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Nov
04

Believe

The word Believe

I am a huge fan of the show Ted Lasso on Apple TV. It’s the only reason I subscribe to yet another TV app. Each episode puts a huge smile on my face at some point, if I haven’t already been smiling my way through the entire show. For me, the writers have crafted a plot line that tells a charming story via a cast of characters that embody many of the best human traits: honesty, respect, trust, kindness, acceptance, optimism, and compassion for one another.

For those that are unfamiliar with the show, it is set in England, and Jason Sudakis plays Richmond football (soccer) coach, Ted Lasso. Lasso is a passionate coach that defines winning as wholeheartedly believing in yourself and your team while playing your best. In fact, he tapes the word “Believe” written in large letters to the wall of the locker room in the first episode. It is through Lasso’s confidence in the power of belief that connects and bonds the team more deeply as the show progresses. 

Though the show is fictional, it is Lasso’s optimistic coaching style and belief in his team that always makes me reflect on the coaching role we all have as real-life educators. The role that asks each of us to lead by example and to model the very traits shown in the shows’ characters. The role in which we identify our students’ strengths and maximize their opportunities to grow, to learn, and to achieve success. The role where we dismiss doubts in students’ abilities and trade them for the high expectations for each and every student.

We, as coaches and educators, are in control of creating an environment in which all students, like Lasso’s players, are set up for success, and where a student’s background, ethnicity, disability, gender, or race does not cloud our vision of what they can achieve. An environment where we refrain from making assumptions and instead, remain optimistic and presume competence in the face of the challenges and believe in our students’ abilities to learn how to read and write, to work with and manipulate numbers, to engage in meaningful communication, and to achieve great things!

When we believe in ourselves as coaches and educators and in our students no matter what, there’s no telling what accomplishments we may witness!

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  1563 Hits
Oct
27

Nevermind

Nevermind Nevermind

Imagine that you are in a group with three of your best friends, you are standing outside with a light wind blowing, a few birds chirping, one of your friends is describing their first date they met through an online dating service. Suddenly a fire truck comes by with the siren blasting. Your friend doesn’t stop sharing their story, the firetruck passes, and all three friends start laughing, while you are taking a minute, trying to piece together what you think they might have said and why they are all laughing. 

Take a moment and think about what emotion you might be displayed on your face; is it a look of confusion and thought or do you smile, nod your head and maybe even laugh? Next, you ask your friend to repeat the last part because you missed it with the fire truck siren. Your friend quickly says, “Oh, never mind.” Then another friend starts talking. How does this make you feel? As your friend passively brushes the story and laughter off, you might feel disappointed and left out of the group of friends. Anything else you might feel? 

Now let’s apply these same concepts to our classroom, our students, and those that are deaf/hard of hearing. Do similar situations happen during the school day? Sure they do! It may look different such as background noise or music, lack of visual representations of the content, a classroom of small groups all talking, social groups at recess or lunch, the list goes on.  

The same applies during family gatherings such as Thanksgiving, Christmas, Diwali, Eid Al-Fitr, Festa Junina, Hanukkah, and Kwanzaa, just to name a few. 

While completing my master's program at Ball State University, one of my deaf professors described this feeling as being brushed off like a dog that wants to play but you’re just busy doing something else. 

Please think about these situations and how they may make you feel. Take a moment and repeat the conversation for someone who is truly wanting to know what you said when they ask you to repeat yourself. These moments are fleeting for some and isolating for others. If we are going to cancel anything this season, let’s cancel Nevermind.


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  1455 Hits
Oct
14

Evaluate and Rethink

This morning I had a Zoom meeting with a single Accessible Educational Materials (AEM) team member who was the only one available. Their other team’s lead person was in a classroom subbing because their district did not have any available subs to fill in, and the other members could not take the time out of their extremely busy schedules. In fact, their district is down not only in substitute teachers, but in classroom teachers and paras as well.

There seemed to be an expectation that as we resumed in person learning and were hoping for some sense of normalcy in schools this year, things might lighten up. That does not appear to be the case.

Job openings are available across the state in about every capacity involving education. Job postings are found for teachers, support staff, school nurses, administrators, counselors, bus drivers, cafeteria staff, and the list go on.

Many of these vacancies are not necessarily because of an increase in overall staffing, but an increase in people leaving the educational system.

An article, “How Bad Are School Staffing Shortages? What We Learned by Asking Administrators” in Education Week of October 12, 2021, from administrators polled, “Fifteen percent said shortages are “very severe,” 25 percent said they’re “severe,” and another 37 percent classified staffing challenges as “moderate.” Just 5 percent of administrators said they are not experiencing any staffing shortages in their schools or districts this year. Another 18 percent said the shortages are “mild” or “very mild.””

The article has other interesting statistics that I will let the reader refer to.

As we all see in the daily news, this is not isolated to the field of education, it is a growing concern on a national level, in every form of employment, but that is another focus.

So, for whatever reasons, these staff shortages now exist, and they are numerous. This must have an impact to some degree on the student education. I am not sharing anything that is not obvious to anyone regardless of the circumstances, but it does involve us all.

On a personal note, this school year my five grandchildren, ranging from kindergarten to 6th grade, all have wonderful teachers and support staff. I know their school district is facing similar challenges, but the impact to my grandchildren is barely noticeable.

For all of you educators that continue in the field, in this Covid Era that is so challenging, your dedication and persistence are having an immensely positive impact on students. Thank you!


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  1209 Hits
Oct
07

the littlest message

infant hand held by an adult hand, the text infant hand held by an adult hand, the text

Sometimes I feel I do little: 

little progress, 

little endless tasks, 

and little accomplished.


Then I remember sometimes I need more little: 

little celebrations,

little breaks,

little reminders of why it’s so important.


Because in this work, we love little:

little differences,

little changes,

for little people who mean everything.


You decided to click on this blog post and make a little room in your day for this message: embrace little, slower, and less in parts of your life. When we love the “little” in our lives, we have space for more of what matters.


My little suggestion today:

Take a little moment and let someone know that showing up and participating in your life today was important. One idea: nominating someone for the PATINS Starfish Award, which has an excellent tradition of celebrating Indiana school employees who have used Universal Design for Learning, Accessible Educational Materials, and assistive technology to meet the needs of their students.

That little memory, after many little moments, will mean more than you can measure.


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  1207 Hits
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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Aug
19

Looking Forward to Fall!

Fall will be here before you know it and I am so excited, Fall is one of my favorite times of the year. Although I love summer and hate to see it come to an end, the Fall brings its own wonderful treasures.

Fall brings football, which I love. The Pittsburgh Steelers is the team I root for. I’m often asked why Pittsburgh? There was a very famous linebacker who played for Pittsburgh named Jack Lambert and I just happened to have an uncle with the same name and I thought that was neat! 

Also, in 1977 my hometown college basketball team from the University of Evansville was on an airplane when it crashed leaving the Evansville airport killing all 29 people who were aboard. I was just 11 when this happened but I had just been to watch them play and it was quite devastating. 

Harry Lyles Jr. states in his article “‘Oh my God, it’s the Aces’: Remembering the University of Evansville plane crash that shook college basketball”:

On Feb. 11, 1978, just under two months after the crash, the Pittsburgh Steelers came to Evansville to play in a charity basketball game to raise money for the crash victims and their families. “They all said, ‘When do they want us to come?’ Not, ‘I’m available next Saturday’ or ‘I’m available June the 15th,’” Stephenson tells me. “It was, ‘When do they want us to come?’ and they came.” The university offered to pay their travel expenses, and the Steelers declined. Stephenson took Keith Vonderahe, Maury King’s 6-year-old son, back in the locker room to meet the Steelers. Back there, they met players like Lynn Swann, Joe Greene, Jack Ham, Franco Harris, and others. “It was the first time since the plane crash that there was — you felt joy in the arena, and in the community,” Stephenson says.

This act of kindness and grace for my community made the Pittsburgh Steelers my favorite team as well as many others in Evansville.

I also look forward to the MLB (Major League Baseball) playoffs in the Fall. I played girl’s little league fastpitch hardball when I was young and I have loved baseball ever since. I root for the New York Yankees and again I am often questioned about why the Yankees. We didn’t have a team that was very close but the Yankees did have a player named Don Mattingly, 1st base All-Star, who was from Evansville, so they became my team!

Fall is also the perfect season for tennis and pickleball which are the sports I play now. The break in the heat and humidity are welcomed and fall evenings are perfect weather for being outside.

Fall also brings Halloween and although I have never cared for the costume aspect of the holiday I happen to love the pumpkin painting and carving, the decorations, and most of all handing out candy to all the trick and treaters! My daughter Courtney, my best friend Donna, and I have been at it since Courtney was a little girl. The memories of these wonderful fall days always bring a smile to my face.

Sandy's daughter Courtney painting pumpkins
Sandy's daughter Courtney with painted pumpkins
Sandy, her daughter Courtney, and her friend Donna with painted pumkins
Sandy, her daughter Courtney, her friend Donna and painted pumkins

Finally, Fall brings a new and exciting school year full of new opportunities and possibilities. I am
here to help Indiana educators serve their student’s need for Accessible Educational Materials (AEM). Let me know if I can be of any assistance this Fall or anytime!
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  1430 Hits
Aug
06

What is the Goal, Anyway?

What is the Goal, Anyway? What is the Goal, Anyway?

I have two sons in lower elementary grades. They started their 2021-22 school year on July 26 this year. I have to brag about their teachers this year! 

Allow me to give some context to what I am going to share about these amazing educators. Something that we learned from the last year and a half is to give grace and be flexible with everyone. We did this because we all felt the weight of what was going on. Though, typically, we need to remind ourselves that we don't know what others are going through and to take a deep breath and allow for some grace and give people the benefit of the doubt. Over the past 18 months and for what felt like the first time, we all realized that we needed to allow for grace and kindness because we were all experiencing, dare I say it, the pandemic. together. 

Ok, now onto celebrating a positive with the aftermath of the pandemic. My boys came home this week with homework packets. We usually meet our nightly homework with whining and not-so-kind words. Most of the time, I think this is true because my boys have difficulty with reading on their own (they both have IEPs), and they can not wait to relax at home after working so hard all day at school. However, homework seems like it's going to be different this year. But why?

Their teachers have extended grace and flexibility with this year’s homework. The homework has great and clear expectations and for the first time, there is breathing room on the due dates and built-in choice. The homework gets sent home at the beginning of the week on Monday and isn’t due until the following Monday.

 As a mother, I am thrilled that we get to have the weekend in case we get too busy during the week. We also know exactly what will be expected of us for the whole week so we can plan accordingly due to the boys' participation in a lot of activities including private tutoring, swimming, hockey, and scouts, just to name a few! 

Another reason why I am so thrilled is the choice and options that are built-in. The boys need to read for a minimum of 60 minutes per week, however, the teachers understand that the reading does not have to be all with the student’s eyes or traditional reading. They built-in choice with options ranging from students reading printed and digital text with their eyes, reading auditory formats through MyOn on their school laptops or through Audible or eBooks on their tablets, and/or parents and other families reading to them. 

After all, what is the goal of reading 60 minutes at home a week? 

What I think we are achieving with this flexible format and giving choice is:

  • Building habits of taking time to read at home
  • Being able to answer questions and discuss what we have read
  • Developing a love of books and reading 
  • Decoding and fluency practice (which isn’t always the only goal!)
  • Building vocabulary
  • others?

Because choice and flexibility were built into this weekly assignment, the boys have embraced that they just need to do a little each day and it's ok if we need to miss a day. We are actually getting the homework done without the tears and frustration of past years. This makes my education-loving heart so happy. 

I have been blown away by the results from this past week. The flexibility of choice of format of reading is making all of the difference for my boys. One day they chose to read 10 pages with their eyes for 10 minutes, and the next day they picked a chapter book on MyOn and read 80+ pages with their ears for 25+ minutes. Regardless of the type of reading, the results were the same - answering questions on their reading log each day. Also, we are achieving my goal, a love for reading! 

This leads me to a question for you all… What is your understanding of the definition of reading/literacy? Check out my colleague, Jena Fahlbush's blog on ways to consume or read text and share your thoughts on options for reading in the one-question survey at the end!

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Jul
02

Lifelong Learning is a Must!

Quote

Today, there are so many opportunities available to improve your skillsets to help students improve communication, literacy and learning.  Instead of being the person who says "I don’t' know how to do that!", you can;

  1. Find someone to teach you, or
  2. Teach yourself, and then
  3. Become the person who says "Let me show YOU how!"

Every year on my birthday (February, if you want to send a card…LOL), I reflect back on the previous year and tell myself I thought I knew everything but NOW I really know what life is about.  In reality, I spent another year learning not just about life but work, relationships, technology, teaching strategies and what things make me happy. 

From 1986 to 1991 while attending Purdue University full-time, I worked 30 hours per week (except for my first semester of Graduate School). After earning my Master's degree, I worked nine months in a Fellowship before I was let loose on my own.  I had to work while I learned.  Now I learn while I work!  It can be overwhelming but I have found a balance.

Being employed is important to me and specifically in the field of education I find happiness helping students, teachers, professionals, parents and more.  To be an effective educator, continuous learning is a must.  It is so important that state credentialing and licensing organizations require continuing education hours.  National organizations too require commitments to continuous learning to receive renewed certifications/credentialing.  Technology improves seemingly daily and data is being collected to help improve instruction.  We must consider these, be willing to learn and improve our teaching.

At one point in my career, I was licensed by three state agencies, certified by one national, and was a member of three professional organizations.  Each had different continuing education requirements!  And…this was before Twitter, Facebook, blogs, podcasts and all of the other learning opportunities and choices that constantly fill my email inbox today.  How do you know where to get you information and learn new ideas (scientifically sound with good evidence)?  I love to learn new ideas and solutions that not only improve my service delivery but help kids communicate better, read better and become more independent.

There are SO MANY options available…FREE, subscription, Patreon (fans support your creative work via monthly membership).  How do you find the time and avoid burnout?  I have found several solutions and ideas that work for me and might help you too!

First of all, consider how you learn best (UDL Guidelines from CAST) - great resource for upping your teaching skills for your students).  How do you engage learning, what keeps you connected, how do you best perceive and connect to new content, how do you organize and express what you have learned…

  • Do you prefer to read with your eyes or your ears (computerized or human)?
  • Are you a hands on learner?
  • Do you learn from watching others?
  • Do you take notes with paper and pencil or digital?

I am definitely a hands on learner.

I love to read but since discovering audiobooks and podcasts, I have increased my reading and learning time using my ears while running, in the car, and walking my dog.  Many audiobooks provide additional controls.  I increase the reading or playback speed to 1.5x or 2.0x allowing me to devour books and podcasts more quickly! At night, I read with my eyes before bed (usually fiction for entertainment).

Notetaking is accomplished with paper and pencil at times but Microsoft OneNote has improved my organizational skills.  I can type or dictate notes, insert pictures, documents, recordings, share/collaborate and so much more.  OneNote is also text searchable.

When people explain things to me, I sort of understand but as soon as I do it myself everything seems to click.  I have always like this quote (various forms of this have been attributed to many people) because it fits MY learning style, 

When I hear, I forget.

When I see, I remember.

When I do, I understand.

Is there an online platform that works for you?  Find it or try a new one!  You don't have to do it all at once.  James Clear says (author of Atomic Habits) in his Blog from February 25, 2021, "Rome wasn’t built in a day, but they were laying bricks every hour. You don’t have to do it all today. Just lay a brick."   Find a time each day, a regularly scheduled day and stick to it.

Here are some trusted resources and tools (various platforms to suit your learning) that I have found useful and you might too!

From the PATINS Project:

Access to Education is where dedicated educators, who are focused on ensuring that every student has equitable access to the curriculum, will come together to experience motivational keynotes, local and national presenter breakout sessions, opportunities to view the latest assistive technology, networking, and so much more!

Sessions will be designed around accessibility, Accessible Educational Materials (AEM), Assistive Technology, and/or the Universal Design for Learning (UDL) framework. There are no vendors at this conference.

Continuing education opportunities curated by your professional organizations and others - books, journals, Twitter, podcasts, Facebook, listservs, etc.

Book options

  • Hard copy - local library and bookstores
  • Digital and/audio

Libby or Hoopla app (books, magazines, music, movies) active library card required

Audible paid audio books

MackinVIA through PATINS ICAM for eligible students

Book Clubs (Team/Collaboration learning) e.g., The Knowledge Gap  by Natalie Wexler

Speech-Language Pathology - ASHA Continuing Education, Learning Pass and Special Interest Groups and Indiana Speech-Language Hearing Association (ISHA)

Occupational Therapy - AOTA Continuing Education and Indiana Occupational Therapy Association (IOTA)

Physical Therapy - APTA Learning Center and Indiana Physical Therapy Association (IPTA)

Deaf and Hard of Hearing - PASS Project Deaf/Hard of Hearing Listserv and Center on Literacy and Deafness Activities and National Deaf Education Conference Elementary Resources, Middle School, High School

Teachers - MyNEA360 edCommunities Indiana State Teachers Association (ISTA)

Facebook - Indiana Inclusive Communication Matters (IICM)

Twitter - #PatinsIcam, #UDL, #AT, #AAC

PATINS hosts a weekly Twitter Chat during the school year on Tuesdays from 8:30 - 9:00pm ET

Podcasts - Talking with Tech (AAC) (link to website)

Assistive Technology Listservs and more

AT Makers - ATMakers.org introduces Makers and Assistive Technology (AT) users and give these two communities the tools they need to collaborate.

AT users and those who support them desperately need engineers and technologists to help them with everyday tasks. High School STEM and Robotics students, hobbyists & DIY electronics enthusiasts have the skills necessary to create innovative solutions today.

