasn't had a personal effect on their life... yet. I do think this matters and I think it has potential for making a difference more quickly, fully and meaningfully including all people in all of our communities, all of the time. 

Moving Image of Daniel riding a dirtbike up steep hill and flipping it over at the top
Seven weeks ago, doing what I love on a steep hill in the woods on my old dirtbike, I completey dislocated my right knee, severing all four ligaments and causing cartilage and meniscus damage. Yes, that's right, the MCL, LCL, PCL, and ACL are all torn! I didn't even know there were so many CL's in my knee! Two required surgeries six weeks apart and 9-12 months of physical therapy certainly have put some things into perspective and strongly reinforced many things I already knew. Several of the people in my personal life whom I consider the smartest, strongest, kindest, and most creative I've ever known, have a disability. From this angle, accessibility and inclusion have been important to me since I was a young boy. However, the inability to walk, carry anything, perform manual labor, sleep normally, etc., these last 7 weeks have reinforced another dimension of my understanding of access and inclusion as well. These personal experiences, while never as meaningful to someone else, are still so important to share. While it may not be your experience (yet), my experiences just might add something to your second list that wasn't there before. 

collage of three images showing three sides of Daniels knee with large surgical incisions and stitches.

Some things I've learned recently and will never forget: 
  1. Automatic or button-operated doors that work are very important. Being non-weight-bearing and havinig to fully utilize crutches, I simply cannot open some doors by myself. While most people are very quick to help, if they are around, I just want to be able to open the door myself! Many places have not had working automatic doors, including the hospital where my surgeon works AND the building my physical therapy is in! 
  2. Knowing where my assistive technology is at all times, that it's close to me, and trusting that other people aren't going to move it, is essential and causes a good bit of anxiety. For me, it's mostly my crutches. I simply cannot move from one place to another without my crutches unless I sit down and scoot. For someone to see my crutches as a tripping hazzard, for example, and move them, is a lot like taking my legs away from me. I compare this to taking away a learners communication device or system for any reason... behavior, battery dead, damaged, etc.  My crutches have become a part of my identity and nearly a part of my body. Moving them or playing with them without talking to me first feels violating. I'm not sure we always keep this in mind when we work with students using assistive technologies. I think that sometimes we feel we're helping by making adjustments or moving things and it might NOT really be a help at all! It might actually change the task entirely. 
  3. High Expectations are essential! Be very critical about ever telling someone that they "can't" or "shouldn't" do something that they want to do! Further, expect that they will do things that they think they cannot! In my case, while I may not be able to carry the onion and knife to the cutting board, I can sure as heck prop myself up and chop it like a pro! ...right along with the peppers, carrots, tofu, and zuchini! I actually love when I'm asked to do things instead of asked what someone can do for me! "Can you come chop this onion." "Can you refill that soap dispenser in the kitchen." I already know that I need many things done for me, but I can totally still do other things and I need to feel needed as well. Let's try to remember this with ALL of our students! 
  4. My "mule pack" is essential to my level of independence. This is a simple and low-tech assistive technology that I greatly rely on. It's a small backpack that I can carry without my hands, that I cram full of as many things as possible allowing me to not have to ask someone else to get them for me. All the things I need daily or that are high on the list of importance, such as my wallet, tools, medical items, snacks, personal care, etc. This allows me to have many of the things I regularly need with me, minimizes repeat trips, and minimizes my reliance on others. 
  5. Steps! There are just some steps that are too high, too steep, or too slippery for me to even consider using.  This means that I have the choice of not accessing that place or sitting down and scooting up or down the stairs...neither allow me to feel dignified or included in that place.
  6. Trust! Whether I like it or not, I simply need help with some things. Our students do too. Having someone you trust immensely is very helpful. Someone you trust to encourage and push you to grow, to assist you minimally enough to preserve your independence and dignity, and to still expect great things from you. This is also exactly what our students need! Thinking about this from the perspective of what I need from my trusted help right now, most certainly provides some guiding mental framework for when I'm the one helping students in the future.  
These are just a small handful of some things that I've realized and/or had solidified for me recently. I'm sure I'll have many more to share. This has truly reinforced the fact that accessibility is so important for everyone, all the time, even if you aren’t one who needs it right NOW. Chances are definitely that you will need something different, something specialized, or just something more accessible at some point in your life, either due to an accident, an injury, a disease, or through aging. The notion that accessibility only matters for a small percentage of “the disabled” is so completely short-sighted and irresponsible to your future self! If, for no other selfless reason, try to keep in mind that the fight for inclusion of all people, high expectations of all people, accessibility to all places for all people is a critical one for more reasons than you might know right now. The loss of or lessing of inclusionary concepts in any amount is a very slippery slope. Work hard, daily, to build a culture of increased expectations and inclusion of all people, never letting that lever tip in the opposite direction. Imagine all the things that are simple for you now that could very quickly and easily be otherwise...what sorts of actions on your part TODAY might better prepare your world for that scenario...what sorts of people would you want surrounding you in that sort of scenario? Speak up when you notice inaccessible entries, public televisions without captions, etc. Learn and become better equipped through the many diverse PATINS Trainings on our Professional Development Guide and our Training Calendar. Trial the many assistive devices available to you, through the PATINS Lending Library!...all at no cost to you, of course! Consider networking and furthing your knowledge-base by attending the FIRST-EVER PATINS Access to Education VIRTUAL Conference this coming November!  



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  2209 Hits
Apr
23

Big Dreams, Small Spaces

laughing child sitting in a garden with purple catmint blooming
I hope this blog finds you healthy and coping well with this not-in-Kansas-anymore life. I was looking at my work calendar from a couple of months ago, and looked at an entry where I traveled, and thought, “Logansport seems like a distant universe.” 

Many of us are escaping to places (other than our snack stations) by watching Netflix. We are all sharing the shows we’ve been bingeing on the streaming platforms. It is spring on our farm, and I am re-watching my favorite British gardening show. 

“Big Dreams, Small Spaces” follows the famous British gardener, Monty Don who guides 2 different garden makeovers per episode. (He’s also an excellent follow on Instagram if you like dreamy garden images.) On the show, the participants share their ideas for a dream garden in their tiny backyard, and Monty checks in over the course of a year to counsel them, and lend some hands-on help. It is the opposite of sensational--there are no bodies found buried in the gardens. There are no cash prizes, and the often very small budgets are footed by the gardeners. 

British gardening guru Monty Don holding a watering can in his garden with his 2 golden retrievers at his side

But many of their dreams are indeed big, including turning their back garden into an enchanted forest, or creating a community vegetable garden for their neighbors. One of my favorites is an episode where parents are designing a garden for their son who has a disability. 

It would be fair to say it is boring, but I also would describe it as compelling. Watching someone dig their own pond with a shovel, and hearing them describe how it has helped them battle depression is a medicine that is working for me as I look for hope wherever it can be found.

My PATINS stakeholders who are contacting me are living in their own “Small Spaces” right now. But like the gardeners, they are dreaming big of taking their limited resources and turning them into a thing of beauty. They are forging stronger relationships with their students’ parents, spending hours communicating how to take their child with blindness on a mobility scavenger hunt, or how to enter math homework using a screen reader. They, like Monty Don and his gardeners, are giving me hope that continuous learning will grow and evolve into something surprisingly lovely. 

At PATINS we’re here to support your big dreams in small spaces. Check out our special resource page or visit our daily office hours with your questions and impossible ideas. 

I'll make the tea. (I guess you'll have to make your own tea if we meet on Zoom. . . but you get the sentiment.)

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Mar
06

Literacy, Performance, and Well-Being: Realizing Reading, Writing, and Accommodations!

Each year, about this time, educators all over Indiana are likely feeling drained, pressured, overwhelmed, and perhaps worried! I hear so much about state assessment and preparing for it, how it throws off schedules and routines, and how everyone in the building is a bit on-edge. I understand that feeling! I struggle a bit, however, with some of the reasons we allow it to occur. While we don't have a choice in many aspects of high-stakes assessment, we do have a lot of control over the other majority of the school year, which most certainly has an effect on the relatively short assessment portion! 

The things that come to mind are the concepts of literacy, of testing anxiety, and of the general well-being of people. The PATINS Project has a laser-like focus on improving literacy in Indiana PK-12 schools and in order to achieve that, we had to define literacy, which is where my struggles around high-stakes testing anxiety likely begins. The dedicated, passionate, and skilled PATINS team chooses to recognize and actively support the International Literacy Association's definition of literacy: 

"Literacy is the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context. The ability to read, write, and communicate connects people to one another and empowers them to achieve things they never thought possible. Communication and connection are the basis of who we are and how we live together and interact with the world."

With this definition in mind, the PATINS staff meets every single week as a team to share, collaborate, and ensure that everything we're doing maintains a strong focus on improving literacy outcomes! While this intentional and deliberate focal point of our work is fairly recent, our services have always centered around literacy. I was reminded of this recently when I was asked about an old (2009) article that had been written about me as a classroom teacher, which you can find here, for some additional reading! 


Daniel as a first year teacher playing guitar for students.
Back in 2001, I decided it was time to leave the business I'd started. I had spent the previous 4 years establishing a system of working with very young students on the autism spectrum and had experienced some great success. While a very difficult decision, what I really wanted to experience was my very own classroom of students on a daily basis. So, I took a teaching position in a K-6 classroom with students identified as having "moderate - severe disabilities."  

When I arrived, eager and enthusiastic, I received a warm welcome, but I also received some advice about my students-to-be. I was told that they were non-readers and non-writers and that I would be using a lot of pictures and symbols. Not knowing my students, yet and also realizing that I hadn't ever had any real reading instruction in college, I took this advice. Not only did I take this advice, but I plastered by classroom with pictures I printed out and with symbols of all sorts! Schedules, social cues, tasks related to IEP goals... all pictures and symbols! I covered a 10' X 6' board with tempo-loop and laminated and velcro'd until my poor, raw, aching fingers nearly bled! We used these in my classroom day-in and day-out! 

a sample of Daniels classroom schedule in all text
While I realized that I was no expert in reading and really had no formal training in the science of teaching others to read, I also understood behavior and I understood fairly well, how learners often perceived things differently in their learning environment. I remember sitting back in my chair at the end of one school day, frustrated that my students were paying textbook rental for books that were inaccessible to them, that I wasn't able to work on writing (composing) with my students, and I looked across the room at my giant tempo-loop schedule. I looked at the symbols and it suddenly hit me that some of them, very much, resembled short words from that distance. It stood to reason then, that if that symbol resembled a word and my students were recognizing the meaning of it daily, perhaps they could just recognize words! ...And they DID! What I also very quickly realized and made all of my paraprofessionals and parents aware of, was that my students were not "reading" phonetically. They were recognizing symbols. However, these symbols they were recognizing were now far more functional in the real world than most abstract, stick-figure symbols, that I had to teach the meaning of anyway. Nevertheless, I knew that my students needed more, if they were to become readers (and writers). 

