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Dec
12

The One Question I Ask All Students

What is the most interesting thing you learned?

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

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

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

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

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

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

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

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




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Feb
28

March Towards Hope

March Towards Hope

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


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

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

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

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

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

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Oct
10

The Intersection of Literacy and Joy

IMG_071_Smiling girl showing her book on her iPad written for her

“I cried when I read Where the Red Fern Grows in 4th grade.”

“My first grade teacher was stern, but when she read aloud she used funny voices.”

“Non fiction is my favorite. I’m still all about the facts.”

“I followed the hymnal at church while listening to my mom sing.” 

“I loved Dr. Suess. . . comic books. . . Harry Potter . . . mysteries . . . .

I’ve had the joyful privilege of working with Indiana teachers in trainings about making and engaging with books and literacy this summer and fall. An introductory activity that I did with groups was to ask them to place 3-4 influential books on a timeline of their life, and these were comments I heard during share time. For most of the presentations, I had to interrupt lively heartfelt discussions because the participants didn’t want to stop talking about books.

“I do believe something very magical can happen when you read a book.” – J.K. Rowling

Something magical was also happening during those discussion times. Folks were connecting over shared experiences and writing down titles for books they had yet to discover. It reminded me that any learning task is made more meaningful with emotional engagement. Our brains get primed for the what and the how if we are taken through the door of the why.


We spent the remainder of the trainings looking for sources for books in electronic format, and making both electronic and tactile format books to take back to all students, no matter what access they may need to engage with a book. 

I’ve received even more joy via photos and stories of students with the books their teachers found or created for them. 

I’d love to see your face light up at the mention of a good book. I’d also love to hear the particular challenges you face when providing opportunities for improving literacy for students in any setting. Give me or another PATINS specialist a shout if you’d like to bring a training on engaging literacy to your district or educational team!

“You think your pain and your heartbreak are unprecedented in the history of the world, but then you read. It was books that taught me that the things that tormented me most were the very things that connected me with all the people who were alive, who had ever been alive.” – James Baldwin


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Apr
23

Big Dreams, Small Spaces


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

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

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

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

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

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

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

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

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Dec
23

Accessibility is a District-Wide Initiative

“I wish I still had to use my wheelchair.” This was a quiet statement made by one of my students.

While this particular student had made immense progress physically following a stroke, he was continuing to struggle academically and a bit socially to keep up with the ever changing landscape of middle school.

When asked why he wanted to have his wheelchair back, he said “So people would remember I had a stroke.” He felt without an external symbol of his disability, his teachers and friends treated him like he had recovered 100%. They had assumed he was “being lazy” or “being a teenager” when he did not complete his school work. 

I know some days he enjoyed being able to “blend” back into the classroom environment, especially when he was up to some pre-teen trickery. Although he worked hard to cover up his struggles, he needed support. For instance, I noticed he had a particularly hard time editing his writing on the computer. He said looking at the screen would give him a headache and he had trouble reading back what he typed.

Only after the fact did I find out our district had the AEMing for Achievement grant at the time I worked with this student. I had heard rumblings about Snap&Read and Co:Writer from my speech-language pathologist counterparts at other levels. So I asked about the tools but was told “Oh we are trying it out in elementary and high school right now. This will come to the middle school soon.” 

So I waited.

And that was my mistake.

The tools that could have supported my student (and subsequently benefitted his classmates) were literally sitting right in front of him on his Chromebook everyday. District administration never brought us more information about the AEMing for Achievement grant processes and tools that year.

Here is where I wish I had a happy ending to wrap in a big shiny bow to share with you. The truth is we never found a great strategy to help him in middle school and I am not sure what happened once he moved on to high school.

My hope is that you can take away a couple of lessons from my experience.

First of all, my student is an example of many students in our schools who are passed over year in and year out because they do not “look” disabled. Having mobility aids or other assistive devices is not a prerequisite to receiving academic support. We must create a learning environment without barriers. By designing lessons with Universal Design for Learning (UDL) in mind, we can remove barriers to full participation and progress for all students in the classroom.

Second, if you hear of a tool that you feel will help a student, go after it tenaciously. There is always someone willing to help train you, lend it out, or in some cases pay for it. PATINS Assistive Technology Lending Library has many devices, software, and educational items to trial with your students for six weeks for free - shipping included!

Third, access to the curriculum is a district wide initiative. In other words - access for all students! This especially applies to students with disabilities who must receive their accessible materials in a “timely manner” (IDEA, 2004). 