QIAT (pronounced quiet) - Quality Indicators in Assistive Technology

RESNA (Rehabilitation Engineering and Assistive Technology Society of North America) AT Forum

Indiana Resource Network (Organizations across the state)

Please reach out to one of us at PATINS if you have questions, want to learn something new or want to share an idea!  Enjoy the 4th of July, be safe and enjoy the rest of the summer!


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  1529 Hits
Jun
17

How Do I Get “Buy In”?

How Do I Get "Buy-In"? How Do I Get "Buy-in"? written on chalkboard with pencil, ruler, and chalk nearby.

“How do I get “buy in”?” It's a perennial question many educators ask throughout their careers. How do I get my student to try new assistive technology? How do I change mindsets to create universally designed lessons/environments? How do I encourage caregivers to model and provide a student’s communication device wherever they go?

Much of it boils down to creative marketing, or messaging from multiple sources/formats, and persistence. Here are a few ideas you can seamlessly incorporate into your day to day:

  1. Get your students on board. This has been a time tested proven strategy for me. When I introduced the Expanding Expression Tool (EET) to a class of middle schoolers, teachers were hesitant to adopt another tool. It was viewed as too much of a time commitment for something that may not work. What quickly convinced the teachers to “buy-in” was seeing how their students looked forward to our weekly EET writing sessions and when they independently requested an EET visual support for other writing assignments. The students enjoyed selecting their subject for writing and sharing their interests with the class. Ultimately, their teachers were convinced with impressive writing quality and quantity!
  2. Tie in real-life success stories. Sharing student success stories with your colleagues can help spark “a-ha” moments. If you need a bank of these to draw from PATINS has a playlist of success story videos showing students gaining tools to communicate, improving their literacy skills, and independently reaching higher academic success.
  3. Keep it top of mind. When introducing new tools or ideas, bring it up anytime there is an opening in the conversation. Staff meetings are a great time to connect your ideas to what teachers are already doing. Also, there are many creative ways to share the information such as hanging posters or filling bulletin boards in hallways or common areas for all to see research based strategies. You might even schedule a PATINS no-cost professional development session to help you demonstrate the importance of Accessible Educational Materials, Assistive Technology, and Universal Design for Learning.

While you may feel like a broken record for a little while, with creative marketing and persistence; eventually your efforts will pay off as colleagues and families “buy-in” after seeing the benefits for their students!

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Jun
10

Predictably Successful Outcomes from Purposeful Design

six motorcyclists practicing a cone weaver exercise on a closed range
Near the end of this past March, I set a goal for myself to expand my teaching and I began a new adventure. March 27th was the start of 10 days and well over 100 hours of preparing and learning to become an instructor/coach of beginner motorcyclists. 

Combining two of my greatest passions, education & motorcycling, just seemed like a most logical (and fun) next step in my life! I'll admit that I went into this new endeavor thinking that I'd bring an abundance of knowledge, skill, strategy, and perspective about education to these "bikers," and I'd be revered as a Super RiderCoach, responsible for bringing inclusivity and equity to the teaching & learning of safe motorcycle riding.  Well, the reality of what I walked into quickly made me realize several eye-opening things that I'd like to share. 

Before any activities, exercises, or other interactions at all, the first thing that quickly began to put me in my place was a statement at the very front of our RiderCoach Handbook about the Americans with Disabilities Act (ADA) and our trainers drawing attention to it. This was, indeed, a strong confirmation that all possible accommodations being made would be the expectation from that point forward for anyone and everyone. I first thought to myself, "how incredibly cool and refreshing is that!" Then, I wondered why that felt refreshing to me. After all, I was coming from the world of education, special education, in fact! I then tried to think of even a single classroom or school I'd been involved with that started interactions with students & parents with a statement of accessibility, accommodations and the ADA, and the only ones I could even start to compare were the AEMing for Achievement Teams that PATINS had worked intensively with to get an Accessibility Statement and Policy in place. Yet, here I was with a bunch of "bikers" who prefaced all learning to come with not only a public proclamation of the value they placed on inclusivity and accommodations, but they also had actual guidelines for accommodating students with disabilities that was available! 

How could this be? How could it be that the very same concepts of inclusivity I thought I'd be proudly bringing into this group of motorcyclists, was actually the first thing they told me? Then, I thought to myself, "well, a statement is just words if there are no meaningful actions behind them." ...and once again, I was put in my place by the very next statement in the handbook! 

"The curriculum is modularized for flexibility and customization in order to meet the varying needs and interests of program administration interested in maximizing student outcomes."

"Whoa..." I thought to myself... "I think I just read that this curriculum is based in Universal Design for Learning!

Now, I was deeply intrigued and also feeling a bit like the world of K-12 education from which I came, might just be significantly behind and less comprehensive/effective when it comes to inclusivity than this bunch of "bikers" are! 

Further reinforcing this realization I was coming to, were the next few general instructions I was given: 
  1. Utilize gender-neutral statements when addressing students
  2. Never call out any people to read aloud in class (this isn't a reading class and we aren't testing reading) 
  3. Never ask people to check both eyes with the chart when demonstrating the importance of vision checks at a doctor. 
  4. Work in collaborative groups and allow the members to utilize one another's strengths
...and this was all before we'd even gotten to any parts of the actual curriculum or content! These were simply the expectations for any and all students that might come through the door! Once we go to the content, the topic of Engagement was the first thing to be discussed! That, I'm sure, sounds familiar to many of the readers of the PATINS Ponders Blog as it's the very first of the three summarizing bullet points of Universal Design for Learning!

Multiple and Flexible means of: 
  1. Engagement
  2. Presentation of materials
  3. Interaction and response
We discussed utilizing background knowledge, experiences, hobbies, preferences, etc., as ways to approach making sure all students were engaged, before presenting content, which we were asked to do in multiple ways including visually and auditorily! 

Eventually, we got the range and had students on motorcycles, which furthered this notion of high quality, purposefully designed education that I'd been noticing. Also, most of which I'd love to see in all classrooms! 
  1. Limit talking. Pick one thing at a time (the most important thing) to work on and limit coaching to 7-8 words or less at a time. "...longer-than-needed explanations of how to use the front brake lever can overload the brain and result in key information becoming confusing or forgotten, and could even reduce the amount of practice time."

  2. Remain fully cognizant of what it is you're really wanting to assess, in any given moment. For example, if the thing I'm really working on is getting a student to keep their eyes up in a U-turn, I'm not going to draw attention to dabbing a foot down at first. Furthering this, if I'm assessing a student's ability to stop precisely inside a box, I'm not going to drawn attention to them missing a downshift before that stop.

  3. Empathize with all students. Many may already be close to cognitive load capacity when they get to class. 

  4. Try to induce good & positive stress through having high expectations for all students regardless of any prior motorcycle riding ability! 
...and this was truly just the beginning. Many statements followed, including ones like, "Motor skills are best learned if they are acquired naturally instead of being forced, and it helps if basic development is provided in a somewhat random and varied manner. For example, the skill associated with making a U-turn is introduced in perimeter turns, and riders often repeat actions in different contexts (like varying weave dimensions, reversing direction in an exercise, or practicing the same path of travel later on in the program with increased skill)." This probably sounds a lot like explicitly teaching the generalization of skills to many of my SpEd Teacher friends! 

In summary, it quickly and repeatedly became apparent to me that this course was very purposefully designed to be inclusive, promote an equitable learning environment, to be empathetic and accommodating of differing learning needs, and was truly based in the science of learning.

All of this combined with a curriculum full of very demanding skills and tasks and tons of information... in other words, "high expectations!" I began to wonder about the success of this. ...did the data actually support all the work, the intentionality of the design, etc. I asked a lot of questions and sought out the data. I was told things like, "the purpose of this course is to create more independent and safe motorcyclists on the street," and "failing riders does not serve that purpose." Then, in looking at the actual state data on crashes and particularly crashes with fatalities, the percentages of both are very significantly lower for students who've gone through course! In other words, it works! 

Since then, I've coached six classes of riders as a certified RiderCoach and every time I think about all of the things in K-12 education that I wish were a little (or a lot) more like the way "bikers" teach one another. Our purpose in K-12 education is not to fail students. It's not to preserve the bell curve, weed students out, or separate students into ability levels. It is to create independence and success. By purposefully designing instruction and curriculum and learning spaces, (both physical and virtual) that are inclusive of all students, empathetic to their prior knowledge and current situations, universally designed with flexibility, choice, and engagement, we absolutely can experience greater success rates! By remembering things like, "spelling doesn't necessarily need to be a prerequisite to creative writing," and "phonetic decoding doesn't necessarily need to be a prerequisite to comprehending written text through auditory reading." 

Utilize No-Cost resources, like the PATINS UDL Lesson Creator! Consider applying for the PATINS AEMing for Achievement Grant, which is open for new apps until the end of June! Reach out to PATINS Specialists and request No-Cost training on making your learning spaces more inclusive and accessible to ALL of your students! We're here to help and eager to do so!
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May
20

Summer Activities!

Summer is almost here, and I’m excited to share some outdoor time with my cousin who will be in 9th grade in the Fall. I work with him during the school year, helping out with his homework and studying for quizzes and tests. We work especially hard on Math, and he has shown tremendous growth and I want to keep it going. So I have been looking for ways to incorporate Math into the activities he enjoys. Here are a few ideas I have come up with so far:

  1. Having him pay with cash when we go somewhere, and then checking to see if he receives the correct change.
  2. Letting him help with navigation to the places we go. Which direction are we going? How many gallons of gas do we need?
  3. He enjoys baseball, and there are many statistics that we can talk about and how they are figured.
  4. Cooking may not be his favorite activity, but occasionally I can get him to help out. We talk about measurements and conversions. When we have cookouts, he gets to figure out how many hotdogs, hamburgers, etc. we need for everyone.
  5. When we go shopping for shoes or something he truly wants, we get the opportunity to compare prices and to figure out how much 20% off saves us.
  6. I am hoping to build a project with him, and we can use the tape measure and figure out the amount of materials we will need.
  7. I take him out to eat, and I have him look at the calories we will consume. He can also help me figure out the tip.
  8. We play board games like Monopoly, and this includes money skills and budgeting. Battleship helps with graphing and logical reasoning. Connect 4, Clue, Chess, and Checkers help with planning strategy. Yahtzee and Rummikub are fun ways to work on math skills as well.
  9. He spends much of his time playing video games, so I encourage him to play games that involve strategy and planning.

I also encourage him to read all year long, but especially in the summer. I must admit, this has undoubtedly been a challenge! These are some ideas that I have used, or that I am planning to use over the summer.

  1. I take him to the library. I can’t always get him to read while we are there, but they always have a puzzle out so we work on it, and I encourage him to find something to check out.
  2. I am also going to encourage him to listen to audiobooks over the summer to see if he would enjoy them.
  3. I buy him used comic books which he seems to genuinely enjoy. They are inexpensive, and he will usually read them. I try to ask lots of questions about them when he has finished, so we can work on comprehension.
  4. When we build our project, I will have him read any written directions that we come across. 
  5. I will also take any chance I get to have him read in any activity that we do. He can read directions when we are playing games, and he can read recipes or the grocery list when we go to the store.

These are just a few ideas that I have come up with. There are many other ideas, activities, and a wealth of information available with a search on the Internet. What ideas do you use with your students or children that you have found to be successful? Please share with me via the comments section.

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May
13

"...regardless of the content we teach, we are all reading instructors."*

Indiana Senate Enrolled Act 217, a.k.a. Indiana's Dyslexia Law provides a strong backbone to reading instruction for Indiana schools. For instance, this bill provides that:

  • screening for dyslexia is to occur at grades K, 1, 2, 3 and after that as necessary, as instructed in the bill 
  • Schools are to use the Response to Intervention (RTI) tiers before identifying the reading deficit as dyslexia
  • Educators are to use an instructional approach that is explicit, direct, systematic, multisensory and phonetic
  • Every Indiana school corporation is to employ at least one (1) Reading Specialist trained for teaching students with dyslexia
Since we know from 100 years of research that 1 in 5 students have dyslexia, the one lone Reading Specialist is going to be very, very busy, particularly in very large districts. How can this be expected? What is the solution to this very tall, broad, and heavy order?

Teachers in all content areas must help fill gaps by embedding literacy in their instruction. Our students are not just learning to read, but learning to learn. All subject content areas require and will naturally accommodate literacy. Following are some thoughts on weaving intentional literacy into your content classes.

Since a textbook is not the only tool, a classroom library built around your content area can be a wonderful addition to learning. Think puzzles, games, models, art supplies, as well as books and worksheets. Math was always my worst subject. Every year I disliked the drab-looking textbook, the formidable-sounding units of study: Fractions. Multiplication. Division. I know I would have benefitted from The Grapes of Math by Greg Tang. Math strategies presented in rhyme? Yes, Please. 

But reading is not just about paper books. Plan to use as much technology as is appropriate and possible. PATINS Specialists can suggest, explain and demonstrate if you need help.

  • Ear-reading is an authentic reading experience. So is using closed captions while watching tv and online programs. Encourage every interaction with print to be what it is: time spent reading.
  • Provide extra everything: Space, time, patience.
  • Provide information verbally and visually, find multisensory methods for learning.
  • Grade on content, not on spelling or neatness. Don't use a red pen to grade papers, don't have students trade papers to grade in class.
  • Instead of returning assignments during class; use homework folders or another more discreet method.
  • Provide class notes, and/or announce that you are about to tell or show something important.
  • Allow keyboarding as well as handwritten assignments, not one or the other.
  • Ask for help to decipher written work, privately.
  • Identify strengths and call attention to those, not to deficits.
  • Some students will not require a structured, systematic approach to reading, or to learning algebra. It certainly will not be harmful and may enhance learning for them as well. If they don't need extra supports, they'll move on.
  • If a student shows 3 or more of these warning signs in your class, talk to the reading specialist, other teachers, principal, related service providers, parents and the student.
  • Relationships are the glue of instruction. Model and require acceptance, helpfulness, kindness, respect. This last point will make anyone's journey more rewarding and much easier.
Learn about helping students with dyslexia: 

Yale Center   International Dyslexia Association

Thanks so much!



* title quote: Rebecca Alber

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May
05

P2: Power of Peers

P2: Power of Peers P2: Power of Peers

Oregon Trail taught me how fun and frustrating it would be to travel in the 1800s, Floppy Disks taught me how to transfer data from computer to computer, Moon Shoes were so neat, Gak Splat was a great game that I played with my brother, Trolls were one of my favorite toys, Nintendo 64 was ultimately better than PlayStation but made our thumbs sore, I learned that Carmen Sandigo was possible to catch, Mavis Beacon taught me how to type, but my peers taught me American Sign Language. 

My peers taught me another language, although they never were in my classroom. Instead, I was a peer that had the opportunity to visit the "hearing impaired classroom" now referred to as “deaf/hard of hearing or DHH classroom”. I would spend the morning with about five other students that used ASL and/or Spoken English to communicate. They had a dedicated teacher of the deaf with a dual license in speech-language pathology and instructional assistants in the room. I was a peer model in their classroom. I would participate in their morning meeting time, practice vocabulary, etc. 

One morning I was with a peer in the class play grocery store learning about shopping and grocery item vocabulary and money. The student I was with was upset due to communication barriers, he used ASL and wore hearing aids. I remember signing with him and all of a sudden it seemed that he started yelling and running around the room. I remember thinking “oh no! I upset him today!” I jumped up to let the teacher know what was occurring and he started to tell the teacher that he was so happy and excited. I remember thinking “what? What is he saying?”  

He was shouting that I was signing to him fully in ASL. He was excited that one of his peers was signing full sentences to him. I was communicating with him in a peer setting like kids typically do. However, he hadn’t experienced that until fifth grade. 

I am not sure where he is today. But that memory is something I think of often when I talk to school districts, educators, families about universal design and the power of peers being with their peers.  My peers changed and shaped my life and my career choice. My peers belonged in my fifth-grade classroom so they could change and shape every peer's life, not just the one peer model in their room. 

What types of programs are you seeing in your school district to ensure all students are with their peers?  If you have a program, research or tools to share consider putting in a proposal for the Access to Education State Conference! We would love to hear your story! Submit your proposal by May 14th

PATINS can help your staff and school teams with professional development in UDL and AEM. Join over 14 school districts next year with The AEMing for Achievement Grant in building your district’s UDL and AEM policy and procedures to ensure all students have access to grade-level curriculum and their peers! The grant application is open to apply now! 

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Apr
30

What You See May Not Be What You Get

For this week's blog, I'm beyond delighted to share an incredible story of a student's communication journey to success experienced by my AEMing for Achievement grant team in Perry Township. I'd like to thank two members of the grant team, Callie Herrenbruck and Kelsey Norris, for their collaboration in sharing this story. Please enjoy!

I have this student. You most likely have one, too. This student is what I would call a communication conundrum. It’s not that this student doesn’t communicate, because he most certainly does, but when asked if unfamiliar individuals understand what he is attempting to communicate? Probably not.

Student from blog seated and smiling
This student most often communicates to express enjoyment, request preferred objects and actions, and refuse non-preferred activities and objects. He does not (YET) verbalize but will vocalize using a variety of pitches depending upon the context. He moves his body to convey his refusals and moves others to make his requests. This student’s laugh is one of the most infectious ones I’ve ever heard, but when he is upset he has significant self-injurious behaviors.

I, along with this student’s teachers, other therapists, and paraprofessionals were constantly attempting to find the “magic tool” for communication. This is where we have all thanked our lucky stars that our school district was one of the AEMing for Achievement Grant recipients, as being a part of the grant includes a communication package!