At this point, I implemented a systematic phonics program, but I also implemented word-prediction! Not really knowing how to teach phonemes, nor understanding reading science at the time, I did realize that by removing the barrier of spelling (with word-prediction software), that I could very quickly begin experiencing the ideas, reflections, and questions that were in my student's creative minds! ...thoughts that I often wondered if anyone else ever knew was even in there!  ...stuff we'd never heard come from these kids verbally, that was coming out in writing, because now they could compose without the impasse of spelling or physical handwriting!  Another amazing thing with word-prediction was that my students could hear the computer read their sentence back after they'd punctuated it, which effectively improved their self-editing and perhaps more importantly opened my mind to the powerful idea of them reading with their ears, and thus began text to speech in my classroom for all students, all of the time. They became VERY good and implementing it for themselves when they needed it and choosing to read with their eyes at times when they did not need it. They began leaving my classroom and joining their general education peers for more and more academics, for arts, and music, and on the weekends for birthday parties!  

As a result, I also worked out that text and language could be fun, engaging, and musical! We played with my guitar and made up words to made up songs and then wrote them down and discussed them, revised them, and laughed! Yes, we laughed! We had fun with language. We went from using stick-figure symbols to having fun with language.  

I look back and recognize this successful and fun 4-year experience in my classroom as a culmination of having high expectations, implementing assistive technology and accessible materials, and having FUN! ...also known as engagement!

Circling back, I wonder why more case conference committees aren't checking the boxes on the IEP that asks if Assistive Technology (AT) or Accessible Educational Materials (AEM) are needed when those two things can lead to such unthought-of outcomes, often at little or no cost. I wonder why, in many places, schedules change and test prep becomes such a focus that the stress and anxiety actually shows on the faces of educators. At the time, my students wouldn't have been permitted to use many of their accommodations on the state's high stakes test, BUT I can guarantee they still would have done better on those assessments with me providing them all year long until then!  

In summary, if you ever find yourself in an IEP meeting and those two questions about Assistive Technology and Accessible Educational Materials aren't deeply discussed, I:  
  1. Encourage you to borrow items to trial (at no cost to you whatsoever) from the PATINS Lending Library.  
  2. Challenge you to initiate those discussions about AT and AEM in the IEP meeting. 
  3. Contact PATINS Staff, even during the meeting, for more information, consultation, and support on AT and AEM! 
  4. Implement something new with ALL of your students THIS NEXT week! It doesn't have to be in an IEP and you don't have to be an expert to try something new! 
  5. Reach out to the PATINS Specialists for specific training and support! 
  6. Come to the (no cost) PATINS Tech Expo on April 9th, to make yourself even more aware of some of the tools, resources, and strategies that are available!  
Photo of Daniel riding a stick unicorn in a literacy phoneme game       Word Play Root Matrix of word parts and phonemes


















Be brave this week... take a deep breath, think about literacy a little more broadly and try to have fun with your students doing something for at least a few minutes every day! It's OK to laugh with them! ...and, I'll leave you with this one fun literacy-based idea. I recently took part, as a volunteer, in a silly activity with respected educational colleagues from around the world called, "Unicorn Poop." Yes, you read that correctly. In this game, I was part of a team, "riding" on a stick-unicorn from one side of the room to the other in order to scoop a plastic spoonful of unicorn poop (skittles candy) and bring it back to my teammate who was making a new word and conveying it to our "teacher" allowing me to claim the unicorn poop on our side of the room! We ended up losing the game by only a half of a spoonful of poop, but I ended up learning so much about teaching reading instruction in the process. We didn't spend any time on letter recognition or even individual sounds. We put BIG words together by practicing understanding of smaller phonemes!
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  1949 Hits
Dec
12

The One Question I Ask All Students

The One Question I Ask All Students The One Question I Ask All Students with rainbow paint in the background.
What is the most interesting thing you learned?

Why is this the one question I ask all students? It seems simple at first, but this question alone has given me vivid insight into who my students are at their core while sneakily working on enhancing language skills. Here are 5 reasons why.

1. Build rapport. Instead of relying on the "About Me" worksheets students fill out once in July or August, you can keep the lines of communication open between you and your students all year long. We all know what's cool one minute, is out the next anyways.

2. Work on skill deficits. With this one question alone, SLPs (and anyone working in the school) can help foster social skills, correct use of conjunctions, and expanding verbal/written sentence length. For social skills, students can work on turn taking, topic maintenance, asking follow up questions, perspective taking and reading nonverbal cues. For example, "What do you think X found interesting? How do you know?" If students answer with a simple sentence, you can use a visual of conjunctions to prompt them for more information. FANBOYS is always a favorite.

3. Find out what they've truly learned. Wait 10-15 minutes, a class period, or even a day and then ask what they found interesting from an earlier lesson. It may be a small detail you've glanced over that actually piqued their interest while they may have forgotten about information needed for the test. Now, you know what needs re-teaching.

4. Learn more about what engages them and use that information for future lessons. Students may reveal surprising interests such as loving opera music or a passion for tornado chasing. These are two real life interests brought up by my former students and you bet these were incorporated in more than one speech session.

5. There is no "wrong" answer. It's a low stress way for students to participate who may not otherwise felt confident enough to speak up with their ideas. Even if they say nothing was interesting, they can explain why and what can be different next time.  

As you can see, "What is the most interesting thing you learned?" packs a lot of educational "punch" with virtually no material preparation (unless you choose to - this could easily be done on a Padlet, white board, or other discussion format should you like a record of it).

Weave this question into your school day and comment below your thoughts on my all-time favorite question. 




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  1748 Hits
Aug
08

Stop Teaching "Low Functioning" Students

Stop teaching the low students Magic Ball indicating High. A witch's hat with speech bubble reading,
I half-joke that I’m working my way out of education purgatory, trying to make up for my sins in years past. One particular mistake I made: I let myself believe I could help “low functioning students.” The year I refused to teach “low” kids (and “high functioning” students too!) I started to realize what my purpose was.

I worked in a school that had two self-contained special education classrooms. On paper, it was just Ms. A’s class and Ms. Z’s class, but everyone referred to it as the “high functioning room” and the “low functioning room.” Sometimes the students had instruction together or joined their peers in general education but, in general, the students of the low functioning group stayed in their room and the high functioning students had more chances to be included. The high functioning students sat with assistants and learned letters and numbers and the low functioning students watched the other students work. Maybe we’d stick a switch toy on their wheelchair tray. Yipee.

Why? Because it was The Way We Had Always Done It. You’ll be happy to hear it’s changed.

On the flip side, I had students who were “high functioning.” Teachers were very pleased to have high functioning students except when they didn’t do what the other kids were able to do, or in the same way. Every year, like an unspoken agreement, accommodations were slowly chipped away. “He’s high functioning,” we’d all say. “He doesn’t need a sensory break, or note taking support, or Augmentative Communication. He should be able to do that on his own by now, or else he’d be low functioning.”

“The difference between high-functioning autism and low-functioning is that high-functioning means your deficits are ignored, and low-functioning means your assets are ignored.” - Laura Tisoncik

Once I was asked to observe “Cory.” Cory was a youngster who enjoyed trampolines, letters, and car commercials. He needed constant supervision, plenty of breaks, and explicit directions and support for academics, leisure, and daily living skills. He frequently hit the person nearest him, although staff could not pinpoint as to why (no FBA completed). He had no way to independently communicate. It wasn’t that they hadn’t tried but what they had tried wasn’t working, so they stopped. He did have two little symbols taped to his workstation: “more” and “stop” that were used to direct his behavior.

His teacher met me at the door and gestured to where he was “working” (10+ minutes of redirection to sit in a chair with some math problems attempted in between). I asked what would be helpful to her as a result of our consultation.

“As you can see, we’ve tried everything,” she exclaimed, gesturing to her lone visual taped to the desk. “He’s just too low.”

It took me a while to pick apart why this particular visit weighed on my soul. I had been that person and I knew the ugly truth: as soon as we start saying students are “low” we’ve haven’t described the child, we’ve described our own limitations in believing in kids.

The terms “low functioning” and “high functioning” are not professional terms. They have no place in an educational report, school policy, or conversation. They are born from poor understanding, frustration, and/or a misplaced desire to categorize students by how high our expectations should be. Who gets to be high functioning? Who gets to be low? Did you mistakenly think (as I did) that researchers set an agreed-upon standard or that there was a test or some type of metric to determine what bin of functioning we all belong in? Perhaps there was a Harry Potter-esque Sorting Hat of Functioning?

"...‘high functioning autism’ is an inaccurate clinical descriptor when based solely on intelligence quotient demarcations and this term should be abandoned in research and clinical practice." (Alvares et al, 2019)

In absence of a Magic 8 Ball of Functioning, I challenge you to stop teaching “low functioning students,” erase the phrase from your vocabulary, and start wondering “what do we need to be successful?” Describe the supports your student needs, the skills they are working on, the behaviors and interests you’ve observed. What do you need to do differently? Tell me about your student, not the expectations people have formed. At PATINS we have not met, in our entire combined careers, students who were too anything to learn. There is always a way, and we can help.

What ever happened to Cory? I haven’t heard back from his team since then. It still makes me sad, because I know that as long as one of the most meaningful adults in his life thinks of him as “too low,” not much will change.

You will not regret ditching those words. Your students will remember you for it. You have nothing to lose but functioning labels.

They weren’t helping anyone, anyway.
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  5501 Hits
Jun
06

UDL is Natural

This has been a lively few months at the lake. I have seen wildlife for the first time and welcomed back regulars. What a year! Our new visitors include unusual ducks- the Bufflehead and Redhead, a red fox trotting in our yard before going over the frozen lake; a deer in the yard (and in the past, deer swimming across the lake). A turkey flying from a tree over the marsh behind our house, an orchard oriole. Some old friends include the Bald Eagles fishing over open water at the edge of the frozen lake, wood ducks, 2 Loons, Baltimore orioles and the noisy spring peepers/bullfrogs.

Reflecting on these friends from the animal kingdom, I realize I look forward to their seasonal visits and delight in their individuality, listening and looking for their sights and sounds. In the same spirit of appreciation, I am glad to see regular visitors including robins, hummingbirds, cardinals. In the summer, the purple martins fly low over the lake at dusk to catch mosquitos and other tiny airborne critters and the occasional kingfisher will find a tasty fish. A regular year round visitor is the great blue heron. I call our home “Heron House”. So yeah, cool stuff in my mind. 