It can feel overwhelming to make systemic changes and to get everyone on board. The PATINS Project is here to help you in your efforts to create and sustain an accessible learning environment. PATINS AEMing for Achievement grant teams receive intensive support to set up accessibility policies, procedures, and practices district wide. Additionally, our specialists can help you get the ball rolling if you have questions about designing accessible lessons or would like training in this area. Furthermore, the Indiana Center for Accessible Materials (ICAM) provides Accessible Educational Materials (AEM) to qualifying students. All of these services come at no cost to employees of Indiana Local Education Agencies (i.e. public/charter schools). 

Our students do not have time to wait for access to their education. They need it now and the PATINS Project is here to support you in achieving this in 2022 and beyond.

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Sep
22

Boost your Creativity with the PATINS Lending Library Catalog

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

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

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

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

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

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

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

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

Toys - 23%

AAC - 15%

AT Hardware - 15%

Hearing/Vision - 14%

iPads - 12%

Switches - 10%

Print/Software - 6%

Mounting - 5%



Toys - Educational toys to support academic skills.

AAC - Augmentative and Alternative Communication devices.

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

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

iPads - iPads for academic and communication apps.

Switches - For environmental and communication control.

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

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

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

Lending Library catalog with

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

How has the Lending Library helped your students recently? Let us know in the comments below.
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Dec
23

The One Gift All Educators Need This Year

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

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

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

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

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

Suggested time management focused reading:

40 Hour Teacher Workweek by Angela Watson

Off the Clock by Laura Vanderkam


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May
18

Thank You, Teachers!

Thank You, Teachers Thank You, Teachers

This morning I asked one of my boys what your teachers (general education, special education, and instructional assistants) do to make him feel safe, loved, and encouraged to try new things. My son took a second and started naming things that the teachers have said throughout the year. To my young third grader, it's the sharing of their day, an “I believe in you” and providing ways to make their accommodations seamlessly part of the classroom. In the teacher’s day, it's small acts of kind thoughtful words. To a boy who has difficulty reading and learning in the classroom, it's a huge part of why he wants to come to school. It's a teacher who does not have all of the answers but knows where to go. It's a teacher willing to learn the audiobook program, the speech-to-text and text-to-speech software, the C-pen, and the fair word spelling test. Sometimes, it's asking for assistance in understanding the why and how of the UDL (universal design for learning), AEM (accessible educational materials), and AT (assistive technology) that makes this young student eager to come to school and learn rather than run and hide in his room before the school bus comes. After my son mentioned all the ways that his teachers made him feel safe, loved, and encouraged this school year he said that he should make a card for each of his teachers and instructional assistants that help and teach him each day. 

If you or your student’s teacher would like technical assistance providing access to the curriculum in the classroom please reach out to a PATINS Specialist or fill out a TA Request. The PATINS staff are eager to help you provide that safe, loved, and encouraging setting for each and every one of your students. Consultations are provided at no cost to the teacher or school.

As teacher appreciation and the end of another year comes to a close, make sure you take time to thank your child’s teacher. Your kind thoughtful words have an impact on the teachers as well. 

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Jan
25

Visions of Versions for 2023

This past weekend I was invited to create a vision board for 2023 with a wonderful group of friends. As a newbie to this type of goal setting or planning for the year, I was looking forward to the inspiration I would find in the giant pile of magazines that we’d collected. 

Tall stack of magazines.

It didn’t take long for me to realize that I wanted to include something about books. Making my way through a stack of professional books has actually been a goal of mine since the start of the 2022-23 school year. At that time, I set a goal of reading a professional resource for at least 60 minutes a week, and while this isn’t a huge amount of time, my to-read stack is decreasing in size (as a sidebar, I found reading The Knowledge Gap by Natalie Wexler to be thought-provoking and profound)! 

Magazine cutouts with the words let's read books.

Not only am I enjoying reading these professional resources about all things education, I’ve found myself in a new book club and reading books for my own enjoyment. Before the last six months, I had never really viewed myself as an avid reader, but now I’m actively reading two books and will start a third soon. As I record these thoughts in this blog, I’m still happily shocked by this shift in my life. This is because I grew up hating to read the books assigned in school. Instead, I flew through all of R.L. Stine’s Fear Street books, but at one point was told that what I was reading was essentially garbage and worthless. 