Members of our grant team and the teacher of record (TOR) met with Jessica Conrad for an in-depth problem-solving session. Several topics were discussed during the session including behavior(s), motivators, previous trials, and goals. The best part of the session was having someone from PATINS who is extremely knowledgeable about communication and communication tools, along with having access to a variety of resources, share their knowledge with the team.

Following the problem-solving session with Jessica and members of the grant team, this student’s TOR, and the rest of his team, put the suggestions to work. One of the suggestions was to use a mid-tech device (Logan ProxTalker). The device was borrowed from the PATINS Lending Library. Almost immediately, this student “picked up” use of the device to request desired objects and actions. He had NEVER done this with any other communication tool! Absolutely amazing! This student’s family then met with the team to learn more about the Logan ProxTalker-- how the student uses it at school, and what the next steps would be in obtaining his own device. Upon seeing this student use the device, they were blown away, to say the least! Watching their reaction to him using the device was one of the best moments in my career.

This student continues to appear to prefer using the Logan ProxTalker, as opposed to other communication tools to make requests. I will be honest and say that he does not love communicating with the device every day. He may even meander away when prompted to use it, but don’t we all have our days?

Student from blog seated in classroom pursing lips in disapproval
So, is what you see really what you get? ...not necessarily. If you didn’t know this student, you might see him putting cards on a machine and the machine talking. What you don’t see is the progress he’s made in being able to effectively communicate his wants and his likes/dislikes. You might not see him participating in joint attention with an adult regarding his interests, and you might not see the relief his parents show when this student demonstrates growth in his communication! Thanks again to PATINS for helping our team and this student to grow in his communication capacity. As the Starfish Story says, “It made a difference to this one!”

Written By: Kelsey Norris and Callie Herrenbruck, Perry Township Schools | Pictures used with parent permission
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Apr
21

From Ireland to Arizona


From Ireland to Arizona

three young women hiking the Grand Canyon in shorts, tank tops, and hats. The sky is blue with a few white clouds.

If you are reading this from Indiana, you may, like me, be looking out at tulips in the snow. It will be gone by this evening, but not soon forgotten in this year of adapting because you really have few choices over your circumstances. 

I had the pleasure of meeting our PATINS guest bloggers for this week at our Mid-Winter Online EdCamp. Ellie Sear and Nina Koeppen are juniors at Butler University studying elementary education. They participated in our sessions about assistive technology to learn about resources and shared their own pandemic story of needing to adapt when they found out that their year of studying abroad had been cancelled. Ellie and Nina met as freshman roommates and here is their pandemic adventure story: 

Ellie and Nina smiling from a beach with some street food

Late at night in our freshman year dorm, we would lay in bed dreaming about studying abroad our junior year. By sophomore year we had put together a plan to leave Butler in the fall of 2020 to continue our studies of education in Northern Ireland. We researched about what type of clothes we would need to pack, what classes we could enroll in, and even watched videos about the accents people in Northern Ireland may have. Our dream was becoming a reality. Then, COVID-19 took the world by storm. We received the heartbreaking email that our study abroad dream was no longer a reality. It was devastating. 

Rather than adventuring to Northern Ireland in the fall of 2020, we moved back onto Butler’s campus. While we were disappointed by the effects of the pandemic, we were determined to make the best of the situation. So, we started brainstorming ways we could travel and experience new things safely and responsibly. 

We reimagined what studying abroad meant and created our own experience. During this semester, Spring 2021, we have traveled across the United States. We enrolled in online classes and planned to live in Florida, Arizona, and Colorado. Since January, we have lived on the beach, in the desert, and the mountains. Along the way, we have stopped at National Parks and breathtaking cities and monuments. We have learned how to broaden our horizons despite the unforeseen circumstances 2020 would throw at us. While it is not Europe, we have come to love exploring the United States.

Unlike study abroad, where you would still have a college campus to call home, our semester-long trip has been completely remote with no “home base”. Our connection to school has been solely Zoom meetings, Canvas assignments, and our lifeline of Google Drive. 

We were somewhat used to remote learning from the unforeseen circumstances of March 2020, but fortunately, all of our classes were in person during our Fall 2020 semester so going back to remote was an adjustment. This journey has taught us a lot regarding how much technology means in the world of education and how it can be a powerful tool in building connections. 

Luckily, we have been able to keep in contact with professors to work on projects remotely, maintain relationships with classmates over Zoom and FaceTime, and still feel a part of the Butler family we have back in Indiana. We would have never been able to have these social, historical, and cultural learning experiences if we did not have this technology to connect us. 

We both are planners. We have both had a four-year plan since the first day of freshman year, with most of our classes being taken together. This trip seemed like the perfect way for us to step outside of our comfort zones with someone we felt safe with. Both of us can agree that we would not have seen this much of our own country had it not been for taking this chance. Being from Illinois, the prairie land, we have pushed ourselves to hike the Grand Canyon and Ski in Colorado. It was easy for us to accept the fate that seemed to be in front of us, no longer being able to study abroad, but we wanted to take advantage of any opportunity to grow our independence and awareness of the world.

A far off silhouette of Ellie or Nina on top of a sand dune at sunset

I (Bev) hope these ladies land a teaching position in Indiana. We need great planners like them who are also willing to release the plan, face a hardship, and embrace adaptability. Ellie and Nina have become participants at our Tuesday night Twitter Chat. We hope you’ll join us too to hear more about their teaching journey.

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Apr
16

Caution, but with Purpose


To say this has been “an incredible year” would be an understatement. Just 13 months ago the country was put on lockdown due to the Coronavirus. Life, as we all knew it would change in ways that we didn't think, would happen.

During this time, our face-to-face interactions were drastically curtailed. My wife and I hunkered down not knowing how long it would be with minimal interactions with family and friends. It really hit home for us when my brother was diagnosed with COVID. Although it was a mild case, it was a wake-up call for the severity of what would later become a pandemic.

People retreated to working from home, all face-to-face interactions were halted and PATINS as we know it was changed. We changed our routines to accommodate the rules set out by the CDC and as a result we worked together from home.

Zoom meetings replaced our staff interactions for meetings and working directly in person with those that we serve and support. We had previously moved to virtual staff meetings so this was not a real replacement for those in person.

Our first real test of the new norm was the rescheduling or our annual Tech Expo. The Tech Expo was a day-long event that allowed vendors from around the country to demonstrate technology and software to educational and support staff, parents, and students to get a hands on experience in a conference booth setting.

The Tech Expo was one of the biggest draws for PATINS to offer to anyone that registered at no cost and then came COVID.

PATINS had a decision to make, and it had to be a quick one. It was acknowledged that we could not have it in person, but would it be possible to have one virtually. That meant however no interaction with vendors, staff, parents, or students.

We had the tools, we had the staff, and Daniel McNulty and Jen Conti’s guidance formed the foundation. I would like to note here that the PATINS staff is a unique group that works like a well-oiled machine (had to add it) that pulled off several State and Tech Expo conferences in the past so the framework was there but the delivery would be much different.

On April 9th, 2020, the PATINS Project had its virtual Tech Expo with over 500 virtual attendees and more than 40 vendors. In the middle of a pandemic, the PATINS Project continued its support to stakeholders with creativity and adjustments to the challenge which is marked in the PATINS Project mission.

As the year progressed, so did the virtual meetings and in November we held our 2-day Access to Education Conference virtually as well taking from the success and what we had learned from the previous Tech Expo.

We are now more than a year into our virtual environments and as there seems to be a positive transition into normalcy with the delivery of vaccines and continued recommendations from the CDC PATINS had decided some time ago to hold our Tech Expo virtually again this year.

Our expectations are still lofty, but our commitment to bring support and assistance to our stakeholders remains forefront.

It has been a tough year for everyone. We have all missed those personal interactions with family and friends. I have also missed the interaction with people at our Tech Expo and Access to Education conferences. It is the personal “touch” and spontaneity of the interactions that cannot be achieved virtually.

As we move forward cautiously but with purpose, we may move closer to an ease in virtual visiting and more face-to-face interactions that we all so desperately need.

Postscript:

As I submit this blog, we have just held our 2021 Tech Expo! It was all I described above and more. We had 600 participants with 50 vendors either presenting or manning the virtual exhibition hall.

However, with all its success, it still had a somewhat sterile feel unlike our many in-person events.

The PATINS Project will continue to strive to meet and exceed the needs of the students of Indiana be it in-person or virtual. Hopefully, we can Zoom to in-person.

Thoughts, prayers, and sincere condolences to the families and loved ones of the Indianapolis FedEx workers killed this day April 16, 2021. May they rest in peace.

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Apr
01

SETTing Students up for Success and Counting Every Move for Communication


5 min read

Artist Name - SETT-Blog-Audio.m4a


Boardmaker symbol of frustrated young man with the printed word frustrated

I've been working with a student and his team. They have moved successfully albeit slowly through using the tools below. At some point a few years ago, this student was evaluated and deemed to be a candidate for a dedicated speech generating device (SGD) with eye gaze (very expensive but a key part of a communication system for the right person). His team (student, parents, teachers, SLP, OT, PT and support staff) was keen to make his SGD work for him. The student has cerebral palsy that reduced his limb movement/accuracy, so much time had already been invested AND after all, this solution was expensive.

Why change? This can be awkward. How do you bring up the topic of a significant change to access and trajectory of the student's goal/language programming? Two things; the eye gaze never really worked as well as expected AND the student became increasingly frustrated often abandoning the device. Eye gaze could be revisited but it was important to recognize that it was not working. Time to think about the S - Student, his M - Moves, his C - Clicks and his C - Chats. More about that later.

Head control/calibration were hurdles interfering with access. Using the tools mentioned below, this student demonstrated enough consistent and accurate improvement to control switches with his head and hand for scanning. His language setup was changed (Core Scanner on an Accent 1400) to work more efficiently with two switch scanning (i.e., he presses one switch to move through icons and the other switch to select his word).

He is reportedly thrilled with his new access method. He smiles more and enjoys communicating often producing spontaneous sentences.

excited preschool girl with open hands raised near her face looking at device screen

First of all, you must gather data. If you don't have data, it's just your opinion.  

I sometimes hear that students "inconsistently respond" to stimuli or questions, it "depends on how they are feeling", "if they're in the right mood", "they are being stubborn", etc. Maybe. Perhaps we have not presented motivating stimuli, observed the tiniest of responses,  offered the most appropriate access method, or given the student adequate wait time.

SETT is an acronym for Student, Environments, Tasks, and Tools created by Joy Zabala. It is a FREE resource. "Although the letters form a memorable word, they are not intended to imply an order, other than that the student, environments, and tasks should be fully explored before tools are considered or selected. Some people have tried to explore the first three separately and in order, however, that is nearly impossible because the first three are closely linked." The SETT Framework is so important, it's at heart of our process for the PATINS AAC Consultation Request form.

Another important tool to set the groundwork is the Every Move Counts, Clicks and Chats sensory based approach (EMC3). It is available to borrow from the PATINS Project Lending Library. EMC3 is a sensory-based communication program. It is based on the idea that everyone communicates in some way. The COUNTS Assessment explores sensory, communication, and symbols. The are seven sensory areas: vestibular, proprioceptive, tactile, visual, auditory, olfactory, and gustatory. The CLICKS Assessment looks for purposeful switch use. The CHATS Assessment is used to collect communication skills. It states that "Assessment results are seldom 'final'. Needs, abilities, and environmental demands change over time."

A third tool useful for SETTing students up for success is to establish a baseline for communication skills and determine goals. The Communication Matrix is an online/questionnaire tool for anyone in the early stages of communication. The first 5 assessments are FREE. Communication is more than just receptive and expressive, students also need methods to refuse, obtain items, socialize, and gather/share information. These functions of communication can be measure/quantified by using the Communication Matrix.

Hand in hand with these pieces is understanding the absolute need for flexibility, continuous learning, and ongoing assessment with students. It is a fluid process that can and should be revisited periodically as the student changes, technology changes or when things stop working as well as they had in the past.

SETT your students up for success. Use the SETT, EMC and Communication Matrix to better understand the student, environment, tasks/needs, sensory responses, access abilities AND communication skills. THEN consider the T - Tools to empower your students and goals for success. If the tools don't seem to be working, collect data and try something else!

If you would like to learn more, check the PATINS Project training calendar or reach out to a PATINS Project Specialist for more information.

The PATINS Project Tech Expo is fast approaching - Thursday, April 15, 2021. It's FREE. Get registered!

Additional resources:

SETTing Up Successful AAC Use - Lauren Kravetz Bonnet, PhD, CCC-SLP

The Dynamic AAC Goals Grid DAGG-2

Symbol Assessment

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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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Feb
12

Everything You Know


When I was in college there was a tagline my friends and I would use when appropriate and necessary: "Everything you know is wrong." Had memes been invented back then, this would have been a good one. It's a sweeping statement to be used in very specific situations: you know and understand the subjunctive tense, until the test. You know you have enough gas to get to work until you have to call a friend to pick you up. You know that 3 days will be plenty to write a comparison of Beowulf and Jesus. Nope. Everything you know is wrong.

You know by now, as an educator, that you have experienced enough odd surprises that you are prepared to handle anything. Unexpected new student? Welcome. Fire drill in the bleak mid-winter? Okay. Nosebleed in the cafeteria? No problem. 

Then comes a global pandemic. Schools are closed. Teachers are asked to provide remote instruction to not just the 1 student who is home with mono, but to everyone in all your classes. You have to make learning packets because some students don't have internet service at home. Others can get service but have no device. You are familiar with online platforms such as Zoom, but not like this, not the hours of integration and navigation required by day after day of presenting lessons written in the wee hours. You had become quite adept at monitoring IEP goals during classes, you could write social stories on the fly and provide unplanned task assessments just because the student seemed well-rested. Now they are so out of reach. Are they sleeping? Eating? Reading? So much instruction time is lost for all students, how will you and they ever catch up? 

Catching up lost instruction time will not be an equitable process, as described by a recent study released by McKinsey & Company, reported in Time magazine. "While all students are suffering, those who came into the pandemic with the fewest academic opportunities are on track to exit with the greatest learning loss." Preaching to the choir, right?

Education theorists are coming up with creative solutions for this loss of instruction, including a strategy being incorporated in several Massachusetts school districts called "acceleration academy" which focuses on Literacy, Math, and ELL--the content areas where the loss of instruction time is most evident--and provides in-person and remote instruction outside the typical school day, such as during fall and spring breaks, and for several hours on Saturdays. This strategy is having positive results. How We Go Back To School is an informative and helpful eight-part series by Education Week (must be a subscriber) that provides clear, illustrated descriptions of timely issues that educators now must consider: social distancing at school, rearranging schedules that adhere to safety measures, and instructional needs, student transportation, making remote learning work for students, teachers, parents.

The most profound losses may not necessarily be academic and will likely be the most challenging for everyone. Many students have lost family members and friends during the pandemic. Many parents became unemployed, which has led to food insecurity for more families, loss of health insurance, loss of home. Many families who already experienced these particular hardships are now "competing" with many more others for limited community resources. 

A marked rise in domestic violence is a dark response to these losses. Teachers as mandated reporters are often the first to identify possible/probable child abuse, but now, children may have been confined at home with despondent, depressed, and yes, violent adults. Teachers can't report what they do not see. 

And then there's just plain loneliness. Your students are not seeing their friends, not giggling together between classes, or sitting together for lunch. They are not whispering behind shelves in the library or sending silly messages in the computer lab, all the social acts that make school a fun place to be. And they miss you. Their teachers. You are their parents for seven or more hours a day, teaching them subject content and modeling for them how to adult. Then, COVID changed all that.

Those who know me well know that I believe in journaling to help us through difficult situations. I know it works. One doesn't have to be a good writer to keep a journal, and keeping a journal can certainly help someone become a better writer. While I was teaching 7th grade Language Arts, one of their assignments was to write in a journal. They could choose how often, but at least once a week. It was for their eyes only, if they chose. They would just come up and show me the new entry, and they would get a point. Often they asked me to read their thoughts, which was quite helpful in understanding their moods, propensities, and even their appearance. One boy only drew illustrations, which told his stories perfectly. And now, of course, there is digital journaling with a smartphone or iPad. Some of these have a free app, with more features available for a monthly fee.

Our students are living through a historic time. There have been several pandemics and epidemics that have profoundly affected the United States in the last several generations; COVID-19 is the worst because it's here. Now. And it's everywhere. As in-class instruction picks up, no one expects that to be "normal". So we must forgive students if they struggle to pay attention to what we are trying to teach. Support them if they seem distracted and sad. Encourage them to express their fear, anger, frustration, whatever it is, in productive, creative ways. Every day. At the beginning of every class. Whatever it takes. 

Not a bad practice for the adults in the room, either. Because suddenly you may feel that everything you know is wrong. And it is not. You will have to add to what you know, so lean into the PATINS Project--check the PATINS Training Calendar--for tools and ideas you can use immediately. Like adding captions to everything you do. Like overlapping strategies for ELLs and students with SLD. Like creating accessible materials for distance learning, using APPs for sensory and self-regulation, or learning new ways to help the littles participate in virtual preschool instruction. Whatever you need, just ask. PATINS Specialists are magic that way. They will do the research, design the training to fit your needs, then present it all to you so you can increase everything you know.

 

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Feb
18

Helping Others

The pandemic has changed so many things in my life, but some things have remained the same. I have always enjoyed helping others and this current environment that we live in makes this even more important than ever. Many of my relatives including my parents are in Florida and they were finding it nearly impossible to get a COVID-19 vaccine even though they were qualified to get one. 