Common Loon     Bufflehead Duck
 Redhead Duck     Wood Duck 

Orchard Oriole     Baltimore Oriole     Spring Peeper
       
Bull Frog    Bald Eagle     Wild Turkey in Tree
Red Fox    White Tail Deer in yard

I cannot help but draw a comparison to my work. There are seasons to working with schools and school systems. Each year, in the spring, I reflect on that school year as my thoughts move to the next school year. This happens with a comfortable regularity. I think back on individuality even within a system, district, school and classroom. I look for trends for what worked and what did not work and how drawing general conclusions may lead me to miss the mark on some things. For example, back to the birds. Orioles like oranges and jelly. They do not like orange marmalade. Thinking that I could combine two features into one solution proved to be an epic failure. I had not truly individualized what the orioles needed.

I am also struck by Universal Design in Nature. Everyday there are many options available to the animal kingdom for food, housing, and development. Those options are always available, not pulled out occasionally. Sometimes, new ones are provided (i.e. jelly, nectar, birdseed, corn). The key is that not each animal needs all that is available, but all animals need something from what is available.

So, taking a cue from my friends in nature, let’s make materials available in the classroom so that what is needed for each unique learner will be at the ready when our students make their seasonal return. What I wish for is the same delight I have in watching life being nurtured outside my windows, be the same delight in having student and staff nurtured, inside the classrooms, with what they need to thrive. After all, a bird is a bird, but a heron does not need what the oriole needs.

Have a fantastic summer! Rejuvenate, Revive and Return! Contact PATINS to help you achieve some classroom Universal Design. Here is a good source for learning more about Universal Design for Learning  (UDL).

Photo credit: Common LoonBufflehead Ducks,Redhead Duck,  Wood DuckOrioles, Spring PeeperBull FrogBald Eagle Wild Turkey,Red Fox,White Tail Deer, and Alamy Stock Photos -Wild Turkey Roost.

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  866 Hits
Mar
21

Socks

This may seem like an odd topic to come from a professional staff member of a Project that helps students and teachers learn and teach in a fun, accessible way, right!?… not really. Here’s what I have noticed.

Socks can be fun. I have always enjoyed expressing myself through my sock selection. I’ve even noticed our Director, Daniel, enjoys wearing creative, colorful socks. We’ve had a few enlightening conversations over socks. In fact, I decided pink flamingo socks would be the perfect birthday gift for him last year and he concurred with his reaction once received.

My Kindergarten grandson just experienced Silly Sock Day at school. Ok, I get it…people young and old(er) get a kick out of showing off their personalities through their chosen socks.

Socks can be accessible. What? 

Let me explain. This year, I came across John’s Crazy Socks. I read and felt inspired by John, a young man with Down Syndrome. I read his story and mission which screams accessibility. The key statement John makes regarding accessibility is: We want to show the world what is possible. We want to show the world what people with differing abilities can do when given a chance. We know that people with differing abilities are ready, willing and able to work. We make this happen in ways large and small.

My interest was piqued when I learned of the late President George H. W. Bush’ involvement with John’s Crazy Socks. President Bush has longed championed the rights of people with disabilities. John’s desire to connect with people through socks led John and President Bush to form a bond over their love of crazy socks and their commitment to the possibilities in all of us.

Come to the PATINS/IN*SOURCE Tech Expo on April 4th for a chance to win a pair of John’s Crazy Socks. It’s not too late to register. Four pairs of John’s Crazy Socks will be part of the lineup of many Door Prizes available to our attendees. 2 pairs of Autism Awareness Socks and 2 pairs of Down Syndrome Awareness Socks. 

We will also have Exhibitors available to you for those specific disabilities and many more. Please join us for a day of professional learning and fun.

Today is a meaningful day to post my blog…March 21, 3:21 World Down Syndrome Day. This is a day we celebrate all who have Down Syndrome. We celebrate their accomplishments and the joy they bring to the world. World Down Syndrome Day is celebrated on March 21st for 3 copies of the 21st chromosome (which is what causes Down Syndrome)

Happy 3:21!

   



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  767 Hits
Feb
28

Where's A.T. "Waldo"?

We live in great times. The connection between general classroom technology and specialized technology has never been closer. We are increasingly talking about accommodations, assistive technology and Universal Design for Learning (UDL) as regular discourse as stakeholders make decisions for accessing curriculum for students. Technology directors look at means of providing technology for most students. UDL makes sure students in the margins are included and assistive technology takes technology beyond a general consideration and provision to addressing specific needs for students who require these solutions to access their education. It does take a village to accomplish all this.

Given all these considerations and efforts, what does technology look like in the classroom? PATINS supports teachers as they work with students to have access to the curriculum. So, let’s look at a classroom through the lens of "Where’s A.T."?

Classroom with students working at tables and desks and in a group on the floor.
Classroom supplies and equipment fill the room including specific assistive technology tools.

So, the items to look for include:
  • AAC Devices
  • Keyboards
  • Computer
  • Books
  • QR Code
  • Exercise ball/ alternative seating 
  • Visual icon-based schedule
  • Magnet letters
  • Glueing options
  • Keyboard
  • Wheelchair
  • Projector
  • Slant board
  • Trampoline
  • Switches
  • Pencil grip
This is certainly a busy classroom, and that is the good news. Students are engaged, and able to produce their work using a variety of means. This is a great example of a classroom environment where universal design is implemented. Not all students need all of the tools. The tools are available and ready for students who choose to use them and for students who require them. The tools are available everyday and used on a regular basis. Consistent use of the tools sets the stage for increased daily participation in the curriculum and activities. Once a student has appropriate access to the general curriculum, they have an increased likelihood of improved performance on local, district and state tests and assessments.


Now, we need to implement intentional steps toward tool determination and implementation of use. Throwing a bunch of technology into a classroom without considering the range of needs and abilities in students and staff is not helpful. Any implementation must also be supported through training and follow up to evaluate effectiveness. This data will help determine future technology requirements.

PATINS has a UDL Lesson Creator available that will expand the typical lesson plan to be more inclusive of students on the whole spectrum of abilities, including the specialized needs of students who are considered gifted and those who need various scaffolds for support in their learning. We have a Lending Library from which educators can borrow tools before purchasing them. Our specialists can also help educators work through the many options for Universal Design for Learning, Assistive Technology and classroom/student supports.

Given the tools and strategies that are available, this is a great time to be in education! How many Where's A.T. "Waldo's" did you find?


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  929 Hits
Jan
10

Teacher, Wash Your Face

Thanks for sharing the lies you used to believe and found a way to dismiss, Rach! Have you heard of Rachel Hollis? She published a book this year that has gone viral called, “Girl, Wash Your Face: Stop Believing the Lies About Who You Are So You Can Become Who You Were Meant to Be.” Have you read it? If you haven’t, I recommend the great and easy read!

Katie holding Girl, Wash Your Face book.

Now, it's our turn to share and help others dismiss the voice inside their head. One lie that I used to believe for a long time is the one regarding age. Growing up we all experienced those moments when our parents told us, "You can when you're older," or "You’ll understand when you're older". Leaving you to always long for just the right moment “when you're old enough” for whatever it is.

Now that I am older, it has morphed in my professional career that has left me longing until “I have enough experience to write that book, or present on that topic, or to do exactly what I think I have always been meant to do". Always being told that you need to “put in your dues” and then it will be your turn. Suddenly, I realized that I am longing to do the things of the “experienced” and waiting for “someone” to tell me “it's time”. Do you find yourself waiting for permission or asking for someone else’s approval for that gutsy move to get ahead in your career? One of Rachel Hollis’ quotes from the book is,


“No one can tell you how big your dreams can be.”

We all seem to care a little too much about what others are going to say. The truth is if we wait for these moments, we may be waiting our whole lives. Another favorite quote:

“Someone else’s opinion of you is none of your business.”

So, what have you been waiting to do?

Maybe you have been waiting to integrate Universal Design for Learning (UDL) and technology into your classroom or program? PATINS Specialists are standing by for your email or call for on-site consultation and our *no cost* PATINS Tech Expo is coming up on April 4th to help connect you with the right tools, know-how, and inspiration to make your ideas a reality! Your time is now! Don’t wait to contact us and let us know how we can support you today! {Free Registration for Tech Expo opens soon!}

Don’t forget to like, comment and share this blog and the Tech Expo with your fellow teachers!

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  2115 Hits
Aug
16

Transition Times

Transitional times, like back to school can bring pleasant opportunities for reflection and change.

yellow Nasturtium flowers in bloom

At my house, the Nasturtiums are in bloom. Nasturtiums are beautiful as a garnish and completely edible with both leaves and flowers giving a peppery flavor.

There are two transitional times of the year for me; the end of the school year and the beginning of the school year. Approaching the end of the school year, I always say, “ I have run out of year.” I mentally begin moving on to the next year. I reflect how the current year prepared me for the upcoming school year.

"Finish each day and be done with it. You ahve done what you could. Some blunders and absurdities no doubt crept in; forget them as soon as you can. Tomorrow is a new day. You shall begin it serenely and with too high a spirit to be encumbered with your old nonsense." - Ralph Waldo Emerson

I keep in mind this quote and set my sights on to the next year and a centralized focus. I have my goals, my hopes, and, dreams in place. If I can establish a routine, all the better. If I can schedule ahead, great. My goal is to create usable forms and personal procedures. When I do this, I can be flexible and responsive. I am a happy camper!

coffee mug with the words Happy Camper

If I start the next year all up in the air without a centralized focus, all I will have to guide me is luck and frustration.   I don’t want to live that way.

The word chaos repeated and scattered around a white background

I can only imagine that I am not unique in this. Everyone would appreciate a system that is flexible and responsive to change.


My tips on how to do this:
  • Follow a schedule to keep track of what needs doing and when. What can step aside for an immediate need but not forgotten later?
  • Annual and/or Quarterly planning
  • Monthly chunking
  • Weekly reflection
  • Daily updating
  • Pick a system that is easy to use, intuitive and fits with all the apps and software you use.
  • Use a system that will sync with all the devices you use.
  • Use a system that will provide the accommodations needed.
  • Speech to Text
  • Text to Speech
  • Searchable Handwriting Recognition
  • Handwriting Recognition to Text
  • Use of a stylus
  • Word prediction
  • Alternative keyboards
  • Sometimes free is best. MS Office (Office 365) and Google, have calendar/planner/tasks options. Look for add-ons or extensions to make them more flexible.
PATINS is a great place to find out more. The PATINS Lending Library has organizational tools available that may help. PATINS Specialists can assist with finding your focus. We can help create plans that are flexible and specific. Address your unique details related to organization and executive function. Even set up tracking systems to measure progress.

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  1251 Hits
May
15

A Regular Committee Meeting or an Example of Everyday UDL?