One thing that has really come into view over the last handful of months is the fact that I thoroughly enjoy reading with my eyes and with my ears; it simply depends upon the context. For example, I recently purchased the printed book, Solito; A Memoir by Javier Zamora, as this was my last book club book. However, I quickly figured out that I wanted to keep reading it even when I didn’t have access to the physical book, like when I was driving or going for a walk. That meant I needed the audio version too. So I went ahead and purchased it from the Google Play Store (I find digital books cheaper here than on Audible), since it wasn’t currently available for digital access through my local library.

Viola! The reading no longer had to wait on my access to the printed book! I could read with my eyes in bed or read with my ears in the car or on the treadmill. The ability to choose the way in which I read the text allowed me to continue my engagement in the story with less restriction. Having these options allowed me to maximize my time, which is another part of my vision for the year. 

What if we could engage our students in spending more time reading by simply offering them choices in the ways that they can access text? Recent research from the Journal of Neuroscience states that “while the representation of semantic information in the human brain is quite complex, the semantic representations evoked by listening versus reading are almost identical.” This means that when we are focused on building reading comprehension, we should feel confident in letting our students read with their eyes and their ears.

Brain

It’s in these choices that we may help our students see themselves as “avid” readers for the first time in their lives-- just like I’m experiencing for the first time in my late 30s. It’s a mixed feeling of accomplishment and satisfaction that I may not have realized could be fulfilled in this way, but it’s a feeling that is shaping my self-image and confidence in my intellect.

Plus, we must recognize that we will always have students with documented print disabilities that require access to digital and printed text in various formats to aid comprehension, and the Indiana Center for Accessible Materials (ICAM) is ready and waiting to help you provide these accessible materials at no cost to you. Reach out if you’d like more information on getting started!

There are ways to find accessible digital versions of text for all students, too. Firstly, you can check out audiobooks from your local library through apps like Hoopla and Libby. Other sites like Unite for Literacy and Open Library also offer audiobooks. There are paid options as well such as Epic, Books on Google Play, Audible, and more. 

I look forward to the day where school libraries operate like our public libraries offering print, digital, and audiobooks for all students! Please like or comment if you too have visions of text versions for all students!

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Mar
07

...always allow it to teach you

sculpture of a human figure seated cross-legged with hands on knees and a spider plant in a blue pot behind
For several years now, I’ve felt it critical to maintain the notion that, “ I am in charge of and responsible for my own happiness.” In that vein, I’ve spent considerable time and analysis in writing a condensed list of the things that, “Truly Make Daniel Happy.” Along with this list, I have used this as an opportunity to catch myself from blaming others for any unhappiness I might be experiencing. I generally felt pretty good about all of this and would probably say that it offered a solid sense of hope and direction. It can be quite vulnerable to create a genuinely honest list like this, and I was proud of it.

More recently, however, I had someone I strongly respect pose the following question to me, which really challenged my thinking in a way I’d not dealt with before; 

“If your “happy list” were to be considered your list of goals or objectives for the year, what criteria would your Annual Performance Review consist of, and what would your overall performance rating or score for the year be? 

Whoa! What a challenging question! I was rather proud of having identified and listed the things that genuinely make me happy. I hadn’t even considered rating myself on achieving them! Then again, I have worked with educators on writing, supporting, and measuring annual student goals for the past 26 years! Indeed, what would my "happy list" annual performance review look like and how had I never even thought about measuring success on it? Further, if I knew I was going to have an honest performance review at the end of the year on my "happy list items," would it change my actions, or how I used that list as my map/compass during the rest of the year? …most definitely so! 

During that very same week, I came across a student in my evening welding class at Ivy Tech, who was talking with the instructor about the leather-work he does. This caught my attention quickly because this particular student is still in high school. He’s 17 years old, he’s taking evening welding classes, often until after 10pm, and he’s a leather-worker for fun! How cool! I often hear that work ethic, drive, and discipline are lacking in today's youth, but I've come across so many high school students and young adults lately who, quite honestly, have far more of those characteristics than I had as a high school student! I believe it's important to point these students out, support them, and learn from them anytime we can!

photo of the back of a welding a student walking away the point of view, in a welding lab consisting of six or more gas cylinders, welding machines and booths.
About a week before meeting this welding peer of mine, my wife had let me know that the wallet I’d previous gotten her as a gift, was starting to fall apart. Here, I found myself with a young, driven, focused leather-working high school student! It was like a perfect storm of events coming together, so I asked him if he’d consider making a new wallet for my wife. Long story a little bit shorter, Jack produced, with progress pictures and questions about customization during the process, an incredible piece of leather art that I excitedly presented to my wife for Christmas as her new wallet.