The process in Florida is very confusing, especially for seniors to figure out. First, they must use a computer or cell phone to register. Then, after registering they have to find out when shots are being released via a website or Twitter. Many can figure out email and use technology, but Twitter is an unknown world to them. Next, they log in to their already made account at the exact time that the shots are released and then they can possibly get an appointment if the stars align.

There was no conceivable way my parents and many like them in Florida could have ever figured out this maze of craziness without my help. I was able to use my technology skills and get the process completed for them. I am happy to say they have had their first vaccine shot and their second vaccine shot is scheduled. I felt like I had hit the lottery the day I was finally able to get their appointments made after several weeks of trying and coming up empty. Even when you do all the steps correctly and login at the proper time, there is still a chance that you will not get an appointment.

Once I figured all this out, I wanted to help as many people as I could. I want to help them get their shots as well. So far, I have been able to help 8 people get through the process and they have all received their first vaccine shot. I will keep offering my help and I hope I can help others. I encourage everyone who can help to reach out to anyone who needs a helping hand. We all have skills that can benefit others and right now I am grateful for my computer skills. Hopefully, soon we will be able to get the vaccine easily like our flu shots but in the meantime, let’s find ways we can help those that need it.

Helping others is also important to me in my professional life and is a big part of what I do. PATINS/ICAM is here to help you with many issues we face due to remote learning made necessary by COVID-19 as well as in-person learning. We are available via email, Facebook, Twitter, or just an old-fashioned phone call! We have many training opportunities available on our Training Calendar. Let us know how we can help you!


 
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Feb
04

Level Up!

Level Up Your Virtual Platform Level Up Your Virtual Platform

Last year I brought you the most popular blog post of last year: Top 5 Reasons for Captions in Schools. Did you see that the post was viewed and shared over four thousand times? Soon after that blog was published we all know what happened that dreaded month (I am not going to say it, you already know)... which led to a mass influx of virtual learning. This increased the number of teacher and school staff videos to an all-time high. The PATINS Project provided training and individual staff consultations with school districts on ways to make their educational materials accessible through their various learning platforms. It was a learning curve that benefited the masses. 

So, the great news is that the information that captions are a must reached schools and teachers and applications are now integrating the software into the products for us. 


But wait, there is more!  What if I told you there is a way to put the captions into your virtual learning platforms camera? Also, this application works across virtual platforms such as Webex, Zoom, Google Meet, and Microsoft Teams! 



You can create different scenes that fit your needs for your virtual classroom. I have included the PATINS logo in mine. You could include your virtual classroom link or school mascot. You can even make a scene that includes your slide presentation. 

With your creativity, the possibilities are endless! Please share what you come up with and how you are using this application for your classroom! 

Check out this month’s PATINS TV Episode where I show you how cool, creative, and accessible this application is! 

Don’t forget there are written instructions for you to take and share with your colleagues when you are leveling up your skills for your virtual classroom! 

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Jan
28

Communication is Key

Key and keyhole with the text communication is key


This Jamie Witheringtonmonth I'm thrilled to present a guest blogger, Jamie Witherington. She has been a teacher for students with intense needs for 19 years. Her career began with Indianapolis Public Schools before moving to Greenwood Community Schools, where she has taught for the past 14 years. She presented at the PATINS Access to Education (A2E) Conference in 2019 and was also a Project Success Model Site Teacher during the 2019-20 school year. When she's not passionately supporting her students' communication in the classroom, she is a mom to 3 amazing kids, coach, friend, and lover of all things gnomes.



Have you ever had a day where you couldn’t get your thoughts and feelings into the words you needed? Have you ever been so frustrated or overwhelmed you couldn’t articulate those feelings and just felt like screaming or crying? I know I have had days like this. So many of us take for granted that we can have a verbal conversation with someone and share those thoughts, feelings, and frustrations. But what if you couldn’t… what would you do? 

I often think of these things as I work with my students with complex communication needs. Many of my students use an alternate method of communication or numerous means of alternate communication. I work with students who use modified sign language, Augmentative Alternative Communication (AAC) devices, picture boards, and verbalizations. I have worked really hard to try and make sure every student I teach has a mode of communication… it may not be a standard mode to some… but it’s a mode that works for that student. I have had students who used eye gaze, facial expression changes to indicate a response, picture cards, pointing, etc. The main thing it comes down to is building a relationship with each student and figuring out what works for them to “show/tell” what they know. 

I currently have a student that when he moved into our district had some basic sign language, but did a lot of screaming and vocalizing his displeasure. We started with choosing pictures to communicate his wants and needs. We continued to work on growing his base of understandable sign language signs, using American Sign Language (ASL) as the goal, but knowing his physical needs, we knew some signs would not be perfect! Today, he uses a communication device and has learned to scroll down to what he wants. It wasn’t easy; it was days of a lot of headaches, but the smile on his face now when he uses his device to communicate what he wants to us, that’s why I do what I do. 

This has become my passion, my purpose, my “why” if you will. Communication is key to every area of our lives. How do we function without it? We can’t. We have to communicate-- behavior is communication, body language is communication, facial expressions are communication. There are so many ways to communicate if we just take the time to learn what works with and for our students. 

If you follow me on Twitter (@JamieWithering2) you have seen me tweet about the importance of visuals. I love visuals! I need them to function in my daily life. I need them to communicate to me what is happening around me and what I need to do. The red octagon telling me to STOP, the green light telling me to go, the yellow telling me to be cautious, my color coded lesson plans and calendar telling me who I am supposed to be working with and when. If our daily lives need these types of visuals to keep functioning, think how much more important it is for students with complex communication needs to have access to visuals. 

Side by side photos of visuals. The left pictures a check in visual that allows students to indicate how they feel about the lesson and whether the understood it using different emoji faces. On the right is an I Can statement. I can create a 3 or more word sentence using the Core Word of the week.
My students have a visual daily schedule that tells them what is happening and what time it is happening. I have classroom rules and expectations visuals, “I can” statement visuals, and even more importantly, core word and communication visuals all around my room. Students need access to ways to communicate. Students need teachers and speech therapists willing to stand on their heads if need be to give them that access. I have learned that the more I am willing to go that extra mile to find the communication tools, visuals, access points, etc, the more I am able to connect with my students and the more they connect with being able to communicate. 

Side by side photos. On the left is a photo of a large augmentative and alternative communication board posted on a whiteboard. On the right a photo of a folder visual with the top showing to do items and the bottom is open for moving these items to the done side using Velcro

I have also learned that Teamwork Makes the Dream Work. I have partnered closely with my Speech Therapist, PATINS Project, and other passionate educators in my district to create an Accessible Educational Materials (AEM) team. By sharing my passion for communication and visuals, my team was able to create two Playground Communication Boards. They are pictured below with students using them. These boards were a dream for my Speech Therapist and myself, but they became a reality thanks to the buy in from teachers across my amazing district. They were constructed by the high school Industrial Technology teacher and his students. I truly believe it takes a village to make great things happen for students. 

Side by side photos of a two different young male students pointing to words on a large outdoor augmentative and alternative (AAC) board

All this to say Communication is Key! Don’t give up on students, have high expectations and presume competence. In the end, it’s all for students, and don’t they deserve to have a voice no matter what that looks like?!


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Jan
07

Insult and Injury: Toxic Positivity in Schools

Insult and Injury: Toxic Positivity in Schools blue background of smiley emojis with an occasional sad or mad emoji face, black text highlighted in yellow "Insult and Injury: Toxic Positivity in Schools"

Many years ago I sat in a terrible staff meeting. Positions in our school were being removed, a colleague’s illness had taken a turn for the worse, and one of our dear students had lost her father. Everyone was feeling heartbroken and frustrated.

“We just need to put a happy face on it!” the administrator chirped and moved on to bus duty schedule announcements. There was a clear expectation that we weren’t supposed to discuss what was going on and we all needed to “leave the negative at the door for the children.” That was not good advice or developmentally appropriate.

Toxic positivity, that message to “bring good vibes only” has serious negative consequences, both psychologically and on the outcomes in the workplace and classrooms:

  1. Denying or minimizing experiences and feelings leads to mistrust and shame, see Brene Brown’s “Listening to Shame” TED Talk and the lethal effects of shame that are very applicable to a classroom
  2. Suppressing emotions has negative consequences for mental health
  3. Not acknowledging negative emotions prevents you and others from learning from these painful feelings and experiences
  4. It undermines the UDL framework we need to ensure learners (and expert learners) voices are heard

The message to “focus on the positive” and “it could be worse” was silencing our ability to grieve, process, and be empathetic towards each other.

So what do we do instead? Some points that have carried me through tough feelings and interactions:

  1. It’s okay to not feel okay. These “bad feelings” are not inherently “bad,” they are morally neutral and part of the human experience. Feeling this way doesn’t make you a bad educator, family member, or leader.
  2. Listen to other’s emotions and experiences. It’s okay for others to feel sad, angry, or upset when you are not. Unless asked for, it’s probably not a time to offer unsolicited advice and don’t attempt to police their tone.
  3. Set your boundaries and respect the boundaries of others. “I want to vent. Are you in a place to hear me right now?” with your trusted go-to person might be a good way to start. Recognize when others are producing toxic positivity and set boundaries with them.
  4. Seek support. All these hard and big feelings (whether you are feeling them or others are feeling them) can be difficult to manage. Mental health services like Be Well Indiana or your employer’s Employee Assistance Program often have free or reduced-fee services. They can support you and help you find ways to listen and empathize more effectively, find motivation, set boundaries, and return to a happier and healthier state.

As we start a new year, which may be the hardest year some of us have ever lived: all vibes are welcome. PATINS’s support and kindness are here when you need it when providing healthy, sustainable, and respectful access and engagement for all students.

More resources:

Article: Toxic Positivity: The Dark Side of Positive Vibes (and their handy Examples of Non-Toxic and Accepting Statements)

PATINS Blog: Feeling the Burnout

Article: Should You Hide Your Negative Emotions From Children? 

Indiana Resource: Be Well Indiana for mental health resources, crisis hotlines (both for voice and via text), and assistance

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Dec
30

Bump in the Road

20212021

Hello! It's here again, then end of another year. New Year's Eve. But not just any year. This was the year of 'rona (a.k.a. COVID-19). Good-bye 2020. You were a HUGE bump in the road and we are still feeling the jolt. Many changes and so much loss (loved ones, instructional time, face to face time, family time…normalcy). The year has been difficult in many ways for students, parents, families, teachers, frontline healthcare workers and more. Everyone has been affected in one way or another but we continue on. Two days ago marked the three year anniversary of my son's death. This remembrance hit me harder than past years. However, we must focus on what we can control and how we can support our students. They are counting on us to lead, teach and support them.

Talking with my family has helped. Who can you talk to?


We have all experienced "bumps in the road" this year. What follows certainly caps off my 2020 year. Yesterday, as I was delivering a cup of perfectly brewed and sweetened coffee to my wife, I misjudged (subconsciously) with my eyes the proximity of my dog's bedside steps. Thankfully (NOT), my second toe located it for me. OUCH! CRACK! It was one of those "It hurts so bad, you have to laugh to keep from crying." No curse words. I tried to walk it off.  The pain finally subsided but later the reality set in. Oh no, I didn't run yesterday and now I won't be able to run tonight. What about my over year long streak of Sunday long runs? Runners don't often listen to their own bodies, the advice of doctors or even Dr. Google. 

This "bump" will alter my next few weeks (Rose colored glasses view. Reality might be, ugh, "several" weeks. Sad face). The bumps and losses from the virus have been worse for some but have affected us all. These have been months long changes that will now carry over into a year of changes. Masks, virtual learning, no handshakes, no fist bumps, no hugs. I only provided TWO onsite school visits since March. I am a people person. I miss working directly with people. We have adapted and I believe it will get better. Here's a related blogpost from Jeff Bond, PATINS ICAM,  "I just don’t like this isolation stuff."


I have some close colleagues with whom I connect
. Can you be that someone for a colleague?


Our routines were dramatically altered this year and we adopted the "new normal." We had to adapt in order to continue serving our students, families and stakeholders. Virtual learning. Drive through pick ups at school. Equipment porch drop-offs. No more face to face meetings. Virtual continuing education conferences. Increased phone calls, emails and tons of VIDEO CONFERENCING! I worked to improve my webinars, presentations and materials to better support educators' service delivery methods. I attended numerous professional development opportunities, watched lots of videos, read and listened. Are you teaching the same way you also have and using the same materials you always have? We are all busy but we all must adapt and improve. Amanda Crecelius, PATINS Specialist says it well here:  "Our DIY School Year."


I continue to run (for me), read (for pleasure and learning), listen to new podcasts (for pleasure and learning), try new AAC solutions and just began learning how to 3D print (That has been a learning curve like no other). 
What things are you doing to nourish your mind and body and to make you a better teacher?

Most recent books (usually Libby App (FREE Library books) OR paper copies from Barnes and Noble - I support Brick and Mortar as much as possible): All We Ever WantedThe Nightengale, and Atomic Habits

Most recent podcasts: Ten Junk Miles (running - edgy), Talking with Tech, and Hidden Brain

New and/or FREE AAC/AT Solutions: Flexible Mounts (video), Accessible Switch Activities, Tar Heel Reader, Shared Reader, Gameplay


We have made it this far, let's see it through! Come on 2021!!! I have mentioned before that I run marathons. I'm still stuck at 42 states completed. The New Orleans marathon in February was my only 2020 marathon, all others were cancelled. Ugh. I'll get there. We will get there. It will get better. The PATINS Project and ICAM are here to help. We can provide FREE trainings tailored to the needs of your team, school or district. All you have to do is ask!


Check out our Training Calendar for upcoming FREE trainings!


Borrow something from our Lending Library for 6 weeks with FREE shipping both ways!


Register
for the PATINS Winter Edcamp 2021 on February 9!

EdCamp Winter 2021EdCamp Winter 2021 PATINS Staff Bitmojis participating in various winter activities on Ski Slope

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Dec
10

The State of PATINS 2020

Staff Portrait Collage of the PATINS Project Staff

It's been quite a year for me, and very likely for all of us, for a variety of reasons. A common theme however, for all of us Indiana educators, is almost certainly the transition to, from, and back to again, remote instruction and learning due to the COVID19 pandemic! 

As 2021 draws near, with a mere 21 days left in 2020, I recently carved out a some time to reflect on a few major aspects of my life. One of which, is my 2020 knee injury and a second is the PATINS Project itself, which has been the greatest consumer of my time and my passion for the last fourteen and half years! It's become apparent to me, during my reflecting, that Indiana is quite fortunate to have PATINS and during this unprecented time for us, the PATINS team has shown it's colors in ways that shouldn't go without notice. 

142 days into 2020, I fully dislocated my right knee, tearing all four of the ligaments and meniscus.That means, for the last 233 days, I've had to figure out new ways of doing things that used to be simple. I’ve had to work hard on getting repaired, facilitating healing, re-building strength, seeking flexibility, and re-gaining my balance. ...a strong analogy for public eduction during the pandemic, as well! 

3 Image collage of Daniel riding dirtbike
I'm proud to say that last weekend, I finally threw a leg over a dirtbike again for the first time in 233 days. During those first few minutes, riding through my first easy trail, I realized that it's been the support from my "team" that was integral to that moment of accomplishment. My wife for the daily balance between push, protect, and comfort. My kids for helping with things I just couldn't do. My family and my riding buddies for the constant check-ins, pushing me to work out and go to Physical Therapy PT (pain and torture), including me in their riding videos even when I couldn't be there. The list goes on and on... the common theme is, TEAM...Support...Perseverance. The result is success. The feeling is hope and energy


I'm even more proud to say that during the past 274 days of the COVID19 pandemic, the PATINS team has rallied in ways that have not only provided continuous support to Indiana's public schools educators, but also serves as a model for what a team can look like and confirmation that this particular team can and will re-tool, adjust, accommodate, and leave no stone unturned when it comes to supporting our Indiana educators! 

New Ways of Doing Things:
Two PATINS staff, Specialist Lisa Benfield and Assistant Director/Specialist David Jackson celebrated their first anniversary with us during the pandemic! Specialist Amanda Crecelius also celebrates her first six months with us! These new PATINS additions have not only spent their first year learning a new job, but helping to figure out ways to do their new job in entirely new ways! My hat is off to you three! Visit their pages on the PATINS website, reach out to them, and embrace the knowledge and skill they bring to their new-ish positions on this team! 