I just spent the evening with a group of friends focused on organizing for a project. We ate a lovely carry-in meal and got down to a business meeting and ended with a group effort on a task to start the project. It was good to catch up with people we don’t see very often, share quite a few laughs and work on a common goal. The entire process lasted about 4 hours, which was longer than absolutely required to get the job done, and to be honest, we were all glad to go home at the end, and we left with a feeling of having done a good thing. For me, it had been a long day, as I left for work at 6:00 am and got back home at 9:00 pm after this meeting. We all have those kind of days if we are involved with children or community activities. It is what makes life rich, if not overdone.

Every time I am with a group of people charged with making a plan of some sort, I am reminded that “decision by committee” can be, and often is, loud and messy. I will admit that I was pushed to my limit with 16 passionate people enthusiastically sharing ideas and thoughts, often at the same time, and there were plenty of sidebar conversations. Loud and messy are good and important in this process. It means the participants are active and engaged. Each personality and style had an opportunity to express themselves and folks who needed to keep things rolling felt comfortable to nudge the group along. Those of us who prefer less noise and more structure were empowered to move things along or refocus the group. It was easy to shift any negativity into a more positive outcome and when the group needed more gross motor activity, the meeting shifted accordingly.

As I watched this process unfold, it seemed to me that every person there felt safe and comfortable to share and interact. Respect was given to each member who contributed. Interestingly, this was a blend of two separate groups who function very differently from each other and the results were positive.  

Looking around at the tools available to make this work, I saw low tech pencil and paper, notes on a napkin, a sophisticated daily planner, an iPod. We even had a bell as a signal to bring the group back together. Empowerment was evidenced by the willingness to take responsibility for ideas and assignments. Collective wisdom was respected, and new ideas were considered.

This was a great opportunity for UDL principles to be used and, without knowing it, these adult team members took full advantage. Throughout this process, we reviewed the why, the how and the what. For the Why, I saw examples of interest, sustaining effort and persistence and self-regulation. There is no doubt about the level of engagement in this group. We had a clear purpose and goal. For the How, we demonstrated multiple means of action and expression with lots of opportunity for movement, we worked through a variety of organizational abilities as we had to problem-solve challenges and change course. We provided opportunities to work in a large group, small groups, with a partner and alone. On a practical level, we had a heavy emphasis on auditory as it was a group discussion. Some people had notes from a previous meeting, others had samples and there was a practical task that required problem-solving, manipulation and visual skills, manual coordination and teamwork. Scissors, sticky labels, signage, scheduling, lists and a schematic layout, paper, planners, iPads, smartphones, varied activities, the use of a walker, tables and chairs, and food are examples of universal design that were brought to the meeting.   

The difference in this practical application of an evening meeting and true Universal Design for Learning is that the UDL piece was not planned. Therefore no specialized needs were anticipated, planned for, nor setup with needed materials. What we saw tonight was evidence of how Expert Learners function at an integrated level. Most of us in the group have experienced enough life to know how to meet our individual needs. We were able to locate adaptation in the environment (scissors) to facilitate our work. And team decisions were able to be made with input from multiple individuals.

This was truly a fun experience for me and I had a lot of fun looking at it through the lens of Universal Design for Learning. What would I do in the future to be more intentional? Perhaps provide writing options for those who did not bring any tools/material. Knowing in advance how we can include elderly or mobility limited, or participants with other disabilities. But we also knew we could provide most of what was required because there is a ready supply of alternatives in the building for those who need it and the level of experienced learners we had assembled.

So, what started as another meeting at the end of an already long day, turned out to be a nifty example of the universality of people’s needs and abilities as we work toward a common goal. Quiet, silent classrooms with a teacher providing information via lecture is not always an indicator of an effective learning experience. In reviewing the revised UDL Guidelines 2018 Chart, these expert learners used a variety of means to access knowledge, build upon that knowledge and take these internalized skills to a functional and productive outcome.

Kudos to these participants who demonstrated expert learner skills by integrating purpose and motivation, resourcefulness and knowledge, toward attaining an end result that was strategic and goal-directed.    

Thanks for the fun evening!

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  1340 Hits
Apr
25

A Case for Meaningful Context and Unpredictable Connections


This is a story about James. Actually, it’s a story about James and Mr. Tooley; the two of them were inseparable outside of school.


James was in 5th grade when I first met him. We worked together on math concepts once a week after school. We primarily focused on fractions and decimals, which he absolutely detested.

Generally, on Tuesday afternoons, I went to James’ school, where we met in the cafeteria for an hour. A teacher friend had asked if I’d be willing to help James. She said, “He’s such a sweet boy, but struggling in school.”

I agreed to work with James and soon discovered he was absolutely amazing.

As the week of Spring Break grew near, James’ mother, Ruth, asked if I’d be available to work with him over break. So that particular week, I went to James’ home for our math session.

Ruth met me at the front door, “Hi. Before you come inside, I need to ask if you have any problem being around pets.” I said I was fine with pets and just assumed the family dog or cat would greet me when I walked through the door. 

front porch view of door slightly open
 
I wish I had a picture of my face when James came around the corner with Mr. Tooley on his shoulder. Mr. Tooley was James’ pet crow.

Prior to meeting James, my experience with crows had been minimal. I didn’t know anything about crows except how they looked and how they sounded. I didn’t care for either. Glimpses of crows picking at roadkill tended to disturb me.

What happened between James and me, once Mr. Tooley (Mr. T) entered the scene was the best tutoring I ever experienced. In the name of full disclosure, James was definitely the tutor; I was his tutee. Mr. T was teacher, friend, and comedian to everyone he encountered.

James used our weekly sessions to teach me all about Mr. T. We never met in the school cafeteria again. He and his entire family thoroughly enjoyed surprising me with Mr. T’s feats of wit or ingenuity.

A favorite family game with Mr. T was Hide and Seek. If I hadn’t seen it for myself, I wouldn’t have believed it. I was surprised how clever and engaging Mr. T was, no matter what game we played with him.

Coincidentally, with Mr. T’s assistance, James would tackle almost anything academic, mathematical or otherwise. James was completely invested in any activity that involved Mr. T because he was completely invested in that crow.

James had tremendous knowledge of crows and other birds. He also loved to draw. Although his fingers were not formed in the same way as most of his peers, he was able to use any type of drawing tool he wanted in order to accomplish any effect he desired. His artwork, as well as his imagination was remarkable. 

black and white illustration of man lying on stomach reading a book with three crows near him
Over time, James shared incredible stories with me. They all traced back to Mr. T in one way or another. We worked together to bring his stories to life. He wrote, spoke and drew them into life, then revised and retold them all over again.

There were innumerable ways to incorporate mathematics into our time together. James seemed to love them all. He wasn’t frustrated or defeated, even when we worked on fractions and decimals.

He loved to prepare fractional amounts of seeds, nuts and pieces of fruit for Mr. T’s food and then calculate the percentage of each that Mr. T ate. He was also motivated to figure out the annual cost of owning Mr. T, which then prompted him to do a price comparison of cages in order to lobby for a new one.

For James, the context was meaningful, which made the content palatable, even intriguing.

In the end, I’m sure I learned more from James than he learned from me. I’m also sure he impacted my way of thinking more than I impacted his.

My preconceived notions about crows had been based on physical attributes, limited experience and no real knowledge. My preliminary thoughts about working with James had been based on curriculum guidelines, classroom settings and personal agendas.

Sometimes it helps to have another person invite you into new ways of thinking and new possibilities. James (with the help of Mr. T and his family) did that for me.

I didn’t work with James in a classroom setting, but I still think this is a powerful testimony for employing the principles of Universal Design for Learning (UDL) in the classroom.

UDL is not about the wit of a crow or a fifth grader’s distaste for mathematics. But it is about what happens when such things collide into purposeful, accessible and motivating ways, allowing students to flourish academically.

At PATINS, we know it’s darn near impossible to stop students from making educational strides if they enjoy or believe in what they’re learning, and when they have the access and means for this learning to take place.

Give us a “caw” if we can help your UDL plans take flight.

American crow in flight with blue sky background


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  1423 Hits
Mar
23

Spring Break...Or Is It?


We have been looking at websites and talking about the sights and sounds of our upcoming trip to St. Louis, Missouri, for several weeks now! Our family is very excited! I have wanted to take our 7-year-old daughter, Zoë, to the City Museum in St. Louis since her first step -- fearing that if I took her too young, I would spend my time looking for her and being worried. If you are not familiar with the museum, is in an old 10-story shoe factory downtown. Floor after floor, kids (and adults) are encouraged to run, jump, climb and dance through tunnels, cave systems and a circus -- to name a few things. There are over 30 slides. I am bursting with excitement!



suspended pathways and structures on the exterior of the City Museum

My best friend and her family suggested that we rent an apartment near the zoo together, and we found the perfect place! It is right off of Forest Park, where the zoo and so many other activities are at our fingertips! We plan to roam the park that contains a pavilion, which was created with proceeds from the 1904 World’s Fair! I am a huge roadside attraction person and the park is full of monuments and statues from a giant turtle to an elephant reaching for leaves in the trees. We will be able to take our time seeing a huge waterfall created during the World’s Fair, the art museum and planetarium.

My friend ordered brochures that have a huge kid’s map of the city, and we have watched multiple YouTube videos on what to expect when we ride to the top of the St. Louis Arch. We can decide which day might provide the most glorious view of the Mississippi River or the Courthouse greens, depending upon which way we decide to look out.

St. Louis Arch at dusk
If you were my teacher and asked me to talk about my spring break, this is exactly what I would tell you...all of the gorgeous details! I would not hold back on the excitement of what was getting ready to happen! I would unintentionally brag out of sheer enthusiasm for what is going to be the best part about not being in school.

What if, however, you were not going anywhere. What if your family never planned a trip, or had the money to go. What if you got yelled at by your mom if you mentioned doing something over break, or if your parents worked and you were watched for a week by a random family member? What if you were not sure where you were going over break? What if home is not your safe place, and every day you look forward to coming back to school because the stress level seems so much less there? There are a lot of reasons, suddenly, for a student not to want to hear about break and not to celebrate the minutes escaping from the clock as its hands journey toward dismissal.

As teachers, we are born to celebrate the excitement of our students. Sharing what was to come or what happened during a break is part of what has always happened in classrooms. After all, it is fun to talk about these things, for most. Still, imagine for a moment if you dreaded going home for even a night or a weekend and the rest of your classroom was happily counting down to the final bell by crossing off days on a fun calendar? What if your only option during a Language Arts lesson was to write about upcoming plans when it was the source of so much stress? What if your favorite teacher kept on saying, “I can’t wait until next week!” in front of you? How would you interpret that emotion and how it related to you?