Photo of a hand hold up the corner of a piece of leather photo of leather being dyed blue

photo of finished leather wallet attached to car key

As if I wasn't already sure, it was now confirmed that this young leather-working, welding, high school student wasn't quite the same as a lot of other high school students and it was about this time that I asked if he'd consider being a part of my next turn to blog; I was interested in what motivates him, what makes him happy, what drives him to be more, better, different, and satisfied. Specifically, I asked him what he thought about school up through his 17 years and what advice he might offer to other younger students. Jack's somewhat quiet and, in my opinion, very humble, so it took a little bit of convincing... and it is my pleasure and honor to welcome Jack, who is wise beyond his years, to the PATINS Ponders Blog! 

High School photo of Jack with white sweater and gray hat
"Never let school get in the way of an education, but always allow it to teach you"

That is a quote from my grandfather, a teacher, that I've found a lot of value in. Personally, I've experienced frustrations around school, as most students do. However, in creating and keeping a balance of several factors, I've been able to avoid having those frustrations get in the way of my education.

Finding something to do that you truly enjoy works better if you're the only one involved. For example;
Finding an activity that you can gradually get better at, can increase your aptitude, and also feed your desire to learn! This is because when school and homework are the only things you do between periods of nothing and spending time on your phone, you're putting yourself in a regressive environment of learning. When you're actively doing or learning something else, it takes you off of your phone and can give you an important break/rest period from focusing on school work. Rest is a critical part of getting better at anything. Once things are learned and taken in, you will find new ways to relate school and work to what you actually enjoy doing more, which can keep you more engaged in everything! Personally, I've found a handful of things to be critically beneficial in my life so far; awareness of time, self-care in the form of sleep/rest, working for money even if it's not your ideal job, allowing myself to read purely for pleasure, and staying focused on the expectations that your teachers and bosses have for you, even if you see little or no value in them at that moment.  

Let's consider picking up a new skill, activity, or hobby. I was drawn to and decided to pursue creating items from leather. To be able to do that, I needed material and I needed equipment, so I needed money. Entering the workforce is something that has filled my time, allows me important connections with others, and is a motivation to strive for excellence in something aside from school. When time is filled throughout the day and evening with meaningful tasks, school work can begin to take on new importance as one may start to see and truly value the limited hours in a day. It can help keep you aware of minutes and on your toes about how you're spending your time. Spending a significant amount of money on something, like your hobby or other passion, is going to keep the motivation cycle going, growing, and evolving into even more dedication, discipline, and eventual pay-off! Another activity that helped me a significant amount was finding a book I liked,
that I didn't have to write about or relate to school at all. Once I started reading my book it made me want to finish my schoolwork as soon as possible so that I could, instead, read my book. Establishing a personal bedtime for yourself is another valuable time management and motivation strategy. Even if the established bedtime hinders schoolwork progression, making that routine a priority proved better, for me, in the long run. With all this being said, one of the worst ways to waste your time in early life is to be negligent about and around school. There are very important opportunities that present themselves at school, but they aren't always obvious. There is bound to be someone in or out of the school system to help you if you present yourself as willing to work and open to help and as someone eager to do well and achieve what is expected from school, even when it's not easy or the most preferred activity.

Clearly not all young adults these days are lacking in discipline, strategies, work ethic, or motivation! In fact, the humans like Jack that I've been fortunate enough to cross paths with over the years have always taught me important lessons, because I always try to remain as open as possible to "not letting education get in the way of
allowing others to teach me!" In fact, I'll be completely honest, I've peeked around my welding booth more than once to ask Jack what settings or techniques he's using on the night's assignment!

Often, the best teachers are continually learning as much from their students, as their students are hoping to learn from the teacher. It's this sort of 2-way street, mutual respect, and shared learning that can truly lead to the most inclusive of learning environments. It's an aspect of Universal Design for Learning (UDL) that is sometimes easily missed because it's abstract. It's not something we can concretely feel, see, or hear, and it takes a definite vulnerability to embrace. It is, however, very much related to the first and most critical element of UDL... engagement. Remember that without engagement, the other two critical elements of UDL (presentation and expression) are rather irrelevant!

AND... those elements of happiness, success, focus, and engagement that you've identified and deemed critical to your learning spaces; hold yourselves and your students accountable for them! Hold Annual Performance Reviews on them! What data or evidence will be needed to support the annual review of them?