For over 20 years, PATINS has held two annual statewide events; our November Access To Education conference and our April Tech Expo. In 2020, both events were forced to either be cancelled or held virtually for the first time ever. We chose the latter. I'm proud to say that this team, lead by our Event Manager Jennifer Conti, (2 yrs w/PATINS) didn't hesitate to jump into planning and implementation to effectively host two of our most successful events ever! Tech Expo 2020 doubled our usual in-person registration numbers and Access To Education 2020 had participants telling us it was the best one they'd ever attended! A handful of attendee comments from those two events: 

"All presenters were great.  Virtual learning recharged my momentum for teaching". - Lena Cummins, Special Education Administrator, Charter School of the Dunes

"I am extremely impressed as to how you pull this event off virtually, I got a lot of information from the presentations as well as the virtual exposition hall, I visited quite a few of the websites that were presented there and I got valuable information!"  - Sandra Durham, Occupational Therapist, Indiana State University

"I really felt that the quality of presenters and topics this year was great! I came away from this renewed and ready to continue serving my students no matter what environment they may be in." - Kelsey Norris, Special Educator, Perry Township Schools

"Lance McLemore provided inspiration and a reminder of why I got into the special education field. He was amazing!  I found that Apps & Extensions and Alternative Pencils gave lots of great ideas, many of which I could use right away. I appreciate that many of the ideas were free!" - Mandy Narcaroti, BLV Teacher, Cooperative School Services

"I truly gained from all of the session, they all offered things I can use today. Thanks so much." - Kimberly Gauck, Special Educator Greensburg Community Schools

"Supporting Families through Integrated Supports, Low Vision and Blindness Supports for the Classroom, and What's New and What to do with Saltillo. I believe all three of these to be equally valuable to me in my educational setting". - Melissa VanLue, Special Educator, Indiana School for the Blind and Visually Impaired

"The information presented by Dr. Grillo on assistive technology and incorporating AT in the IEP was very beneficial to me.  This is information I did not previously know, and I'm looking forward to having access to the booklet with all the AT that can be used with state testing."  -  Kristin Girton, Cooperative School Services

"Technology was so smooth today!! THANK you for the captioning! I am totally impressed with how you all were able to transform this conference to 100% virtual!"  - Laura Knoke, NEISEC, Teacher of Students who are Blind/Low Vision

Repair & Heal:
As with my old knee, sometimes things within PATINS break and we have to find ways to fix or make them whole again. During the period right before the pandemic, we lost two valuable staff members and were forced to work with a new fiscal agency. While the timing of these things made for some difficult months, current staff Jennifer Conti and Felisia O'Bold (2 yrs w/PATINS) stepped up to take on additional roles boldly, and new staff Amanda Crecelius worked creatively and tireless to quickly repair any start of hole in the bottom of the boat! We also realized quickly that all of our friends out there in the schools were also scrambling to repair their ships! This PATINS team immediately pulled together to produce a listing of resources specific to Continuous Learning to do COVID19 here, regular Open Virtual Office Hours, and the PATINS team Commitment to Anti-Racism here.

Building Strength and Being Flexible:
One might consider it enough to be able to say that your team has worked hard to maintain the levels of pre-pandemic, but it's actually really easy for me to say that this PATINS team has built even more strength through offerings and services than ever before the pandemic! Consider our YouTube playlist of NINE Access to Education 2020 training videos by PATINS Specialists, Kelli Suding (8 yrs w/PATINS), Lisa Benfield, Jena Fahlbush (5 yrs w/PATINS), Bev Sharritt (4 yrs w/PATINS), David Jackson, Katie Taylor (2 yrs w/PATINS), Amanda Crecelius, Jessica Conrad (4 yrs w/PATINS), and the ICAM Team of Sandy Stabenfeldt (19 yrs w/PATINS), Jeff Bond (22 yrs w/PATINS), and Martha Hammond (10 yrs w/PATINS)! ...check out all NINE great training video titles PLUS the first-ever virtual Assistive Technology Exporatorium recording


...and by the numbers, this school year so far, PATINS has:

-responded to 1,145 requests for technical assistance from Indiana educators. 

-supplied nearly 1000 braille, large print and tactile graphics to over 100 school corporations, thanks to our amazing IERC staff!

-
supplied 1,507 accessible versions of textbooks, thanks to the ICAM Staff!

-attended nearly 500 meetings and conducted over 150 meetings.


-provided services to 98% of the Special Education Cooperatives in the state.


-provided services to 68% of the School Corporations in the state.


-worked with 485 unique School Buildings in the state. 

-provided a Virtual EdCamp and Make It At Home Training for 120 educators.

-fulfilled 38 unique requests for 80 individual devices for PATINS Refurbished Technology

-loaned out 504 pieces of assistive technology from our Lending Library! Yes, you read that right! Even with school buildings being closed down intermittently, our Lending Library Managers, Sheri Schoenbeck (19 yrs w/PATINS) and Carrie Owens (14 yrs w/PATINS) have been ultra-creative and diligent and we are still shipping items to schools AND paying for them to be shipped back to us at the end of your 6-week trial! Here are a few comments from recent PATINS Lending Library borrowers: 


"I have no idea what I would have done if not for all the guidance PATINS has provided. Everyone has gone above and beyond to make sure my student has what he needs and is succeeding."

"Thank you for offering your services.  It helps so many of our students in deciding what device works best for them."

"Thank you so much for always having what I think I need for my students. You are much appreciated."

"Thankful for the time and thorough training given for everyone involved with the use of the AAC device"

"Thanks for allowing us to extend the loan of this device!  That was a super easy process!"

"PATINS is a blessing to our students and staff."

"The district is buying LAMP WFL and getting him a separate iPad for it so he will have access 100% of the time."

"We will likely be purchasing a different device but this was an excellent shoe in the door for us.  It let us compare/contrast with some other AAC options." 

"I appreciate your availability and ease of use"

-and... drumroll please... provided 401 individual trainings/professional development (all virtually) for 2,542 educators in Indiana! If you haven't checked out the powerful training offerings by the PATINS Specialists lately, you should! Find them all here on our training calendar and here on our condensed Professional Development Guide!

Seeking Greater Flexibility & Gaining Balance:
Sometimes, even though things are highly positive within our team, these unique circumstances demand that we have grace and patience with each other and respect for everyone's strengths and responsibilities. The members of this team fill-in for each other when unexpected things come up. We virtually high-five one another through our "It Matters to This One" internal recognition system, personal emails, Skype messages and informal Zooms! We have staff like Kelli Suding who sets up a virtual holiday exchange and gathering for us on a Friday over lunch! We aren't afraid to reach out when we are overwhelmed and need flexibility, understanding, or help! We realize that a balance must be maintained between work and re-energization and we respect guidelines for time as much as possible. 


In all things, PATINS is more than work, we are a family and a team. We're a team that looks at anything that arrises, evolves, or that is thrown suddenly in our faces, and we say, "YES, we can do this IF...," rather than, "No, we can't because..."

I'm deeply proud of this team and the service and product we are able to provide. I encourage you to remember that our services are all at no cost to Indiana public schools and that we can and we will, work together with you to find a solution to your unique needs! ...every...single...time. Reach out to us!



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  2200 Hits
Nov
17

What is YOUR passion?

Sandy as a young girl in her baseball uniform.

Sports have always been a big part of my life. I played girls little league when I was 9 until I turned 13. Back then girls played hardball, just like the boys and we had a great league with many teams in the city. My cousin played with me and one year we even won the city championship. Then I was able to coach and be a manager for a few more years. Another cousin was on the team and we were able to spend lots of time together. 

As an adult, I started playing tennis and it has been such a great blessing. I have met so many wonderful women and made friends that have been there for me through bad days, bad tennis playing, and a health scare. I even ended up on a team with 2 ladies that I had played little league with. 

I have also shared my love of tennis with several family members and my daughter. It is fantastic to be able to play tennis with family, especially in today’s environment. 

Recently, I have taken up Pickleball and I absolutely love it! I have again made many new friends and my family members are playing with me as well. A great part of playing Pickleball is that my husband is able to play, his bad knee wouldn’t allow him to play tennis anymore. I also have an older uncle who shares my love of Pickleball and it is so much fun to play with him. My daughter’s boyfriend has also taken it up and it gives them a sport to play together.

Sports also take up a significant amount of television time. Golf, Tennis, Football, Basketball, and Baseball are usually on at my house. I love the social aspect of rooting for a favorite team. If you carry around a Steelers cup or wear a Yankees shirt you are sure to strike up a conversation. I also enjoy the texting and calling with friends and family when a game is on.

I have so many great memories that include sports. There was the time the Indianapolis Colts fans let me dance with them, but forced me to zip up my jacket to hide my Steelers shirt!

Sandy dancing with Colts fans.

Sandy with Indianapolis Colts fans.

I attended a football game in Dallas where there were just as many Steelers fans as Dallas fans and we won!

Sandy with Dallas Cowboy fans.

I have attended many professional tennis tournaments as well as baseball, football, and basketball games. I have attended my daughter’s sporting events: softball, swimming, and tennis. I have always had sports in my life.

Sandy and her daughter, Courtney.

What is YOUR passion?

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Nov
04

In Tony's Shoes

In Tony's Shoes

Have you ever been the new kid at school? Being the new kid, I would worry if I would like my teacher and if I would make new friends however the following article invites you to step into Tony’s shoes as the new student with a [perceived] disability in a mainstream or inclusion setting. Can you imagine if the access that Tony needs to the auditory world was just integrated and he didn’t have to advocate for it?  Teachers can plan their classroom and lessons with every student in mind before they even know their students’ names with guiding principles of Universal Design for Learning (UDL) and the PATINS Project’s UDL Lesson Creator

Read more about Tony's story and take a look at how educators can implement UDL for students who are deaf or hard of hearing in this 2020 issue of the Odyssey Magazine published by the Clerc Center National Deaf Education Center at Gallaudet University in the article, One-Stop Lesson Planning: How Universal Design for Learning Can Help Students Who Are Deaf or Hard of Hearing by Katie Taylor, PATINS Specialist. 



Reference:

Taylor, K. 2020. One-stop lesson planning: how universal design for learning can help students who are deaf or hard of hearing. Odyssey Magazine. Clerc Center. https://www3.gallaudet.edu/Documents/Clerc/Odyssey/Odyssey%202000/ODYSSEY%202020%20-%20pg%2048-51%20-%20Taylor.pdf

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  1930 Hits
Jan
22

Which Doors Will You Open for Your Students?

Which Doors Will You Open for Your Students?
Technology opens doors, both literally and figuratively, for people with and without disabilities. For example, it allows us to obtain advanced degrees from universities in other states. It opens a door for us when entering a building in a wheelchair or with a dolly loaded with boxes. It increases access to content in all parts of our daily lives. Just think of the times when you could not remember the name of that actor or that book; did you look it up using that handy little cell phone in your purse or pocket? 

When it comes to the classroom, technology is offering our students the same opportunities and is pushing us as their educators to engage our students with the curriculum in new ways. For example, technology is enabling students to learn about the importance and implications of financial loans through sites like Kiva.org that allow them to invest real money in global projects. Technology allows our students to improve access to reading and writing through speech to text or text to speech apps, software, and built-in features as well as through ePubs and digital textbooks. Technology brings content to life through captioned teacher and student made videos. It can even bring your recorded and captioned instructional message to your students when they are working with a substitute. 

Yet, with all of the possibilities and positives that accompany the use of technology in our daily lives, and especially in the classroom, some schools, parents, and educators are pushing back against the use of tech in the classroom. Is their hesitancy legitimate? For a while now, I have been reflecting upon this question and a few arguments and solutions have dawned on me that I’d like to share for your consideration whether or not you’re on or off the technology bandwagon.

Firstly, screen time. After a recent conversation I had with a friend who has a student in Kindergarten, it dawned on me that screen time guidelines may have something to do with the hesitance some feel when it comes to embracing technology in the classroom. We all know that too much screen time is typically not a good thing and that there are pediatric guidelines for screen time and young children. Not to mention, we know that screen time is sometimes used as a free or low cost babysitter. But, it does not have to be this way.

There is so much learning that can take place on a screen when we use technology as a tool (see next point) and when we take the time to interact with our screens together. I believe it’s when we remove the social aspect of screen time that the learning experiences we desire for our students and children are heavily diminished. We must intentionally design screen time so that we are supporting our students in their discovery of new information and the meaningful application of it to their lives. Screen time does not always equate to “me time,” it can and should be a social experience in both school and home. 

Secondly, it comes down to how and why the technology is being used. To be honest, there was a time in my classroom when I was gifted an iPad by my administration and told to use it with students. All I could come up with at the time was an app that allowed two students to face off in multiplication fact challenges. Probably not the best use of the tool or their time. 

Now, many classrooms have the opportunity to allow all students to use a device for an activity, for a day, or to keep for the year, and it is our duty as educators to use these devices as tools to create a learning experience that previously was not possible. We have the power to turn each device into a point of access for our students - access to content, access to accommodations, access to one another, and access to our world. 

We must step away from the thinking that the only ways these devices can be used is for digitalization of worksheets or for running learning management systems. Technology is the way of the future and there’s no getting around that. So, let’s utilize devices and tech to provide new experiences for our students that improves access to information while inciting curiosity and new perspectives. Below are a few websites to inspire your creativity. 
Remember that you don’t have to reinvent the wheel. Many resources, strategies, and ideas are already out there for you to take and make your own. You don’t have to do this alone. Ask your colleagues what they are doing. Ask your personal learning networks on Twitter or Facebook. Visit DonorsChoose.org to see what other educators are doing and for what they are requesting funds and do the same. Reach out and ask our team how to make your tech work best for you and your students. 

You have the power to teach students how to make the most out of their tools and to use them for growth and advocacy. You have the opportunity to teach life skills like digital literacy and understanding fact from fiction. The time is now to support your students’ intentional use of technology to empower their lives and to prepare them for tech-based careers that we cannot yet comprehend.

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Oct
15

Reading Full Circle

Reading Full Circle

My first PATINS blog was in April of 2016. The title was “Mimi, would you read me a book?” It was about my grandchildren and them asking Mimi every time they visited us to read to them. Mimi took great pride in them not just asking but sitting close to her as she read.

Mimi reading


Fast forward to this week. I received a message from my daughter that contained a video of my granddaughter Kenzie reading. She is eight and in the second grade.


Kenzie’s teacher over the past week or so has been sharing with the class stories written by James Whitcomb Riley. It has fascinated Kenzie as he lived so close to her. More intriguing was her interest in his writing. She would come home and share stories she learned with her family. 


Kenzie’s school happened to be on Fall Break this week so my daughter thought it would be interesting to go to the James Whitcomb Riley home in Greenfield, Indiana. 


They took a tour and collected some memorabilia and on the way home Kenzie recalled all that she had seen. This is how I put into perspective what she had learned in school.


Kenzie and her family came for a visit and she shared as much as she could about James Whitcomb Riley. I could not pass up the opportunity to share my connection with James Whitcomb Riley with Kenzie.


The elementary school I went to in Hammond, Indiana was James Whitcomb Riley Elementary School. I also worked for eleven years at Riley Hospital for Children named after, of course, James Whitcomb Riley.


Kenzie could hardly believe the connections after just visiting his home. Another tidbit, on James Whitcomb Riley’s birthday the Riley Cheer Guild would give out Raggedy Ann dolls to patients. I’ll let you make the connection.


I wrote about Mimi reading to the grandkids in my first blog and it has come full circle over the past four years. The love of being read to has sparked a desire in Kenzie to read and her interest in James Whitcomb Riley has provided a timely story for the season.



It has come full circle and Mimi and I could not be any prouder. Not only for Kenzie, but for all of our grandchildren who have shared in the gift of reading.

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  4273 Hits
Sep
11

Time Management, Focus, and Small Successes


a nail that is bent in two different places so that the point and nail head are still going in the same direction
Have you ever gotten to the end of a work day and realized that you're completely exhausted, did 1000 things, but accomplished nothing that was on your agenda for the day?  

We've heard and read quite a bit lately about finding balance in your life, taking care of yourself in order to help take care of others, putting your own oxygen mask on first, etc. The world of education is tough and always has been! Current times, with face masks, virtual and in-person hybrid models, teaching and learning in completely new ways for many, 100's of online meetings, etc., contribute to an even more trying educational world! While I certainly believe strongly in self-care, I also value the opportunity in struggle and imbalance. This feeling isn't new for me, but it's worth revisiting in our current educational situation. Embracing the struggle as an opportunity involves determining focus and staying focused! 

A couple of years ago, in April of 2018, I blogged about how my philosphy on balance had changed in a post about "...Perspective and Levers." A quote from that blog; *"When balanced, you are essentially standing at the fulcrum and moving nothing, changing nothing! I much prefer the ideology of continual movement back and forth on the levers in one's world, creating movement, as opposed to finding balance at the fulcrum and sitting there dormant."  There is great opportunity within the struggles of *Continuous Learning and COVID19! Amongst many others, for example, our situation has brought to the front burner: 

  1. The absolute need for 1:1 devices and all assistive technology to be sent home with all students, all of the time! Special thank you to the *Indiana Dept. of Education for recognizing and supporting this as well!
  2. Having a *Universal Design for Learning (UDL) framework in place, provides for increased flexibility and applicability to a greater variety of situations! 
  3. *Educational materials in place that are already accessible permits teaching and learning to continue more seamlessly!
  4. Having students involved more directly in more of their own IEP meetings that have had to occur at home has lead to wonderfully beneficial insights to individual students' learning! 
Standing at the fulcrum, where we might have felt more balanced and comfortable wasn't changing many of these things, or at least not as quickly as they should have been changing. While we absolutely have to care for ourselves, it's also important to embrace imbalance as opportunites for growth! To embrace this, however, we truly need to analyze our way of work, our scheduling, our focus, and also the direction in which we guide our teams and objectives.  

Most of us have probably hammered in a nail or watched someone else hammer a nail into something at one point or another. Even if you haven't, there are a few things that we can probably easily agree on, when it comes to sucessfully hammering nails. 
  1. *The nail must be stronger or more unyielding than the material you're attempting to drive it through (Think of this as your knowledge, skills, resilience, passion, and determination).
  2. *You must have a hammer or automatic nailer, which must be in good functioning order (Think of this as the tools we use approach the objective). 
  3. *We can likley only accurately hammer a nail in one location at a time (Think of this as trying to multitask several objectives at once). 
  4. *The nail must be straight. (Think of this as the direction we chooose and/or the strategies we implement to complete the objective).
The photograph of a nail above is from a recent construction project of mine, that stopped me in my tracks and forced me to think about some things. First, if I were only looking at the point of this nail and the head of it, I might determine that they are both going in the right direction! I might place the point precisely where I want it and I might also hammer the head correctly in the same direction as the point! However, this nail, having two 45 degree bends in it, is assuredly not going to drive through the wood as I intend. This got me thinking about my goals and objectives. I might have my sights set perfectly on the right target, with the right tools and determination fully in place. I might even know exactly where I want to direct my attention first (the nail head, which looks right), but if I don't also stay fully focused on the one task at hand, I realize very quickly that no matter how hard or accurately I hammer/work, that nail even with all of my skills and passion, isn't going to complete the objective. If I'm not looking *through the implementation process (the bent part of the nail) and only seeing the target and the immediate work in front of me, I'm going to quickly fold that nail in half!