As teachers we have to be mindful. I am not sure I processed this enough when I taught my own classroom, but I certainly was attuned to it when I was part of behavioral support team for a small school district. I had many conversations with staff members just making them aware that some students were not celebrating. I saw teachers change their phrasing from “vacation” to “break.” I saw lots of one to one conversations and reassuring moments of us all being back together in a week. I engaged with students who I thought might be worrying and helped them put vocabulary to the emotions they were feeling because it is hard to express things that you don’t have words for.

As school breaks for the spring term, keep these kiddos in mind. They are out there and they are nervous. That does not mean that students are not allowed to express fun times had before and after break, but maybe through more personal conversations and alternative writing prompts and activities that include both vacationers and "staycationers."
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  1612 Hits
Feb
28

March Towards Hope

March Towards Hope

The calendar has some quirky coincidences in 2018. The somber first day of lent, Ash Wednesday, when folks in the Christian faith acknowledge that yes, they are
going to die, fell on Valentine's Day: a frivolous celebration of worldly love. Easter is on April 1 this year. I don’t envy the ministers and theologians who will have to work on that Sunday. It seems like they’ll have some extra explaining to do. And now my turn to write the PATINS blog falls on March 1st. Ugh.


Not true everywhere, but in Indiana March is the worst month. Don’t let that iconic shamrock on the calendar fool you, there isn’t much green to be found anywhere. We’re surrounded by gray skies, flat beige landscapes, and still wearing thick socks. In March, there might be a 70 degree day or two where you are lulled into thinking winter is loosening, but it will be followed by a lockdown-drill of freezing rain.

road 2125828 960 720 2
There is the big basketball tournament to distract us, but as I write this, Purdue has dropped from the top of the Big 10 standings, and it seems that having not one but two 7-footers on the team wasn’t enough to propel the Boilermakers from our mid season winning streak to tournament favorites. I blame March in the midwest. I know, not rational, because all Big 10 teams are in the midwest, but before you all message me and gently suggest that maybe Bev needs some medication, I’ll let you know that I do have strategies for surviving March.

First, seed catalogs = hope. Slowly page through them and drink in the colors. Or, while you’re at the home improvement store finding replacement parts for your sump pump (March floods) stop by the display of seed packets, pull out a packet, gently shake it by your ear and hear the sound of presumed life. My second strategy is to pretend I’m somewhere else; otherwise known as Mr. Rogers make believe medicine (I know, maybe consider medication). I put on my colorful bathing suit, lime green swim cap, and swim at the Y once or twice a week. And I imagine that the water is heated by a tropical sun. This week: Belize. My final strategy was a gift given to me by my friend Kelly. She created a Pinterest board for me called “March Madness Prevention” and she posts images or links to my favorite things: Bugs Bunny cartoons, snapdragons, and porch swings, to name a few.

The PATINS blog calendar lottery has also slotted me into a point in time where schools and teachers are looking out at what could be described as a bleak landscape. Fear seems to have enveloped schools, and infected the debate about how to keep all safe in the sacred space of the classroom. I’ve laid awake at night with the debate about violence in schools ricocheting around my brain, but haven’t been able to come up with much that doesn’t sound like more noise.

I’ve decided to follow Kelly’s lead to offer you a Pinterest board of sorts to share some images of hope. As a PATINS specialist I am in and out of many Indiana schools each week, and I see so many lovely things happening despite all that seems against us. Here are a few snapshots of hope happening in schools. Right now. Despite March:
  • My colleagues in Bluffton who work every day to hold high expectations for all and ensure that each child in the room has a voice. Follow the joy: @asheetsroom14 on Twitter.
  • An art teacher friend shares this story
painting created by high school student of bare trees with snow and shadows
  • One kindergartener telling another to take a deep breath when they can’t seem to figure out the reader app I’m teaching them. I followed her lead.
  • Students from STEM and robotics clubs finding solutions for students needing them. I was fortunate to meet members of the Mishawaka Penn High School Robotics Club who presented at a national assistive technology conference.
  • Pre-teacher in a Butler training determined to reach middle-schoolers, despite showing a depth of understanding of the middle school psyche. Felt like a hope earthquake under my feet.
  • Students at the Indiana School for the Blind and Visually Impaired discovering healthier food by massaging kale with avocado, and planning a new cafeteria garden on their campus. (I repeat, seeds = hope)
If you have an image of hope, please share in the comments!

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Nov
22

A Universally Designed Thanksgiving Gathering

black raspberry pie
Happy Thanksgiving everyone! The Sharritt’s have already stuffed themselves once last Sunday as we hosted my husband’s Kincaid cousins, and we’re on our way to Lansing today to feast with our daughter Grace, her husband Chris, and their family of choice at their church.


I hope you are on your way to a gathering filled with love, moist turkey, and many kinds of pie. It’s a time for human to human contact, something we may feel a little uneasy about in these days of personal interaction mediated by devices. We’ve been seeing Cousin Cyndi’s baking wins and fails all year on Pinterest, and now it’s time to sit down and actually break some honey twist bread with her. Uncle Mickey has been lurking on Facebook all year, and while we haven’t seen him, he’ll know much about what we’ve been up to by monitoring our newsfeed.


It is a new and ever-changing social dynamic we’re all figuring out together. I thought I’d share some tools I’ve discovered as a Specialist for
PATINS that might help you navigate this tricky digitally disposed world.


There are many apps designed to help folks who struggle with social skills. And I don’t know about you, but there’s nothing like a family gathering to make you feel like your social skills have been set back a couple of decades. A Jeopardy-style game called 10 Ways helps students learn to recognize idioms, sarcasm (also known in our family as decoding what Uncle Roger is saying), and how to start a conversation, among other things. These are mainly developed for people with autism, but who among us couldn’t benefit from choosing “listening for 400” or “personal space for 100” and learning some pointers to help us improve at getting along?

gameboard for 10 ways app showing the categories body language, facial expressions, tone of voice, personal space, and eye contact

Working with students who have blindness or low vision, I am constantly on the lookout for ways to help these kids find ways to interpret social situations without the benefit of seeing body language and facial expressions. A new viewing device called the
OrCam helps them to not only read print in their environment (signs, menus, books), but can also be taught to recognize faces of their friends and family. The lens on their special glasses sees who is present when they enter a room, and voices names into the user’s earphones. An app for your phone called Seeing AI does this as well with the phone’s camera, and goes a step further: you can train it to not only recognize “Aunt Ethel” by taking her picture, but you can train it to recognize “Angry Aunt Ethel” and “Happy Aunt Ethel” by taking her picture with those facial expressions. Then when you walk into the kitchen you’ll know if she’s discovered that you broke into the fudge stashed in the pantry before she yells at you.


screen from seeing AI app showing boy aiming his phone at a girl with the text

I don’t have low vision, but this app is helping me to remember which one is Auntie Mid and which one is Auntie Rene (same enormous nose and sweet smile) just by discreetly aiming my phone their way. Honestly, it is helping me keep track of names for folks I may only see a couple times per year at the family dinner. At PATINS we are promoting a movement in education towards
Universal Design for Learning and this app is a good example of how one tool designed for a special need or task can evolve into an improved learning environment for all (including those of us who have 51 first cousins!)


There are new instant captioning apps for the hearing impaired that use voice recognition to put speech into text. This is huge for both students in a classroom, and also for Grandpa who is struggling to hear his granddaughter speak to him over the football game.

There are three major principles for Universal Design for Learning: Engagement, Representation, and Action & Expression. Engagement entails getting someone interested in learning, like this little cheer my son Ben did with his younger cousins to get them get motivated to help dry dishes.

Representation is the practice of presenting content in many different ways. For Thanksgiving, this obviously translates into having as many flavors, colors and textures of pie as possible. You also might want to contrast with a cheesecake or flan.

The final principle, Action & Expression is easily illustrated at any family gathering. Look around the table at the beautiful diversity that came from the same bank of DNA, and embrace all the forms of expression that we have to share what we know.
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Aug
31

De–Clutter Is De-Problem - Lack of Headspace Causes Havoc

Colorful image depicting visual clutter, busyness

My kitchen table is a disaster. The table itself is fine. It’s all the junk on top of the table that’s a problem. Obviously, I haven’t been serving any elegant meals lately. (Clever tactic, if I do say so myself.)

I decided to tackle the semi-organized chaos when my eyes caught sight of a Health & Wellness newsletter that was partially buried. It seemed to be mocking me with its title: The Mental Cost of Clutter. Ironic, I thought.

image of cluttered tabletop

I quickly glanced around the house and determined I was safe - no real clutter around except for this stupid table. I skimmed the article just to be sure I wasn’t harboring some unknown health issue.

According to this article’s source, statistics show that:
  • Clutter bombards our minds with excessive stimuli (visual, olfactory, tactile), making our senses work overtime on stimuli that aren’t necessary or important.
  • Clutter constantly signals to our brains that our work is never done.
Other negative impacts were cited in the article, but these two caught my attention and prompted me to Google clutter, and declutter.

Apparently, I have more of a problem than I thought.

image of female headshot of smirk expression
Here are some of my red flags:
  • I’ve never been through a 15-step declutter program or 30-day declutter challenge
  • I don’t have a Pinterest collection of Top 10 Ways to Eliminate Clutter
  • I don’t belong to a Clutterless Recovery Group or to Clutterers Anonymous

Admitting the problem is the first step.


I’m actually pretty careful about physical clutter. To be honest, I’m pretty much an organizational freak (which is an entirely different Google search…). Nonetheless, I’m fairly organized - except for my kitchen table area. I don’t think physical clutter is my problem.

However, clutter inside my head – now that’s a different issue. The cumulative amount of stuff running around in the confined space of my head is definitely a source of messiness for me.

This mental clutter consists of new input, old residue, and every drive-by source of stimuli in between which, when combined, ends up consuming too much space inside my head. When headspace has no white space, the result is mental clutter.

If I’m in a state of mind-full clutter, I’m likely to become distracted more easily and focus on unnecessary or unimportant details. If I’m struggling to curate the information in my own head, my ability to transfer new information into learning is minimal.

Note to self: Less clutter. More curation.

Distractibility, excess stimuli, information overload, and internalized stress are all known to be barriers to learning. We may not know how prevalent the issue of mental clutter is, but we do know barriers like these negatively impact the learning process.

image of barrier, barbed-wire fence around a field

In and out of the classroom, we know the advantage and importance of developing strong executive functioning skills. Everyone benefits from support in this area. (Case in point: me. I rest my case.)

I love the way Executive Functioning and Self-Regulation is described by the Center on the Developing Child at Harvard University:

Just as an air traffic control system at a busy airport safely manages the arrivals and departures of many aircraft on multiple runways, the brain needs this skill set to filter distractions, prioritize tasks, set and achieve goals, and control impulses.