As educators, especially right now, most of us probably feel like we have 1000 tasks all begging for our attention at the same time. Many of us probably also feel like we're good at multitasking. I've realized a few things. First, we're really not good at multitasking, unless one of the tasks is non-cognitive and repetitive motion, for example. The other thing I've realized is that the distraction-tasks (those not on our objective list for the day) are often just as important as our agenda. We can't usually ignore them and we don't usually change our behaviors overnight, but we can work toward changing a few things that could empower us to stop trying to pound in "nails" that aren't straight! Here's a few strategies I've taken, both personally and with the PATINS team as a whole: 
  1. Aim to nail small success and celebrate them! Although our big goal or task might not be able to be accomplished in one day, there are definitely things we can do every day that either move us toward that bigger goal or they simply do not. These may be very small things, relative to the big picture, and that's OK! Each member of the PATINS team maintains a wildly important goal for themselves, which supports the overal PATINS wildly important goal. We each, also identify spefific things that we could be doing either daily or weekly that lead up to the overall criteria that determines success of that goal. In the midst of daily distractions, this wildy important goal and more importantly, the daily steps to get there are essentially giving ourselves permission to spend dedicated time and effort on the item we've determined to be wildly important!  ...and that, is important!  We meet every single week to state what we each did during the previous week and whether we accomplished those things which we acknowledged were wildly important for ourselves. This accountability is important and the celebration of these small steps are also important! This is something you can do, easily, by yourself, but even more effectively as part of a team! 
  2. Be confident in creating a little bit of pressure for yourself on occassion, when the opportunities arrise. For example, this week I had several tasks I wanted to accomplish in the morning. Unplanned, I was asked if I could meet at 11:30 online with a colleague or if not,  3pm. I was given the opportunity to choose 3pm, but instead saw that as an opportunity to put a little healthy pressure on myself to get my tasks done by 11:30 and I committed to that meeting time.  
  3. Given the above situation, I also implemented a simple 4X4 strategy to make sure I stayed focused on my tasks at hand during that time. To do this, I broke my task up into four roughly equaly chunks or components, which is pretty easy to do with just about any task. I committed to spending 30 minutes on each chunk or component. I set a timer on my phone and made sure it was visible. After that chunk of 30 minutes I dedicated 10 minutes to "distractions" and then went to chunk number two for 30 minutes and so on with chunks three and four.  
  4. In a classroom situation or even with meetings (online or face to face), it's important to set a schedule that includes small and very predictable breaks, not only for yourself, but for everyone involved! ...and it's important to stick to it! Knowing there's a break coming up and knowing when it'll be and for how long can have a dramatic effect on productivity between those breaks. Adults can typically go a bit longer than younger students, but the concept is relevant regardless of age! 
  5. Try to not multitask! Research indicates that a "bottleneck occurs when the brain is forced to respond to several stimuli at once," and "as a result, task switching leads to time lost as the brain determines which task to perform." This is based on fMRI studies of the brain.1 
  6. Think critically about your environment and your task list. Is the current or upcoming enviroment conducive to accomplishing that particular task and will you have the right tools with you to accomplish it. Being in a webinar training or meeting and telliing yourself, "I'll use that time to also create this other document," is usually an example of not critically thinking through this.  
  7. Decide which of your tasks are critical and which are optional and give yourself permission to occassionally ditch or postpone the optional! 
  8. Keep in mind that, "there is a striking contradiction between time as one of the most fundamental constituents of human existence, and as one of our most abstract concepts ever!"2  While you can't ignore time and dismiss it as too abstract, you can try to find ways to make the abstract concept of time more concrete and visual, both for yourself and your students. Most educators simply cannot add any more time to their days or days to their weeks! The only other option is to use the limited time you do have differently, effectively adding value to it. For most of us, time is often our most valuable resource. Treat time as your most precious asset and spend it in ways that you are cognizant of and are deliberately choosing anytime you can. Set timers, have schedules...visual and auditory timers and schedules! Keep a log of how you spend your time. We do this frequently with our monetary budgets and we can also pretty easily do it with our time budgets. Both are limited, trackable, and important! 
A nail or set of strategies that we choose with two 45 degree bends in it appears to have the point right on target! Hammering away at that, however, will only lead to unwanted outcomes, not accomplishing the objective we set for ourselves. While staying fresh and maintaining some amount of balance in our lives is so important, but don't let that dissuade you from tipping the level, walking out on the fulcrum and embracing some imbalance now and then, in the interest of growing through controlled struggle! Tip that level and walk on it, every now and then! 

a praying mantis crawling up onto a construction level that is sideways.

Rosen, Christine. “The Myth of Multitasking.” The New Atlantis, no. 20, 2008, pp. 105–110., www.jstor.org/stable/43152412. Accessed 11 Sept. 2020.

Golden, Daniel L. “Visual Management of Time.” In the Beginning Was the Image: The Omnipresence of Pictures: Time, Truth, Tradition, edited by András Benedek and Ágnes Veszelszki, Peter Lang AG, Frankfurt Am Main, 2016, pp. 51–58. JSTOR, www.jstor.org/stable/j.ctv2t4cns.7. Accessed 11 Sept. 2020.
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  2044 Hits
Jul
22

All the Colors are Welcome


In addition to serving as PATINS specialist for blindness and low vision, I am a part time flower farmer. My husband has a full time job off the farm as well, but between the two of us, our daughter Grace, and another part time employee, we grow, cut and assemble 70 - 100 bouquets/week to sell at an Indianapolis farmer’s market. Roger makes the dirt fly, and I cut and assemble bouquets. Every week I get to design with a new palette of colors and textures as different varieties come in and out of bloom. 

Right now, in the technicolor heart of July, we have the most variety, from the cool blues of forget-me-nots and cornflower to brilliant coral zinnias. We have found that certain combinations sell every week, so we assemble what we call “The Rainbow” and “The Rhoda” (named for a former employee) every Friday evening. They sell, but they’ve become boring to make after many years.

The Rainbow and The Rhoda:

bucket of bouquets with rainbow colors featuring sunflowers, cynoglossum and zinnias

bucket with 6 bouquets featuring red, purple and yellow flowers including sunflowers, hydrangea and zinnias

We make these standard sets, then we turn our creativity loose and play with the colors. After many years, I’m realizing I have certain biases in what I will and won’t use together in a bouquet. I’ve never been a fan of putting a lemon sunflower together with a gold one--although others in the crew do this, and the flowers sell. Same with coral and burgundy. Just writing this down makes it seem pretty ridiculous, unless you consider the science of color and perception.

I’ve been trying to push past my color biases this season by intentionally putting together things that don’t appeal to me. Here is a set I did last week: I like orange and blue together, but adding the dark red/brown foliage was difficult. I desired to add a sunflower, but I’m working on moving away from that requirement. I wanted those delphiniums to get noticed! bucket of 6 bouquets with purple, blue and orange flowers featuring delphinium, marigold and celosia

As I disengage my color autopilot, I hope I’m uncovering all of the crazy rules that I’ve accumulated for shades and combinations. I don't want to miss any possibility of beauty because of my bias.

Have you been examining your biases lately? It’s hard to accept that we have any kind of unfairness expressed in our brains subconsciously, but we all do--a part of being human and big-brained. If you want a glimpse of what yours might be, you can take a series of online tests. Knowing what your subconscious is doing humbles you, but might also transform you. 

When my colleague Jessica posted this blog about bias built into assistive technology I had a scales-falling-from-my-eyes moment that made me want to just lay down and cry. I had a similar sensation when I listened to this podcast about the watershed legal case Brown vs. Board of Education, and the shameful racist history I had never learned about my profession, and its impact today on the field.  

When my daughter Grace got married we, of course, did all of the flowers. I kept trying to pin her down on a color scheme. She had just come home from a year of study in Ghana, and from that influence told me in her best Ghanain accent, “All of the colors are welcome.” She’s human and also has biases, but her bouquet creations are varied, bold and spectacular. 

At PATINS we welcome all, and want to break free from any racist biases we may have and serve all. Here is our recent statement to that effect. We hope that you will join us in this work, and hold us accountable to these words. 

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Jul
16

“I just don’t like this isolation stuff”

Back in April, I wrote a blog titled, “What it means to them.” I asked my grandchildren what Continuous Learning meant to them. For the three in elementary school, I received a pretty mixed bag of responses.

Since then, summer has been upon them and school, well what it might be like, is soon to resume. I heard my three oldest grandchildren tell me last spring that the best part of the Continuous Learning was getting to meet with their classmates via Zoom.

For them, it was a sense of connection, which became even more important as the summer progressed. My oldest grandson, Dean, who is ten felt the pain of not seeing his friends because of Covid-19. As everyone was told to stay in place, Dean knew why, but that didn’t make it easier to accept saying, “I just don’t like this isolation stuff.”

Dean turned ten in April, and for his birthday he got a new bike. He and his siblings could ride them in the street in front of their house, but it wasn’t the same as riding with friends.

It was a couple of weeks ago when some of the restrictions were eased, my daughter contacted one of Dean’s friend’s mom to see if they could get the boys together for a bike ride. Both parents agreed that social distancing would be part of the deal if the boys agreed. Dean was ecstatic at the opportunity.

The boys spent most of the afternoon riding up and down the streets in the neighborhood and just catching up on all they had missed.

Logan, my eight-year-old grandson, was more comfortable spending time with Dean and Hazel and his parents who are both in education. As the restrictions eased Logan has been enjoying the small family gathering that include his cousins again. Logan has also collected a number of four-leaf clovers that he has found scouring the backyard.

Since then, the football season is about to begin, and my two oldest grandsons are itching to get started. It will be bringing some normalcy to their lives again and an opportunity to catch up with teammates.

My other daughter’s oldest child, Kenzie, dealt with her isolation a little differently. The family had an old iPhone that still worked, and her dad connected it to the home WIFI. When you give a seven-year-old a working iPhone that has FaceTime you might imagine what’s next.

I can’t tell you how many times Mimi got a FaceTime call from Kenzie as well as her Aunt Sarah, Aunt Bernie, friends… you get the picture. You noticed I was not included. Fortunately, I have an Android, but that didn’t deter her from wanting to talk to Pappy Pa if I was around Mimi at the time.

Being home for this extended amount of time seems to have been easiest for my two youngest grandchildren, who are both now four. 

A joyful learning experience they both shared was their families both planting their first vegetable garden. This seems to have been very popular with many families in the Midwest this year, myself and my wife included.  

All the tomatoes, squash, green beans, watermelons, carrots, cucumbers, and MORE are growing well. Ethan eats the pickling cucumbers right off the vine with a grin on his face, while Hazel jumps for joy showing off her zucchini that is SO BIG! Both of the little ones can’t wait to go back to pre-school to see their teachers and make new friends.

This year has been trying for all, and we are still dealing with what’s next. School for my grandchildren begins at the end of July. All the precautions are being put into place. They are fully aware of what to do with wearing a mask, washing their hands frequently, and social distancing as they have been practicing for months.

That said, the isolation will no longer be the issue. The challenge will be the major changes in the school and classroom routines, but that will be another blog.

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Jul
02

If it doesn't challenge you, it doesn't change you.

Hi! In my first blog, I suggested that you commit to taking care of you. Staying healthy mentally, physically and emotionally are all important. Today’s message relates to a quote I saw in the background of silly video. “If it doesn't challenge you, it doesn't change you.” In the video, the man experiments and has several attempts. It seems like he finds his FLOW at 17 seconds in. How many times have your tried until you “got it?”

Of course, we need to improve in our professional areas, but we also need to challenge ourselves mentally, physically, emotionally, AND we need to challenge ourselves to improve and CHANGE how we help/support our students (Ss). It can be easy to get swallowed up in the day to day needs and distractions from home and feel overwhelmed, but we have to work through it as best we can.

We need to challenge ourselves in most areas of our lives if we want to grow, learn, and remain effective. We need to challenge ourselves to do as much as we can to support Ss and families. As the chart below shows, we can fall into neutral (Apathy and Boredom) if we aren’t challenged or don’t work to improve our skills.

Graphic with 8 descriptive words in pie slices. The x-axis is labeled Challenge Level. The range is from Low to High. The y-axis is labeled Skill Level.  The range is from Low to High. Starting from the bottom left corner and following the graphic clockwise Apathy, Worry, Anxiety, Arousal, FLOW, Control, Relaxation, Boredom

I have challenged myself to keep reading (Since November, I’ve completed 44 books): professional books/journals (the Four Disciplines of Execution), informative books (Being Heumman), listen to podcasts (Talking with Tech AAC Podcast, Invisibilia, Radiolab), attend webinars (AAC in the Cloud), and catch a few documentaries (Crip Camp) on Netflix (okay…mostly binge watch lots of Sci-Fi shows). I have watched and attend SO MANY webinars and trainings in the last few months, my brain is overflowing with new and exciting ideas that I have acted on, shared and explored in more detail. The internet can be a deep rabbit hole when clicking on link after link but there is SO MUCH GREAT INFORMATION out there!

I continue to challenge myself physically through running. Running makes me a happier and healthier person. Long runs, hill work, track work…sometimes I push (challenge myself) to an anerobic threshold (e.g., nearly all out effort for 3 ½ minutes), then it’s over. Rest and repeat. Half a mile up a big hill definitely hurts but only for about 4 minutes…this makes me stronger. I am completing most of these workouts safely distanced with my running buddies. Together we get through it. I complete all runs, one step at a time. What’s your challenge that makes you stronger?  Remember, small steps (struggles) will get you through…a distance, a new skill, getting that dang technology to work…

iPhone Screenshot from Garmin.  Elevation chart on top shows 5 hill climbs of approximately 100' gain over 1/2 mile and Time in Heart Rate Zones.  Zone 5  for 8 mins 12 seconds, Zone 4 fir 8 minutes 48 seconds, Zone 3 for 15 minutes 2 seconds, Zone 2 for 14 minutes 57 seconds and Zone 1 for 7 minutes 55 seconds
Change in itself can be stressful. The entire world has been challenged with the changes caused but COVID-19. Students and Teachers went on spring break and then poof! 

Shelter in place

Work from home

Distance learning

Continuous learning 

No-one was truly prepared for this challenge and the change was HUGE. It has been tough for most of us. I am a people person. I like to talk rather than text. I prefer to meet face to face over video. While working from home has definitely reduced my windshield time (commuting), it has caused me to actually spend more time seated at my home workstation. I miss seeing students, teachers and my co-workers! I can only imagine the struggles for students of any age. The challenge for me has been to find the work/home balance AND to connect with people. Support you and keep healthy work boundaries, so you can support your students.

Students across the United States most likely identify all over the various descriptors shown in the graph. This has been a challenging 3+ months for them and according to most data and news accounts, students have not been engaged anywhere near what was expected. They have missed out educationally, socially, and emotionally. Educators and leaders must work together to support Ss. We have to challenge not only ourselves, but our leaders to plan for and support ALL learners but especially Ss in special education and Ss with high needs (medical, behavioral, complex communicators, etc.).

As Educators, we need to get in the FLOW so that we can use our highly developed skills in this highly challenging time. The PATINS Project is here to help you. Here are some things we can do:

  1. Be flexible and willing to try. A lot these changes are challenges for ALL of us!
  2. Continue to improve your video presentation/telepresence. The PATINS project offers trainings and support for Zoom, Google Meet, and Microsoft Teams. Check our calendar for offerings or contact a PATINS Specialist.
  3. Check out materials (e.g., equipment, iPads, Apps, books, etc.) from the PATINS Project Lending Library.
  4. Check out GCF Global Learning (It’s FREE)
  5. Literacy ideas – Book Creator, TarHeel Reader, Unite for Literacy, there are MANY more!
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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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Jun
12

Don’t Quit: Commit (to taking care of YOU)

Scrabble letter tiles in spell the word commit


It can be difficult to commit to something knowing the hurdles, distractions, and disappointments to others that you may face. It can be especially difficult to choose to take care of yourself. If you are reading this, you are most likely a giver, not a taker and consistently put others’ needs ahead of yours. You are important too and need to nurture your physical, emotional, and mental health.

During a middle school field trip to Purdue University, I decided that I wanted to attend. I didn’t know what field. I was accepted into Freshman engineering. However, no-one in my family had gone to college; I didn’t know how to navigate the path. I had no mentor. I joined the Marine Corps to earn tuition money. I was determined to be a Boilermaker.

While stationed in California, I volunteered at a relay service center for people with hearing impairment. I connected the hearing impaired with the hearing. I answered the TTY and voice called to check on people’s photo orders, prescriptions, and to connect family and friends. I knew what I could do now! I reapplied to Purdue, was accepted into Speech and Hearing. I began in August of 1986.

Starting college at age 22, I was motivated to complete my studies and get on earning a living as quickly as I could. I took a full load most semesters, worked 20-30 hours weekly, and took summer classes. I finished my Bachelors in 3½ years. My M.S. followed 18 months later. Riley Children’s Hospital was in my sights for my Clinical Fellowship Year (CFY). I wanted to learn from a team of professionals. I completed my CFY in 1992 at Riley. I spent the majority of my career (21 years) at a special education cooperative that served three school districts.

From 1995 to 1996, I met daily with a friend for weightlifting, M-F at 5:30 am for a 2-hour workout. I used a simple spiral bound notebook to track every repetition, set and food intake (over 5000 calories daily). Having an accountability partner AND tracking my data kept me on course.

In 1996, I switched my focus to triathlons and running. These communities have been some of the most supportive groups I have been with. They nurtured my physical and mental health. The running club’s icing on the cake (at least for me) was the Sunday morning long run. Back then, it was 5:10am start year round regardless of the weather. I am still a member, 24 years and counting, still do speedwork on Tuesdays, tempo on Thursdays and long runs on Sundays (current Sunday streak is 27 weeks in a row.). We have chosen a more civil start time of 7:00 am. This commitment has kept me motivated during even some of the most difficult times. The Sunday long runs have been my physical and emotional support. You can talk and listen to a lot during 2 hours!

It hasn’t been easy. I’ve experienced numerous setbacks; plantar fasciitis (several times - kept me from marathoning for several years), torn meniscus – 3x in my knees (usually a month of no running after the surgery), a compressed nerve behind my knee that caused foot drop (had to cancel a 50 mile race), back strains, shoulder surgery. Each time, I was determined to come back and usually did AND ran faster. Commit to taking time to rest. We need to rest too.

The running club family helped many of us reach our goal of qualifying to run in the Boston Marathon. I tried for 3+ years to get qualified. I completed Boston in 2004. My biggest running goal was to complete a marathon (yes - 26.2 miles) in all 50 states by my 50th birthday.  Didn't happen...yet.  See above. I have completed 42 with the help and support of many friends. My most recent was the Mardi Gras Marathon in Februrary 2020 (As far as I know, I didn't catch COVID-19).  I'll get there. Preparing for a marathon takes several months to properly prepare for the physical and mental feat. I was supposed to run 3 marathons last weekend. Travel restrictions hit the brakes on that. I'll finish those 8 states and save Hawaii for my final marathon. What big goal do you have to keep you going?

I dropped out of a race ONCE… the dreaded “DNF” DID NOT FINISH in a 100 mile race at mile 95. Yeah, I know, “only” 5 more miles. I had been running in the Virginia mountains for 34 hours with 16,000 feet of elevation change; hallucinations, exhaustion, and a golf ball size knot in my quadriceps muscle all together screamed at me saying “that was enough.” Honestly, I had not prepared properly. I was determined to complete the distance; it took me 25 hours at the Kettle Moraine 100 miler in 2005. I committed right then to NEVER do that to my body again!

During this difficult and stressful time due to COVID-19 and Continuous Learning (Indiana’s name for “Virtual/Distance/e-Learning) it’s critical to commit to taking care of yourself mentally, physically, and emotionally. You have to find your “club” or support.

Working from home makes it all too easy to work from sunup to sundown, to neglect your physical health, and become disconnected from others because of social distancing. I miss being around my co-workers, students, stakeholders, family and friends. I have committed to taking care of myself so that I can be a better husband, father, grandfather, and member of the PATINS team.

I work too much (ask my wife). I exercise and usually eat pretty well (I do have a sweet tooth). Since joining PATINS in November of 2019, I have worked on my leadership, mental, and emotional well-being by reading a wide range of books (40 books in addition to numerous professional journal articles), meditating off and on (mostly off though!), and talk to friends on the phone and FaceTime.

Stay healthy and commit to doing something every day to take care of YOU:
  1. Mental health - read (checkout library books for FREE using the app called Libby), meditate, do yoga, call a friend, write a letter, etc.
  2. Physical health on your own or with a partner - walk, ride a bike, run, lift weights, stretch, do yoga, etc.)
  3. Emotional health – talk to a friend or other supportive person, take breaks during the work day, dress for work, limit your hours and stick to it, work will always be there, do something with your partner, kid(s), family or friend(s).
  4. Check out the PATINS Training Calendar for opportunities to grow
  5. Look through the PATINS Lending Library to borrow something new to you (shipping is FREE both ways)
  6. Attend the Fall Access to Education Conference

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Mar
25

Look For The Helpers

Look for the Helpers Look for the Helpers

As a friend to many emergency personnel, I have learned over many years a little of what it looks like from a first responder’s point of view and the sacrifice that comes with the calling to serve the people. The emotional, psychological and physical toll that comes with always being on guard for split-second decision making in order to maintain safety and order for all present challenges for managing life when days are suddenly atypical. In many ways, we all are experiencing this sense of hypervigilance with the pandemic. We are all in the same boat in that our typical lives have changed in some way. It’s taking a toll on each of us in some shape or form. 

I always thought I wouldn’t be a good first responder because I tend to freeze in certain situations. What I have found throughout my career in education is that there are always helpers in every given situation. We all have something that we can offer in a situation when we need to step up. We have dedicated our life’s work to improving the outcomes for our students. Even in rapidly changing current events, we come to help those needing assistance. I have witnessed many helpers sharing amazing resources not only to provide access to education but also to make sure our families are fed, utilities are maintained, and social wellbeing is addressed. 

“When I was a boy and I would see scary things in the news, my mother would say to me,

Many of us had great tools and resources for self-management prior to our new pandemic lives. Now, I am finding I need new tools and strategies to help myself regulate emotions, stay on track with daily remote learning for my own children, and keeping up with work and my own learning.  

Here are a few tools and suggestions I am going to try: 

HeadSpace : Headspace is an app that teaches you how to meditate.

ArtfulAgenda: Try this app to help integrate all of your calendars and keep organized all in one place. Mobile app now in Apple and Google Play stores. Syncs with Google, Apple, and Outlook 

Peloton App: Free for 90 days, Try a Yoga class

PATINS Staff is also on standby for your educational access needs while you are navigating remote learning. We have open office hours in a virtual zoom meeting room twice a day at 10 am and 2 pm EST through the month of April. Please feel free to jump on and have a team member guide you through how to use Zoom and any other questions you may have. You can find the office hours and other training on our training calendar

Please share what you are doing to help self-managing during this new normal. 

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May
22

Be a sunshine

I was happy to pass on my blogging assignment to my beautiful daughter, Courtney Cantrell. Courtney is an SLP and works for Easter Seals. She knew I was struggling with a topic and offered this wonderful idea for a blog, I thought it was great so I asked her to go ahead and write it! I'm so glad she did, I think it is wonderful!

“We’re all in this together.”

This is a phrase I bet you have probably heard a thousand or more times over the last couple of months. As I was talking with clients and checking in with families this week, I was reminded that life is still going on beyond the crazy epidemic happening. Family members and loved ones are in the hospital or passing away unrelated to COVID-19 and family's problems are still occurring every day. So as I sat worried about providing the best possible teletherapy and phone consults and even safe in-person therapy as I can, I began to shift my focus from the little details surrounded by the way our lives and therapy has changed from the virus and shifted it to a simple question from one of my favorite tv show doctors,  “How can I help?” Not just with speech therapy and the issues surrounding the virus, but the simple things our complex communicators and clients cannot understand or express.

How can I help my clients understand why they are attending their grandpa's funeral virtually or eating pizza for the 100th time because their parents are going through so much they can’t find time to cook? I will bet that in the last 48 hours you have talked to a friend, colleague, or family member about all the changes happening daily around us or a simple thing that occurred in your life that you just needed to vent about. For our clients, this simple stress relief we take for granted is often one of their greatest challenges. Simply expressing their wants, needs, and feelings. So back to the question: “How can I help?”

For me, when I’m stressed I go to my mom for not only simple venting but to talk through how I can help my clients express themself and understand everything happening. I call her mom, but most of you know her as Sandy Stabenfeldt (ICAM Digital Specialist).

Let PATINS and ICAM help you help your students in the ways that are often overlooked. If you have a client and you are running out of ideas to help, talk it out with an ICAM or PATINS staff member.

Or:

Let my amazing momma, Sandy Stabenfeldt, or a member of the ICAM staff help make that pizza menu into accessible digital text that all of our students can access.

Or:

Borrow an app from the lending library that allows them to express their emotions or a silly app that allows them to forget their stresses for even just a moment.

I’ll end with one of my favorite quotes: “You are the one who can fill the world with sunshine.” -Snow White. Find a way today to be a little sunshine for your clients who are struggling to understand or express themselves during their life that is moving on with or without COVID-19 and maybe ask your families “How can I help?”

Courtney Cantrell, M.S. CCC-SLP
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May
14

Self-Discovery in a Reading Journal

I was talking with my friend Susan last weekend, concerning the coronavirus, social distancing, isolation. It was a fairly somber catch-up between friends whose history began when we were in 1st grade. She and I wondered what we would have done, as children, had we been ordered to socially distance? What if I had been forced by a global pandemic to stay home daily with my parents and 4 older siblings? Or Susan, with her parents and “irritating” younger brother? How would we have survived a prolonged period of not going to school, back to back with an approaching summer without our friends?

A Little Backstory:

Several of my best friends, including Susan, lived in town, a very small town where there was an all-boys military school and a soda shop. I grew up on a farm, where we had horses to ride. On many a Saturday, 2 or 3 or 4 of us would head out on horseback, with our school lunch boxes stuffed with snacks. We would ride the hillsides well into the afternoon, crossing creeks and other farms. Our only responsibility: close any gates we opened.

So no matter who went to whose house, there was fun. Adventure. Freedom. From the watchful eyes of parents, from random shootings, freedom from cyber-bullying, and human trafficking. There are so many social ills that children learn to accept and navigate now, that we never knew. The world was not perfect, but we were fairly removed from social traumas, on the streets of our little town, or riding horses over the rolling hills of Bourbon County, Kentucky. 

As we grew into our early teens, Susan and I liked to go off by ourselves and read books, often poetry, then talk about how what we read fit our lives. We couldn’t tell other friends about this, because it seemed a little weird. Our favorite poet was Rod McKuen-our balm for so much adolescent angst. We listened to the Beatles and read Rod McKuen. Children of the ’60s. 

I wish that we would have had the forethought to write down all the books we read, from childhood ‘til now. I hadn’t thought about Rod McKuen for years; I googled some poems and was taken back to those melancholy years, long conversations with my friend, savoring how we turned to poetry and music during times of trouble. It wasn’t a bad coping method. I am not wrong. Let it be.

So here is a challenge (I know, you need another one, right?) for teachers and/or parents and/or anyone who would like to promote literacy, and to help students see the value in reading, and thinking about reading: encourage your students to keep a Reading Journal.

Framework for a simple Reading Journal

1. Help the student make a list of books they would like to read. Go on Amazon and search books by reading level and write down titles and authors of interest. Or go to the public library if it’s open, and browse. Many libraries now use a service such as Overdrive, if he or she prefers accessible formats.


2. Ask the student to write down their reading goals. For instance, maybe she would like to learn all she can about NASA and the history of the civilian space program. Or he’d like to read books written by Louis Sachar because he loved the Wayside School stories. Perhaps the goal is competitive: to read more books than brother or sister. They could note the begin and end dates, to add to their sense of accomplishment. There is no wrong or right here. They could even skip the goals and just keep a reading log Someone might need to help the little ones do the actual reading and writing, but what a great habit to start! 

3. After each book is completed, have the student write their impressions. This might be a paragraph or a page or several. If a little one tells you about a book that you’ve read to or with them, be sure to record it in their journal, verbatim. Did they like the book?  Why or why not? Which character was their favorite? Some might rather just rate the books with 1 to 5 stars. Then, try to help them articulate their reasoning for the number of stars.

4. The Reading journal belongs to the one reading the books, and they might personalize it with drawings or pictures or collages. I looked at some journals that had been indexed, and many are quite artistic and elaborate. Start simply and the creativity will make its way, the journal will evolve. One who struggles with reading and writing might flourish with audiobooks or text-to-speech, and a nice set of colored pencils.

Keeping a Reading Journal would provide a natural path to the practice of writing and reflecting, and building retention of what is read. It would be a wonderful personal history, a tremendous treasure. A perfect method for Continued Learning.

And now, a few words by a poet from my past to sum up the present:

“You have to make the good times yourself
take the little times and make them into big times

and save the times that are all right
for the ones that aren’t so good.”

-Rod McKuen, Listen to the Warm

Thanks so much!

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May
07

SODA or CODA?

CODA-or-SODA_-1 SODA or CODA?

I have heard, informally, from a few teachers that there is anywhere from 40% to 100% student participation in classrooms in this time of continuous learning. There are so many variables that could play into whether or not your students are logging in or connecting with you or finishing their work accurately. When I hear these numbers I can’t help to think that some of the variables may be due to a language barrier. 

Indiana Department of Education, IDOE, reports that, “Indiana has a diverse student population with over 270 languages spoken in the homes of Indiana public school students and a growing number English Learners.” 

Your student(s) may not be identified as needing specific accommodations with their school work but their parent or caregiver that is helping with their continuous (distance/e-learning) work might need accommodations due to a disability or a language barrier.

So, what does this have to do with the title of this blog, SODA or CODA? 

Did you know you might have them in your class this year? OR you might have them in your class next year. 

Yes, I am throwing more acronyms your way. Have you heard of CODA or SODA? 

CODA stands for Child(ren) of Deaf Adult(s) and SODA stands for Sibling (or Spouse) of Deaf Adult(s). Your students may not require accommodations such as closed captioning or spoken English translated into another language but their parents do.

Depending on the delivery style of your continuous learning material there could be unintentional language barriers for our parents and caregivers that are helping our students navigate and complete their required work.

I have two suggestions that you can implement into your instruction to remove the language barrier for our parents and caregivers, who may be deaf/hard of hearing or native language is something other than English, helping with continuous learning. 

setting box on a youtube video to select closed captions or subtitles and different language
1. All Videos should have Closed Captioning enabled for subtitles in the parent’s native language and for those that are deaf/hard of hearing. You can easily upload any video that you make into Youtube and follow the steps on this document or video to turn on automatic captions/subtitles then go in and edit them to ensure accuracy. 

We can integrate captions/subtitles universally into our video content for the use of all students for whatever reason they may need to help eliminate the language barrier. 

Microsoft Translator app image
2. Apps like Microsoft Translator, no-cost application, can be used to translate to different languages, even words on pictures can be translated. This app is available on Windows, Apple, Google & Amazon devices.

My favorite part of the Microsoft Translator app is that someone can interact with someone else by using text and then another person can use speech-to-text within the app. This can allow those who are deaf/hard of hearing to use written English to converse with others who are using spoken English or another language. 

So, do you have a SODA or CODA in your class? Perhaps parents or caregivers that speak another language other than English? Let us know how you are helping bridge the language gap for your continuous learning.  

PS: I am a version of CODA, one might say a COHHA, Child of a Hard of Hearing Adult. 

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Apr
17

What it means to them…

In keeping with my trend, I wanted to get the perspective of my family and how “continuous learning” has impacted them.

I have three grandchildren in elementary school. Dean is in the 4th grade, Logan is in 2nd grade, and Kenzie is in 1st grade. I also have Hazel and Ethan in the same preschool class. My son-in-law, Nick, is a high school teacher, and my daughter is an elementary school media assistant working as the school librarian.

Simple answers for simple questions…

Oldest grandson, Dean, was very straight up honest, “I don’t like it.” I asked him why, and he said he “wasn’t challenged enough.” He misses his interaction with his teacher and his classmates, but an occasional Zoom meeting helps.

Logan enjoys when the small groups and class meet via Zoom. He challenges himself to get up early and get his daily assignments done. His rational is, “I can get it done early, and then I have time to play the rest of the day.”

Hazel misses her friends at preschool, including her cousin, Ethan. However, her teacher, Ms. Becky, sends her students two letters through the postal service every week just to say hello. That is a highlight that she looks forward to.

Kenzie likes that she has more time to work on her math answers and enjoys Like to Draw videos. Her class also uses Zoom with her 20 classmates and each gets to tell a joke to the class. She says, “It’s not the same as school. It’s hard to focus and pretty boring.”

Ethan reflects what his cousin Hazel says about preschool, missing friends and playtime. His highlight is also receiving Ms. Becky’s letters in the mail.

Sarah has been working with the Specials Team teachers, Art, Music, etc. Her challenge is the different ways teachers use different platforms for assignments and sorting through how grades can be quantified for each student. These teachers each connect with 700+ students.

Nick was recently interviewed by a local newspaper and was asked a few questions about continuous learning. I think he has summed up what my grandchildren are experiencing, like many others:

  • e-Learning, of course, is typically done a day here, a day there. Now it's for the next several weeks. What are going to be the biggest challenges with that and how will you overcome those challenges?
    •  "I have received several emails, especially at the beginning of our eLearning, from students. They were not about questions on quizzes or assignments, but rather about missing being at school. These emails are difficult to read, because it drives home the fact that school is much more than a place for knowledge. For many kids, it’s their social support. It is what keeps them involved and connected to the world. The biggest challenge for us, as role models in the school, is to prioritize student well-being over curriculum. Of course, we want them to learn content and increase their knowledge, but it does no good for a school or society if a student feels overwhelmed and becomes disconnected. Our school attempts to limit this by making our lessons simple and to-the-point. Also, by maintaining positive relationships with our students. A simple weekly video or meeting just touching base with kids can make a big difference in their lives. Also, people tend to want to do more when they feel connected and appreciated by their group." 

This is a challenging time that came upon all of us very suddenly. However, for many schools, the framework was in place. Educators are adapting the best ways they can.

Let’s not forget about parents who are experiencing the continuous learning as home-school support for their children. I asked my daughter, Emily, about her experience with her young two children. She had lots to say, so I will only share a few comments. She likes that it is helping keep some structure and guidance for the rest of this academic year. But she notes it is hard to keep a 1st grader’s attention on a computer for very long. She appreciates the extra time they now have for creativity and play together.

Adding to the continuous learning implemented by schools, we in the “stay at home” scenario, which further isolates us.