I sure could use a Captain Sullenberger Level of Executive Functioning right about now. And while I can’t offer a 15-step program for mental decluttering, or a 30-day challenge to eliminate all barriers to learning, I can offer a few resources to support students in the development of their own executive functioning:

Composite Lists of Recommended Apps:
Apps for Mindmapping & Habit Building:
Don’t Forget About Built-In Tools Such As:
Gotta run now - my kitchen table’s overflowing with inedible objects….

What are your favorite resources and strategies? We’d love to hear from you!
Or, feel free to contact us with questions you may have. We’re here for you!


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Jul
13

Summer Musings, Student Thoughts


Summer. What a great time to store up some natural vitamin D, enjoy the outdoors, and clear our minds from the doldrums and cobwebs that some of us collect during the winter months and look for renewal for the upcoming school year.


At our house, we remodeled our kitchen and, that was an undertaking! It only took three times longer than anticipated but the end result is gorgeous. One does not realize how old something is until it is updated though to be sure, my daughter did try to advise me of this for a while. I took the opportunity afforded by dust, chaos, and disarray to purge the rest of the house. This made the mayhem worse. The saving grace for me was in knowing this messiness was temporary and actually, in my relative control. We have expanded some of the renewal to include new carpeting, which should be installed next week. So it is not smooth sailing yet. Then, of course our family get together is happening before the carpet comes in so it is not “perfect”. There is a lesson in there, too. Perfect is not necessary. 

As I gear up for the 2017-2018 school year, I cannot help but reflect on the daily lives of some of our students. This is not a statement of poverty, class, background or anything else. It is just life. The issue of clutter, chaos and stability crosses all the lines. So, how does this impact our students?   

On an individual level, consider how each of us is able to focus, find things, concentrate, think, create, remember or recall in an environment where we feel we have control, or where we feel we do not. A great example of this comes to mind with the topic of homework. How can homework get done in the midst of chaos? Let alone get done effectively. What does it take to set students up for success when it comes to homework completion? We have to look at individual needs on a universal level.

If we follow the UDL principles set by CAST and follow up work at the UDL Center we have an expectation to facilitate students ability to become expert learners. How can a child and young adult be resourceful and knowledgeable; strategic and goal-directed; purposeful and motivated amidst clutter, chaos, mayhem and limited choices? I think of students with complex disabilities.  Again, the issues cross all the demographic lines. Without a voice or a way to effectively communicate, an individual is dependent on the organizational style, timelines, thought processes of those around them. I do not see how this can promote the development of expert learners.

As an occupational therapist, we look at the whole person, not just the physical aspects of disability. When I see homework not getting completed, there are usually a number of reasons and punitive measures do not seem to get better results. These other reasons can include many issues including significant/subtle learning disabilities, no adult support, poor executive functioning, and emotional issues. This is obviously not a comprehensive list, but you get the idea. Also, a question that is good to ask is “What is the purpose of the activity?” The answer to that question alone can make a big difference in focusing on critical elements of performance for a student that is useful in growing their expert learner potential. This can even be explored with seating and positioning in the classroom. Without control and confidence of one’s physical state, learning becomes the secondary focus. So, homework, in-class work, whatever the work of a student is we need to know what we are working toward universally, know the student individually, and intentionally plan upfront for all the diversity and chaos eager to learn this year!

Let’s find “techy” ways to help students find their own control and stability in a chaotic world.
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Jul
28

Break it… Just Break it.

collage of Daniel, laptop, guitars, motorcycles, and a truck

...Buy it broken. Accept it damaged and worn. Welcome it ripped, ragged, and rough. 


…Don’t just stand there because it works ok right now. Don’t just stand there and talk about the pieces of it that don’t work ok right now. Dive in, take it apart, try something new with it!  For Daniel’s sake, take a chance on breaking it! Here’s why...

When I literally steal a moment away from other things I should be doing to sit in the breeze to assuredly think about the things I’m truly good at; the list is definite, short, and the items on the list are unmistakably bound together with 3 common threads…

The things I feel confident other people would identify as those I’m good at are all things I’ve: 1. Had to learn out of necessity to fix something, 2. Taught myself by seeking out resources and through trial and error, 3. Were born out of deep passion. 

Not many people likely know this about me, but almost every single thing I know about computers, programming, assistive technology, motorcycles, cars, photography, welding, or music, I’ve taught myself. These things, I taught myself because I either HAD to learn to fix problems I created for myself, couldn’t afford something without pre-existing problems, or simply NEEDED to know NOW…before I could wait for someone to teach me!  

When I was 16 years old, I broke my leg playing the sport I was best at. A subsequent domino effect from this unfortunate event proved highly negative to the point I lost almost all of my friends; some of whom I’d had since kindergarten. Long story short, I could no longer march in the marching band as a snare drummer, which meant that I couldn’t be in any other bands in my high school. Devastated to have lost two of the things that I most valued, in addition to my friends, I sunk deep. I bought an old Peavey guitar with the last $150 I had from working the previous summer cutting grass. Not being able to walk, drive, or even hang out… I taught myself to play that guitar. It kept me going and the necessity to have something to keep me going required me to learn something I may not have learned otherwise. Now, playing the 6-string is a return-ticket to a place where I’m deeply rooted and can return, re-focused and recharged to some extent. 

At 17, I was so ready to have my own car. I had loved motorized and mechanical things for as long as I can remember. As a child, I remember very limited things, but I most definitely remember disassembling nearly every toy I owned.  ...taking them apart, exchanging pieces with other toys, sanding off the paint and repainting in differing colors, and sometimes never actually getting them back together. I always felt like I’d gained something though and never felt like I’d “lost” a toy. I always gained the knowledge of the inner workings of my things, which meant so much to me. It was a most certain gain that would apply positively to the next thing I took apart! I’m not so confident my mom saw it the same way as she stepped on parts and pieces of toy cars, action figures, bicycles, speakers, radios, and OUCH…legos! So, I bought my first truck for $700 with money I’d earned by tagging successfully hunted deer at the local sporting goods store in my small town. You’d be accurate in thinking it needed a lot of work.  …work I had no real idea how to do and parts I didn’t have and couldn’t afford. Long story short, I got really good at searching salvage yards, applying-sanding-painting bondo, and shifting that manual 4-cylinder in such a way that I could limit it’s back-firing, which would cause me undue attention in that little red truck that could. 

When I bought my very first computer in 2000 (yes, just 16 years ago), I pushed that poor laptop to do things that nearly made it blow smoke and cry… which in turn caused it to have issues that required me to blow smoke and cry! I spent MANY late nights learning coding and writing script to fix the problems with my Windows 98 installation that I didn’t have a disc to fix and couldn’t afford to buy. I was literally eating macaroni and cheese 4 nights a week out of a Frisbee with the same plastic fork. I had a special education degree to finish and well …that computer simply HAD to live and I was the only surgeon on call!

The same is true about photography (which I learned DURING the professional transition from film to digital), website building (back when we had to do it all in html code), and both riding and maintaining motorcycles. 

Almost everything I know on a deep-understanding, passionate, and highly confident level with regard to all of those things...is self-taught for the reason that I HAD to fix things, learn things, try things, rebuild things, redesign things, and seek resources. These were (and still are) problems that I mostly made for myself. But many kiddos are not permitted the opportunity to create situations for themselves which require such trial and error type of learning. We have been taught to set them up for success, which isn’t entirely bad! But…

While this may sound a bit silly to some, I feel there's no better, deeper, more comprehensive or true way to learn something.  …to fully KNOW something in a way that you feel confident in pushing it to it’s potential, than to experience breaking it …and subsequently repairing it, seeking resources, improving it, redesigning it, and ultimately gaining OWNERSHIP of experiential knowledge. 

This is one area I think we often may fail our students. We care about our students and we want to protect them and keep the space in which they exist safe and secure.  In doing so, we sometimes limit their space to ‘existence,’ which is not the same as ‘living.’ While I’d never advocate for creating an unsafe environment for a student, I undoubtedly feel that without allowing them the dignity of risk to fail, frustrate, and re-build, we are plainly denying them the opportunity to truly and deeply KNOW a thing at it’s core measure.   

We CAN offer that opportunity to students in a way that props up curiosity and DEEP understanding of THINGS in a way that is secure and encouraging!  We can! …and in doing this, we encourage independent people! I recently heard a speaker say something that nearly made my eyes too wet… “We don't have to TEACH kids CURIOSITY...they came to us that way. We have to NOT siphon it out of them!” Thanks @goursos. 

We have to focus more on the result of the 27th re-build, when they finally “get it” and it works, than the 26 times we stepped on Legos, thought about the cost of dis-assembled ‘things,’ or placed our own value of whole-things over the value of BREAKING IT and learning to re-create, improve, re-design, rebuild that’s so essential to our job of building independent little individuals. Independent and proud little faces ONLY ever result from allowing the dignity of risk, which can require a difficult transformation of philosophy about what’s best for learners. 

I’d go so far as to say that many education professionals have denied themselves or have been denied through a variety of reasons, the same opportunity to explore something, potentially break it, and subsequently truly LEARN it by having to re-construct it. Many who’ve heard me speak probably know my “just jump in the shark tank” philosophy.” If you don’t, just ask me sometime. I like to share. 

Likely through a combination of policy, fear, and conditioning, many educators may feel discouraged from pushing anything to it’s limit without the confidence of being reinforced, propped up, and encouraged to struggle through repairing it.   

When we consider the weight and prominence of “HIGH EXPECTATIONS” and “SHARED RESPONSIBILITY” for ALL STUDENTS set forth for us in both ESSA and the November 2015 Dear Colleague Letter, I feel strongly that we often have had safety goggles on when we should have been sporting binoculars, microscopes, and welding helmets! To arrive at achievement levels beyond what we currently are experiencing, we MUST value the dignity of risk in being the reinforcement for teachers to TEACH DIFFERENTLY, and for students to LEARN DIFFERENTLY, which might require rebuilding and redesigning, and we MUST value the opportunity for ALL of our students to feel absolute pride in THEIR confident stride toward independence through temporary downfall and subsequent, necessary, and repeated rebuilding! 

It is only through this process of experiential acquisition of knowledge with an authentic purpose or audience, that one becomes an “expert learner,” which should be the ultimate goal of what we are trying to achieve through all educational experiences. The task, the tools, and the method can be counted on to evolve. Those things will not be the same in 5-10 years, I promise. The desire, passion, and experiences to be an ever-growing LEARNER is what separates existence from living. 

So…Twist the throttle until something smokes. Smash the brakes until traction is temporarily lost. Take something apart solely for the purpose of knowing how it works in order to put it back together BETTER. Sit on the floor and just look at something that works OK as it is and IMAGINE what it COULD BE if you took off panel A  and B and moved some things around between the two compartments or found a totally new component to install. Or …Just simply take it apart, look at the pieces, put it back together exactly as it was….and truly KNOW how it works. 

PATINS has parts and pieces. We have passionate people who want to support your journey.  We have high-fives, encouragement, strategies, data, opportunities to push expectations for yourself and for your students. In fact, THIS is WHY WE are here…we’ve taken ourselves and the things around us apart and we’ve arrived HERE to support you during your experiential road-trip. …just find one of us and say, “watch this….”  We’ll be there. Break it.  


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Jul
03

The Hyphen

I never quite realized why I chose a career in special education until this spring. Both of my brothers are electrical engineers and I had a math minor in college. Ending up as a special educator certainly was not my intention when I went off to college. I always would joke that I selected a profession that did not require a government clearance.

Recently, I realized that my mother influenced my career. Mom made it a priority in her life to make sure everyone was cared for, that no one was forgotten. She single handedly took care of my dad for twelve years after he had a debilitating stroke. When I would take her to doctor's appointments she would always take time and ask the doctor how they were doing almost immediately after they would ask her how she was doing. I would often just chalk up this behavior as part of her dementia.

But then it hit me. She knew exactly what she was doing by asking the doctors how they were doing. It was not related to dementia at all. At her assisted living facility I would watch her make sure that fellow residents had everything they needed at meals. She would inform nursing staff if she thought a resident needed some attention. She always had a stash of Lifesaver mints to give to residents and employees. She truly cared for everyone and in her own little way worked to make everyone's life just a little better. For 93 years she had been tossing starfish back into the ocean!

Why did I end up in the special education field? I was destined by my upbringing! I was taught to seek out starfish and return them to the ocean. When I was in the classroom I would somehow always get a challenging student or two because 'I could work with their uniqueness '. At the time I would wonder what I did to make my supervisor continually give me challenging caseloads. I know now that my caseload was based on my ability to see the starfish in everyone. We all need to find the starfish and return them one at a time to the ocean.

I am sure my mom taught me a lot of things. It has just taken me 64 years to realize how she modeled and shaped my life and career. Thanks Mom for your patience with your middle child. You threw me back into the ocean many times!

You always hear it is the hyphen or dash that really counts between your birth and death. It represents the accomplishments, both good and bad, in the course of one's life. Mom has quite a distinctive hyphen, oh the stories it could tell!

Rest In Peace, Mom
February 14, 1924 - June 17, 2017

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  1956 Hits
Apr
03

"Crazy"


Charlie Brown and speech bubble with the words good grief
 


OK, so, I missed my blog deadline this time around and it made me think of how crazy our lives can get. I am not so sold on the benefits of multi-tasking. So here is a YouTube link to Gnarls Barkley (CeeLo Green and Danger Mouse) singing "Crazy". At the bottom, I included a copy of the lyrics from the St. Elsewhere Album. It’s really fitting for all of us, I believe. Parents, educators, students, administrators, support staff. Craziness is for anyone who is putting themselves out there to make our world a better place.  


Feel free to slow down and take 5 minutes to enjoy a song not usually connected to what we do, and is inspiring in its own way!

As we all strive for control over our lives, it seems many of us (attempt to) do this through schedules. In our paperless office, I find I still need the print version of a calendar to ground me on a daily basis.

Here is a little of what I have learned over the years:

Digital calendars/schedulers:
  • Great for portability
  • Great for ease of adjustability
  • Easily searchable, depending on how it was set up
  • Easy to set repeating appointment
    • And my favorite
      • Great for color coding/categorizing
  • Downside:
    • Too easy to misdate or delete something
Paper calendars/schedulers/appointment books
  • You can see what you erased!
  • Easier for me to see a week at a glance.
  • I am able to glance at weeks more quickly.
  • Easier to quickly glance on the road.
  • I can make notes right on the document.
    • including…my mileage
  • Downside:
    • If you leave it at home, you are sunk.
Conclusion:
  • There is no one system that works for me and believe me, I have been looking for a long time.
  • About the time I think I have a good system, I find it may be perfect on a desktop, but not on a mobile set up.
  • Or it was better with a previous email system, but not a new one.
  • Or a new data collection system changes my personal coding system.
And it is all good!
OK, anything useful here?
  • First of all, we all have to work with the materials at hand and the resources available.
  • Decide how to visually organize your life and go from there.
  • We also look at ourselves or who we are considering. 
  • So this is where the feature match comes in. 
    • I can be pretty flexible with some basic features and allowing myself to print out a working calendar document. 
    • Anything else is just crazy!
Choices:
  • These are more schedulers than organizers, but the list might get you thinking. These are a drop in the bucket I currently have eleven in a folder on my phone that I have explored.

Gnarls Barkley (CeeLo Green and Danger Mouse) singing "Crazy"

"Crazy" St. Elsewhere Album Lyrics
I remember when, I remember, I remember when I lost my mind
There was something so pleasant about that place.
Even your emotions had an echo
In so much space

And when you're out there
Without care,
Yeah, I was out of touch
But it wasn't because I didn't know enough
I just knew too much

Does that make me crazy?
Does that make me crazy?
Does that make me crazy?
Possibly [radio version]
probably [album version]

And I hope that you are having the time of your life
But think twice, that's my only advice

Come on now, who do you, who do you, who do you, who do you think you are,
Ha ha ha bless your soul
You really think you're in control
Well, I think you're crazy
I think you're crazy
I think you're crazy
Just like me

My heroes had the heart to lose their lives out on a limb
And all I remember is thinking, I want to be like them
Ever since I was little, ever since I was little it looked like fun
And it's no coincidence I've come
And I can die when I'm done

Maybe I'm crazy
Maybe you're crazy
Maybe we're crazy
Probably

Uh, uh

Credit AZLyrics 

Thanks! Julie

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  2586 Hits
Apr
06

A Mighty (Laminated) Sword

A Mighty (Laminated) Sword
A preschool teacher consulted with me about a student who was struggling with behavior; one of most intense issues she’d ever seen. The little girl would bite and punch and roll on the floor, and it was a full-time job just to keep her in the classroom. She also had a severe communication impairment. She talked and you could understand the words, but there wasn’t any meaning behind them. She couldn’t tell you about her favorite movie or answer beyond a simple question. For four years, every adult and child had to guess what she wanted to say.

“We’ve got a lot of things started, a lot of plans,” she explained, rattling off all our favorite behavior acronyms: FBA, BIP, FERB, etc. The one thing she didn’t say: AAC - Alternative and Augmentative Communication. The student had a severe communication impairment; couldn’t that be a big part of why she’s having behavior issues? Did they consider AAC and giving her a voice?

“But she can talk,” the teacher said. “The issue isn’t talking, she just wants control.”

Before I could jump on my soap box, another preschooler yelled with perfect dramatic timing:

I don't wanna tootie!” edged with the desperation of a preschool boy who would probably explode if he had to eat an animal cracker cookie.

“This is what we have,” said the assistant, pointing to the snack menu visual. He screwed up his face. “Do you want anything?”

“My teez.”

“You have cheese in your lunchbox?” He nodded. “Go and get it.”

And life went on. Crisis diverted! Communication saved the day! And wouldn’t you know, he was awfully and age-appropriately controlling. It’s communication that gets us what we want: acceptance, love, and cheese. Adults are known to throw fits when they can’t communicate their order in a drive-thru. Imagine four years of being stuck in the Taco Bell drive-thru and never getting to talk to someone. You’d want to hit someone too.

In another preschool, I got to observe a program where AAC was wrapped around the entire classroom. Brightly colored AAC boards were taped to the walls and hung from the cabinets. Every kid, whether they needed to use it or not, had a core word communication board at their elbow and so did all the adults. I sat down next to one student, and the teacher smirked.

“I don’t know if you want to sit next to him.”

Oh no, I thought, panicking, Did he have pink eye? Was I going to get pink eye?!

“He’s our typical peer.”

This little guy, brand new to preschool and a little wary of everything around him, was talking with the communication board like he’d used it for a month. He didn’t have a communication impairment, and he wasn’t anyone’s idea of a typical AAC user. But we’ve all seen the new preschoolers cry and shut down at their first-ever activities, and he was using an alternative way of communicating and interacting with his brand new environment and classmates. Maybe he only needed it that day, maybe he’ll never want to use AAC again, but he’ll remember feeling safe and included in preschool from the beginning. Communication, in any form, saved the day.

According to their speech-language pathologist, Jenni, including robust and thoughtful AAC has been amazing:

“They know that they give them a voice… We've had so many days that we've just looked at each other and shouted, "Did you see that?", "Did that really just happen?" It's been so fun to watch these kiddos learn... I can't believe how quickly she is learning. She carries her board around with her like it's a mighty sword.”

So teachers, therapists, administrators everywhere, (I can’t believe I’m saying this): all students must have swords*, whatever sword(s) fit them best. Make sure they have their swords everywhere. Make time for sword practice. Seek sword specialists, talk to other sword users. Don't favor one type of sword over another, because it was never about the sword, but the person wielding it.

Expect swords to be mighty and all students have strength to wield them, and they will conquer dragons.

*the sword is communication, all types of communication, for those who still aren't into my ridiculous analogies


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Mar
22

Spring

I grew up in a Belgian neighborhood. Most of my adult neighbors were immigrants or first generation Americans. ‘Broken English’ was the neighborhood language, English was the second language. The Belgians take great pride in the appearance of their household and neighborhood. Lawns were perfectly manicured, weeds were pulled. Neighbors could be seen twice daily sweeping the curbs due to cars kicking stones up onto the sidewalk.

The hobby of choice was racing pigeons. Every Saturday they would take a crate of their best birds to a designated location to have them turned loose early the next morning to see whose pigeon would return back to their respective coop the fastest and give their owners bragging rights.

Annually in spring and fall were two very special events……Spring cleaning and Fall cleaning. They would wait for the perfect string of days so that windows could be opened to air out the house. Over the next few days every inch of the house got a thorough cleaning. Furniture had to be moved and every wall in the house was washed. Carpets were shampooed. Draperies were taken down and cleaned! All the closets were reorganized! Windows were washed inside and out! The neighborhood smelled like Spic n Span! Six months later a repeat performance.

Well it’s spring again. The neighborhood I grew up in is now ‘integrated’ with non-Belgians who don’t have the same work ethic as old timers once did. But something can be said about that work ethic. It sort of provided each household with a clean slate that was refreshed and renewed.