Most have adapted to utilize technology that has always been there, but it has become the norm in so many ways. Zoom, Google Meet, Microsoft Teams, and even Facetime and Duo have allowed us to gather virtually. Does it take the place of face to face? Hardly, but it offers an opportunity to have a visual impact on each person on either end of the screen. A visual peace so to speak…

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Apr
02

The News I Did Not Get

The News I Did Not Get

I have something really important to share.

It affects your health. Your safety. Your ability to access education and justice. It might save your life.

Read it below:

grey square

What’s that? You can’t read it?

If you, your school, your municipality or other community servants are sharing pictures of text, it is not accessible to many of the people who may need it most. Pictures of text cannot be read by a screen reader and readers don’t have the ability to make it large print or high contrast. For people with dyslexia, blindness or low vision, or a poor internet connection that won’t load a picture, they don’t get the same information as everyone else. I lose out on the ability to auto-translate it to my language.

If that information was in a video and not captioned, it’s not accessible for people who are deaf or hard of hearing or cannot have the volume on right at that moment (shout out to all the parents juggling baby naptime and work simultaneously!) Interpreting and translating might be necessary.

If your job is to share information with your community, share it with the whole community.

Reach out to the creator if you see it. Point it out and offer suggestions for what to do differently. They will appreciate the information!

Lives may depend on it.

There are many other things we can all do to make our digital content accessible to everyone. If you need support and ideas for distance learning now, PATINS has curated many excellent resources for continuous learning due to COVID-19. Our specialists are here to support Indiana public PreK-12 schools providing equitable access to all.

We have been the best kind of busy helping Indiana educators find solutions to providing instruction for all students. To the teachers learning to be YouTubers and taking on video conferencing, the porch drop offs of AAC devices and assistive technology, the extra training, professional development, and so many creative solutions for kids: you make us very proud to be working with you. We hope to see you at one of our office hours or at the Tech Expo next week so we can (re)connect and share your struggles and successes!

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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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Feb
07

Print Disabilities 101: Q & A

We’ve had several questions recently concerning print disabilities and how to identify students who may have them so that we can appropriately intervene. Keep those coming. Repetition can be quite clarifying, particularly when the language is so tangled and acronym-laden. 

Can a student qualify for specialized formats through the ICAM if they are a “struggling reader?”

We would like to say yes, but it’s not so simple.

The ICAM was created to assist Indiana public schools in meeting the NIMAS regulations. To qualify for ICAM services, 2 items are required, with embedded functions.
  1. The student must have a current IEP.
  2. The Case Conference must indicate in the IEP the presence of a print disability, which must be confirmed by a certified competent authority. In addition, the IEP must indicate that the student has at least 1 of the 13 disabilities recognized by the IDEA that impedes his or her learning. This will be the disability for which the student is receiving special education services.
Can a student receive special education services with a documented print disability?

Print Disability is not one of the 13 Disability Categories under IDEA. The term “print disability” refers to the functional ability of a student who qualifies for special education services due to 1.) low vision/blindness, 2.) physical disability or 3.) specific learning disability and for whom print is a barrier to learning. 

The print disabilities are:

a) low vision/blindness, b) physical disability, and c) reading disability resulting from organic dysfunction. 

Word for word, a and b are in the IDEA list. “Reading disability” is alluded to in the list, as 
Specific Learning Disability, and is indicated in the IEP with a qualifier: "Specific Learning Disability in the area of reading".


What is meant by “organic dysfunction”?

The print disability that seems to cause the most confusion is c) reading disability resulting from organic dysfunction. Organic dysfunction refers to structural differences that lie in the neural pathways of the brain. 

Why is a doctor’s signature required for this print disability and not the others?

The IDEA established that doctors are the ones who can best determine the presence of organic dysfunction. We do not necessarily agree with this; it seems those who witness the student in a reading situation, such as an educator, would be the better authority here. Our hope is that this part of the law will be amended. 

Dyslexia is the most frequently identified reading disability resulting from organic dysfunction.

What is NIMAS and what does it have to do with print disabilities?

The IDEA 2004 added provisions for students with print disabilities; these are the NIMAS Regulations. The National Instructional Material Accessibility Standard is a file standard that is used to create braille, large print, audio and digital formats, the specialized formats for students with print disabilities.

If the student has a print disability, an IEP that documents this, and confirmation by the competent authority, then we say they are Chafee qualified to use previously published work without seeking copyright protection. The Chafee Law has its roots in the National Library Service for the Blind and Print Disabled Library of Congress.

May my student with other types of disabilities receive AEM through the ICAM?

Students with any of the disabilities on the IDEA list may qualify for AEM through the ICAM. For example, first on the list is Autism. A student with Autism is not automatically Chafee qualified or disqualified. However, if the Case Conference Committee (CCC) determines that the student also presents a Specific Learning Disability in Reading then they may be Chafee qualified. This goes for the other disabilities in the list as well. 

So, a student is qualified for special education services by a disability recognized by the IDEA. Then, the CCC determines that print is a barrier to learning for the student and that by using the appropriate specialized format, the student can learn from the general curriculum.

Once a student has been identified with a print disability, then on the IEP, how should I answer the question, “Does this student require AEM?”

The answer to this question will always be “Yes.” A print disability and AEM will always work together. The CCC has tools to help determine which AEM may best benefit a student. To learn more about these tools, contact a PATINS Specialist

The IEP says that my student has a print disability and will benefit from audiobooks. Isn't this giving them an unfair advantage over the other students?

The answer to this question will always be "No." Print is a barrier to their learning, hence the term “print disability.” Audiobooks remove the barrier and bring their reading up to grade level and beyond. Then, they can truly benefit from their education. This is called “Ear Reading.” You would no more take this away from a student than you would their prescription eyeglasses.

While reading this you may have formulated more questions, so just ask! We love to help teachers unravel issues that help students.

Thanks so much!
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Feb
14

Is it Cheating...

One of my favorite sports is baseball. I have been a Yankees fan for as long as I can remember. Don Mattingly, the first baseman for the Yankees is from my hometown. The following is from Wikipedia if you are not familiar with him:

“Mattingly graduated from Reitz Memorial High School in Evansville, Indiana, and was selected by the Yankees in the amateur draft. Debuting with the Yankees in 1982 after three seasons in minor league baseball, Mattingly emerged as the Yankees' starting first baseman after a successful rookie season in 1983. Mattingly was named to the American League (AL) All-Star team six times. He won nine Gold Glove Awards (an American League record for a first baseman), three Silver Slugger Awards, the 1984 AL batting title, and was the 1985 AL Most Valuable Player. Mattingly served as captain of the Yankees from 1991 through 1995, when he retired as a player. The Yankees later retired Mattingly's uniform number, 23.”

So I have been following the news on the Astros sign-stealing scheme with much interest. It seems the Astros were using a system called Codebreaker that operated by having someone watch a live feed of games and log catchers' signs into a spreadsheet with the pitch that was thrown. The algorithm would break down the correlation between signs and pitches. That later evolved into employees banging on trash cans just behind the dugout to notify batters which pitch was coming.

Now we are at the beginning of Spring Break and the Astros players are talking to the media about their roles in the scandal.  None of the players received any type of fine or discipline, nor do they seem to be very apologetic for their actions. I think about the many kids who look up to these players and see that they are only sorry that they got caught. None of them stepped up to do the right thing to stop the cheating when it was happening.

On ESPN, Mike Golic, who used to be one of my favorite sports guys to listen to, said, “You can be sorry you got caught, not really sorry that you did it. But you have to show that we got nailed here, our bad, this wasn’t a good thing.” I just think these explanations set a horrible example for kids.

This relates to my job as I am often asked if using technology is cheating. Students using tools to help them succeed should not be seen as cheating in my opinion. I’m sure if I asked a room full of adults what the capital of Bangladesh is, most of them would pull out their phones or laptops to “cheat” or to look up the answer.  

The New Jersey Council on Developmental Disabilities website answers the question, “Isn’t assistive technology cheating?” better than I could:

“Assistive technology is not cheating and should be acknowledged just like support for any other person with a disability. Wearing glasses when you have a visual impairment is not cheating and neither is listening to a text when you have a print-based disability. It is important to understand that not all people read with their eyes. Others access the information with their ears. Consider the learning objective when determining if the access is appropriate. Generally, students with reading difficulties are evaluated no sooner than fourth grade. Many curriculums shift the focus from learning to read, to reading to learn. A student that cannot read will struggle to learn without support.” 

I hope that the “cheating” that these students are doing when using technology supports to increase their learning and understanding is never compared to the cheating that grown men do in order to earn more money and prestige.




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Jan
10

Humbled by Technology

I have always embraced technology which is one of the many reasons I enjoy my job. I have embraced challenges when others were ready to throw in the towel.

Technology has made enormous advances, just when you think you have them understood or mastered, things change. Here is my case in point.

I have never really considered myself a gamer. Over the years, I have had an Atari, Gameboy, Nintendo, Genesis, Commodore 64, Amiga 500, etc. 

I have been lured into these systems by the technology and most importantly the graphics that continued to get better and better.

I had for all intent and purposes “grown out of” chasing the latest and greatest systems so I have been out of touch for some time. Again, look at my previous systems.

I have been aware of the PlayStation and Xbox but they really didn’t interest me because of their price and their intimidating controller. However, I was always amazed by the graphics.

It wasn’t until I watched my grandsons play on their Xbox that I felt mesmerized by the details and the smoothness of the scrolling graphics that started to draw me in like a moth to the light.

I was amazed at the mastery they had at controlling the buttons and joysticks to move about with ease. It was almost effortless. It was if they became one with the system.

I mentioned that I enjoy technology sometimes as a challenge, but would I be any match for what is now at my fingertips.

I say fingertips because the opportunity became available to me when a pre-Christmas sale lured me (well not really) into buying an Xbox One S. It came with the Star Wars Jedi: Fallen Order.

My grandsons had told me how “Awesome” the game is and I had it on MY system! It felt like when I got Frogger, Tetris, Super Mario or Sonic. It was well, like Christmas.

I pulled it out of the box and started to assemble the components. It took me back to an earlier time of putting bikes and vanities together for my daughters for Christmas. It wasn’t nearly as involved until I had to download and install the game software.

I realized then that our Internet connection could probably use an upgrade, but I was already committed to waiting it out. During that time, I had the opportunity of handling the controller.

Remember that “one with the system” statement earlier? It wasn’t happening for me. There isn’t one or two buttons, but ten and two joystick controls I think in total. I can’t find my home row on the computer and it’s labeled! 

Pressing forward the game installed and it was time to meet my Jedi assignment. After what seemed to be forever to load, I was put in a futuristic repair yard to start my mission.

Me and my futuristic thing comrade were given instructions. My comrade took off leaving me to try to catch up with buttons and joysticks commands. I would have been better off watching the movie.

Let me say, however, the graphics are STUNNING! It was worth just standing in one place moving my Jedi figure around in circles and watching what was going on around me. I was content.

Let me jump ahead a couple of days to Christmas when we had the families together. I had three grandsons prepared to take turns to play Star Wars Jedi: Fallen Order.

Let me recall the number of buttons and joysticks and my inability to comprehend the necessary interaction of each. That was not the case with any of my grandsons. 

I watched in awe as they managed to move through the labyrinth of settings and situations as if they were there. The orchestration of their fingers was amazing to witness.

In the weeks that followed, I have made it to the other side of the garage bay. I am not sure where to go from there. 

I have since purchased a couple more games that use a minimal amount of the controls and maybe that might help me along. Fingers crossed.

My expertise in this technology has been humbled by a quad trillion while knowing it is feasible to master. 

I saw on the news that schools are offering gaming classes. I wonder if I could sneak into a few or maybe just hire my grandsons as tutors. I wonder what their hourly rate is.

But wow the graphics…
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Dec
26

Don't Listen to Specialists

Don't Listen to Specialists
This unseasonable warm weather reminded me of when our air conditioner randomly turned on in the middle of last year’s winter. I am no HVAC professional, but even I knew we had a problem, so I did what every self-respecting millennial does:

I Googled it.


Because I didn’t really know what I was searching for, it took forever and didn’t yield results. I called a specialist from our thermostat hotline. The specialist asked for product information and had us perform some activities on our device. Something truly surprising happened:

Specialist: Go outside to your air conditioner condenser.

Me: Okay.

Specialist: Now unplug it.

Me: Okay, it's unplugged. What now?

Specialist: Is it still running?

Me: No.

Specialist: Excellent. Is there anything else we can do for you today?

Me: … Are you serious?!

The surprising part, in case you were wondering, was that I wasn’t speaking to a specialist, despite the title. I was speaking to someone who was prompted by a computer program, absent of any understanding of our house, the root of the problem, or what “problem solved” looked like.

So we called a real specialist, someone with 30+ years in the HVAC industry, who had built trust with us and our community. Several questions and some fancy equipment later, he figured out the root of the problem, explained our options, found us a temporary solution until the permanent one could be implemented, and taught us what to do if it ever happened again. I could have had the same fancy equipment and never figured out a fraction of what he did in 20 minutes, let alone the preventative training. That is what a real specialist does.

A good specialist is someone you listen to, who might have some special equipment and solve a problem well. A great specialist is someone you engage with, who listens to you, discusses big problems and plans for the future, and they make room for you to learn alongside them. They are someone who sits with the table as a "knowledgeable other" on your very knowledgeable team and leaves it better than they found it.

The next time you work with a specialist (or find yourself as the specialist) consider these questions:
  1. How do you gather and use the lived experiences of the student and knowledge of the family and staff who know their roles and the student best?
  2. What do you see as the root of the problem or barrier we identified? (Hint: if they say it’s the student, find another specialist)
  3. How can our team ensure we are on the right track when the specialist isn’t here? How do we reach additional help if we need it next week? In a year? In 10 years?
  4. When was the last time you had professional development in this area? What did you learn? How does it apply here?
  5. How can we identify goals for our student and team?
So I repeat: don’t listen to specialists. Leverage good specialists by fully engaging with them and communicating your high expectations for all your students. Really great ones are worth walking alongside, having one very long and inspiring conversation over the course of your entire career.

PATINS has a list of specialists ready to engage with you, as well as a process just for students who struggle to communicate and may benefit from Augmentative and Alternative Communication. We look forward to the conversation!
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  2431 Hits
Nov
28

Happy Holiday Season to All/Dyslexia Specialist COP

For my family, we celebrate a fairly stereotypical Thanksgiving. We are fortunate to have enough food and family to stuff our bellies with food and our homes with conversation and loud TV. Like many, we take this time to count our blessings.

“The purpose of life is not to be happy. It is to be useful, to be honorable, to be compassionate, to have it make some difference that you have lived and lived well.”

― Ralph Waldo Emerson

I am writing this to let you know that there is another opportunity for a group of us to come together and share our collective knowledge to support our students. This week I received an email from Joseph Risch, M.A. BCBA, who is the Reading Specialist with training in Dyslexia for the Indiana Department of Education. He offered the following opportunity:

"IDOE is creating a community of practice for each school corporation, charter school or co-op’s authorized reading specialist trained in dyslexia. These communities of practice will be divided into nine regions across the State of Indiana. Each group will share ideas and resources with periodic facilitated discussions. Please encourage the authorized reading specialist to complete the Jotform by December 6 to be included in these groups." 

During the holiday season time seems to go quickly. If you are your school's reading specialist, please fill out the form and join us! If you have any questions you can contact Joseph at JRisch1@doe.in.gov. I will a member of all of the COPs to offer the help that you look to PATINS to provide.

However you celebrate this time of the year, enjoy! 

Sandi Smith (with the help of David Jackson)







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Nov
14

What I Love More Than Pie

pie 6 pies including pecan, raspberry, pumpkin, apple cream and cranberry chess

I am well into my 5th year with PATINS, and I am wondering how I’ve made it this long without a focused blog about pie. How did this happen?


I love pie. 

My top 3 flavors would be chocolate, wild black raspberry, and apple cream. I enjoy making pie, but through my travels across Indiana as a specialist for PATINS I’ve decided I enjoy HUNTING for pie in small towns even more! I even created a pie map of Indiana, marking the coffee shops and bakeries where I’ve found good and great pie. 

Pie is a food about memory for me. I remember picking wild black raspberries with my mom as a child, and pouring our berries into a bowl to have enough for a pie. I remember my sister, Patty teaching me how to smooth out the ball of dough completely before beginning to roll it out to prevent cracks and tears in the crust. My enormous extended family has served pie instead of, or in addition to, cake at several weddings, and I remember joyful forkfuls from these celebrations.

When I find a new place on the road that serves homemade pie, I always think about the memories behind the recipes, and the stories of the folks in that town whose hands sealed the edges of the crust.

Yesterday, I scored big as a specialist in Jonesboro, IN. I met a new Kindergartener who is learning braille, and the brave paraprofessional who has signed up to learn to use a braille embosser, braille translation software, and a braille display device. Together, along with a wonderful general education teacher (who has welcomed the loud embosser into her room!) they will discover how to make a way for learning. It's Kindergarten--what's a little more noise?

I was instantly impressed by the paraprofessional who had loaded the software and connected everything correctly, but humbly confessed,

“I can’t figure out how to load the paper.” 

“And I hate asking for help.”  

She was intelligent, kind, and already talking about how she would help her student become more independent. I confessed that I didn’t understand the embosser either. (They keep changing the buttons!) So we dove into the manual translated to English from Dutch, and failed our way to success. 

Afterward, I also scored a delightful piece of cherry pie at Kammy’s Kafe in town. I sat and enjoyed my dessert while reflecting on the morning of training, knowing that this student will be included in her school and community. And I decided that I love determined paraprofessionals even MORE than pie. 
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