As educators, a good spring cleaning may just be in order. With ESSA (Every Student Succeeds Act) and the Dear Colleague Letter, we as educators are being asked to do a thorough cleaning. But instead of washing walls and shampooing carpets in our classrooms we are being asked to refine out teaching styles by insisting that all students live up to high standards and incorporating UDL principles into everything we do. It is not a simple task. Nor is it a task that can be completed in just a few days. Nevertheless, it is an important task. Generations of students will benefit.


And just like when I was growing up the deep cleaning was an annual event held twice a year, we cannot be complacent with an occasional deep cleaning of our teaching style. It, too, needs to undergo a good cleaning and rejuvenation often. So get out the proverbial ‘Spic n Span’ frequently and transform your classroom into a learning environment where everyone has an opportunity to learn. Our students will be grateful for it.


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Nov
29

Yes Virginia, There is a Santa Claus!

The turkey has been devoured! The belt has been adjusted one notch! The thought of eating leftover turkey at one more meal is nauseating! “Jingle Bells”, “Grandma Got Run Over by a Reindeer”, “The 12 Days of Christmas” and other Christmas music are jamming the radio stations! The annual showing of girl with SantaIt’s a Charlie Brown Christmas” will preempt a favorite show. The Christmas season is here whether we are ready for it or not!

When my children were younger they would pour through catalogs and newspaper inserts to create that perfect wish list. “Don’t worry these are just toys we are asking from Santa!” would be echoed each year. And Santa’s helpers would go from store to store looking for items on the wish list trying to get the best deal. (This was prior to the days of the internet and online shopping.) It certainly wasn’t an easy task the year they wanted Ghostbuster toys! But it was all worth it to see the wonder of Christmas through the eyes of a child!

Finding the perfect gift for some children can be very difficult and frustrating. Searching the internet has provided some resources to assist in that gift selection. The Toy Guide for Differently-Abled Kids from Toys R Us not only provwrapped Christmas Giftides toy suggestions but tips for buying toys and safe play tips. Purdue University has a 2016 Engineering Gift Guide that provides STEM related gift suggestions for children. Sensory University provides suggestions for sensory needs. A Day in Our Shoes has toy ideas for ‘kids with autism or developmental delays’. And of course, Enabling Devices has a variety of items that can be considered as potential gift items. Just remember the box the gift came in and the wrapping paper will be one of the most played with item for a few days!!!! Also, One Place for Special Needs provides some very helpful suggestions on visiting Santa, creating holiday traditions and, in general, surviving the holidays.

Naturally, my adult children’s Christmas list has evolved over the years. Items have become fewer. Some items are practical. Some items have become costlier. No longer do Santa’s helpers get newspaper ads with items circled or pictures cut and taped to paper to create a visual list. Now Santa’s helpers hear things such as ‘my list is on Amazon’ and ‘I just added a couple more things to the list’! And to my children’s dismay Santa’s helpers still seem to find ways to deviate some from their list. (And for the record this Santa’s Helper is glad he can shop online!) Enjoy the wonders of the holiday season and enjoy them through the eyes of a child! And, Yes Virginia, There is a Santa Claus!    


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Jan
06

Happy New Year!


Out with the old, in with the new. Well, not really. Many people, places and things stay right with us as we make that leap into a new year on the calendar.

Time does fly though… as they say.

I moved to Indiana from Illinois in 2000. My mind calculates that as 17 years ago, however; it sure doesn’t seem that long ago in my heart. One experience of moving and becoming familiar with a new community is worthy of sharing with you today.

Shortly after settling into our neighborhood, it was time to find a church. We visited several and found one that was a good fit for our family of four. It didn’t take long for me to notice a steady stream of spelling errors on our changeable roadside sign. It was usually a simple matter of switching a few letters around. However; I was concerned about the frequency of the errors. I inquired with the church secretary to learn that our sign keeper had dyslexia.

I was intrigued and wanted to meet this sign keeper. 

“John” was a smart young man of 14. He had a big smile and a willing spirit. He was outgoing and confident and had no reservations talking with me. He admitted he was good with numbers and not so good with letters. We quickly became pals and I would help him make his idea for the sign a reality.  This seemed to take away some frustration for him and bring out that smile of accomplishment. I can truly say John was my first friend in my new community! Our friendship grew to a mentoring role for me. I not only met with him to develop his sign weekly for the church, but we would also go over his homework. I enjoyed helping him with his reading and writing and his mother appreciated the extra attention given to her son. We both knew John had the potential to be successful in the working world. With his intellect and dynamite personality, all he needed was a few strategies and techniques in which to assist him in his reading comprehension and implementing thoughts to paper.  

John is now a husband, father and Chemist for Eli Lilly and Company. He doesn't attend my church anymore, but we stay in contact with each other. He still refers to me as "Miss Glenda," and I'm honored to know him and call him my friend.

Some people might wonder whether a change in sign keepers was in order. Our sign keeper may have mixed up a few letters now and then, but he was (and is) the epitome of a willing servant. It is often those with lesser talents or disabilities who prove to be the most diligent and effective in a given situation.

If you’d like to know more about Dyslexia, check out our Lending Library Resources or ask one of our Specialists.     

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Oct
19

Taking a Backward Glance Into the Future

Letter.png
Dear Colleague ** Student ** Letter


 
Dear Shaunteé,

You’ve been on my mind quite a bit lately. I’m writing these words in an attempt to make sense of why that is. It’s been a long time since our paths crossed.

I came to your classroom as a first-year teacher. It was a third grade, full inclusion classroom, with 43 students crammed in the room. You might not remember the first part of the year because you weren’t there very often. It was absolute chaos. I don’t remember much of it myself. The class number adjusted to 35 students by the end of October but there was still plenty of chaos.

As for you, well, you could often be spotted outside the classroom window on your bike, riding furiously up and down the sidewalk. You would ride up close to our classroom window and laugh wildly as if to mock those of us trapped inside the four walls you detested.

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I was told by a few of the more experienced teachers there was “just no getting through to Shaunteé.” They would say to me, “You need to focus on the ones you can help, starting with the ones who actually come to school. Just concentrate on the ones who are teachable.

I knew those words weren’t true. I wanted to be strong enough to fight upstream against that trending mindset. But to be brutally honest, it was usually easier when you didn’t come to school. Even as a new teacher, my observation abilities were pretty astute – our system of school wasn’t working for you.

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You had few connections to anything that happened at school.

Your records branded you as non-communicative, non-verbal and non-performing in most areas. You didn’t use many words but you did communicate your likes and dislikes on more than one occasion. You liked numbers and shapes. You liked figuring things out. You liked riding your bike. You didn’t like being cold. You didn’t like books. You hated sitting at your desk.

I had realized very early on that school was no joy for you, but it didn’t take long before I felt as if I’d exhausted every option for making it better. I fought harder some days than others; sometimes I fought for you; sometimes I just fought not to fight against you.

I know now that so many of the struggles – yours, mine and ours – were struggles that fundamentally shaped my teaching practice. I also know that a portion of those struggles came from me trying to fix you rather than honor you, from focusing more on students blending in rather than belonging, and from valuing an ideal classroom more than an effective learning community.

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The process of looking backward and reflecting on our experience has helped me envision experiences for teachers and students that are more impactful, intentionally designed and thoughtfully executed. As I’ve become immersed in Universal Design Learning (UDL), I’ve figured out why you’ve been on my mind so much. If your school experience had been framed through the UDL framework, you might’ve found more reasons to come into the school instead of riding past it on your bike.

I know UDL wasn’t around when you were in my class so let me explain briefly. UDL is a framework for guiding educational practices that reach all students in the classroom. This framework acknowledges and accommodates the variability of learners; it negates the notion of “one size fits all.” Goals, assessments, materials, and methods are designed with consideration for all learners. The principles of UDL necessitate that students have options and multiple ways to engage, flexibility in the way material is represented and offered to them, and choice when determining how they respond and express themselves.

The UDL framework honors the belief that all students can learn and achieve.

Imagine having options as a kinesthetic learner, allowing you to move and explore the space around you. Imagine having the choice to build, take apart and design things using a variety of textures, objects and mediums. Imagine having access to learning opportunities just like other students. Imagine being supported to express yourself in ways you never thought possible.

Imagine wanting to come to school, and being valued as an important member of the class.

Am I thinking unrealistically or dreaming the impossible?
I don’t think so. And I think you’d agree with me.

Sincerely,
#ThxShaunteé

P.S. PATINS Specialists are here to help you with your big (and small) steps to change the world for your students!
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Aug
23

Going For The Gold!

The 2016 Olympics are over! New records have been set! History has been made! What an amazing two weeks of individuals and teams working together. Everyone working towards a common goal. Athletes helping, and at times even consoling, other Olympians. Even though there is only one gold medal per event all the athletes who competed worked to finish, to do their best. Every athlete had high expectations, they did not give up. You must admit just being in a race with Michael Phelps had to be intimidating, yet everyone raced with a gold medal in mind.

We, as educators, hagold medalve been challenged to make sure that students with disabilities also ‘go for the gold’. On November 16, 2015, OSERS (Office of Special Education and Rehabilitation Services) issued a Dear Colleague Letter regarding FAPE (Free Appropriate Public Education). In the opening paragraph of that document, it states that “children with disabilities are to be held to high expectations and have meaningful access to a State’s academic content standards”. Certainly, it is a challenge to have ALL students working on the statewide standards, but not impossible. The document goes one step further and states that the “individualized education program (IEP) for an eligible child with a disability under the Individuals with Disabilities Education Act (IDEA) must be aligned with the State’s academic content standards for the grade in which the child is enrolled’! The bar has been raised. All students does not just mean only those students serviced in the Least Restrictive Environment (LRE) settings. All students also includes those students in life skills classrooms. Every student should now be working on standards based on grade level, not functioning level.

At first, you must admit it seems ridiculous for ALL students to be working on grade level standards. Obviously, some out of touch policy maker in DC is just trying to stir up the pot! But if you think about it the thought of ALL students working on grade level standards makes a lot of sense. When we have high expectations for our students they will perform to those standards. (This brings back memories of college psych classes and the Rosenthal Effect.) So look at the Indiana standards and figure out how they can be broken down. How can technology be infused within the standard to bring student success? We have at our fingertips a variety of tools (and even tools yet to be created). There are tools that allow students to show what they know and not dependent on being able to read. We constantly, as special educators, work at scaffolding the curriculum to eliminate the barriers. We are, without actually realizing it, infusing some elements of Universal Design for Learning (UDL) into the curriculum.

So I urged you to raise the bar for your students. Demand high expectations! Have your students go for the gold! Allow them to become successful individuals! And for those who can’t wait or want to get cheap airfare 2018 Winter Olympics in South Korea (2/9-2/25) and 2020 Summer Olympics in Tokyo (7/24-8/9).
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Jul
07

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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Apr
07

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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Mar
28

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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Mar
22

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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