Allow, request, and even fully rely on the PATINS teams to support you in that very way, so that you can support the students you are sharing learning within your daily world. Call on the PATINS Specialists. Utilize our Lending Library. Request Accessible Educational Materials. Implement and support a student reading with their ears, for pleasure as Jack describes, to increase motivation and engagement in academics! Consider coming to our annual Tech Expo on April 20! Registration is open! Register for any/all of our scheduled trainings! Our services to Indiana public educators is always at no cost to you! We're here to help! 


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Mar
23

A Preview of PATINS Tech Expo 2023 with IN*SOURCE

Tech-Expo-2023-thumbnail Tech Expo 2023 PATINS Project with IN*SOURCE logo with tablets and robot on table.

The PATINS Project Tech Expo has been a banner event for Indiana educators and families eager to learn about assistive and accessible technologies and services to promote inclusion in the classroom for all students. This coming April 2023 will be our sixth year in partnership with IN*SOURCE!

You can expect 50 exhibitors in the Exhibit Hall which will be available for attendees to chat with from 9 am to 3 pm. View the Preliminary Exhibitor List to help you plan out your day. The final list will be available the week of March 27! 

In addition to the Exhibit Hall, attendees have the opportunity for in depth learning from a choice of 20 presentations held throughout the day. You can see the Schedule at a Glance now. Enjoy sessions from Apple Education, Microsoft and Texthelp, plus many more awesome products, services, and organizations!

For resources for blind/low vision, there are presentations hosted by CViConnect, EYE can see, Inc, HIMS, Inc, Mountain View Low Vision

For Augmentative and Alternative Communication (AAC) resources, plan to attend sessions by Forbes AAC, Tobii Dynavox, PRC-Saltillo. 

If you are looking for disability resources for families, head to the MassMutual, AWS Foundation, Inc, and IEP Technical Assistance Resource Center offerings.

These are only a handful of the awesome presentations on the schedule!

I know it can be difficult for educators to leave the school for a day. Your time at the expo will be well spent. Not only will you gain valuable resource connections and ideas for creating an accessible environment for your students, it is also a no-cost way to earn up to 4 Professional Growth Points (PGPs)!

PATINS Tech Expo 2023 with IN*SOURCE will be entirely in person in Carmel, Indiana. There is free parking onsite!

Be sure to act fast! Registration for a no-cost closes March 29, 2023 at midnight. We hope to see you there!

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Jul
18

Death By Paperwork

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

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

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

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

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

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

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

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

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

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

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

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

It might just change your life.


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Aug
15

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

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

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


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

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

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

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

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


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


One last piece of advice. When you see an idea from a post on a blog (like this one!) be sure to check the blogger’s credentials. Google them, take a look at what they post on Twitter, Pinterest, or Instagram and make sure they truly are someone you would want to take advice and inspiration from! I hope you check me out--find me on Pinterest and Twitter as @possbeth,or on Instagram as @bethposs.
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Jan
30

Top 5 Reasons for Captions In Schools

Closed Captioning is Cool! Closed Captioning is Cool!

Top 5 Reasons for Captions In Schools


Captions… It's all the buzz currently in schools, including higher education institutions like Harvard University. If you aren’t currently using captions in your daily life or in your classroom you might be unfamiliar with why we need to provide them. They may even seem annoying to you when you see them on. However, I assure you they are coming to a workplace near you soon and here are 5 reasons why you should turn them on today:

1. Attention and Focus

Students who need support when it comes to attention & focus can benefit from the visual representation of the spoken words on the screen during class and videos. In a study conducted by the Oregon State University Ecampus Research Unit of the 1,532 students, 69% reported that closed captioning aided in keeping their attention as a learning aid in class (Linder, 2016).

2. Universal Design for Learning

Setting up your classroom with every type of learner from the beginning means that you plan to include captions (Morris et. al, 2016). For school districts needing to put a policy in place for providing captions and transcripts as part of providing accessible education materials, PATINS has you covered with a sample policy. 


Text reads

3. Reading 

Students building early literacy skills can benefit from captions since captions explicitly illustrate the mapping among sound, meaning, and text (Gernsbacher, 2015). Since one predictor of reading achievement is time spent reading, the use of captioned content has the ability to benefit each & every student in your classroom.

4. Language Acquisition

Students learning a new language can benefit from English subtitles of classroom audio media. Students are taught how to recall and build their auditory listening skills in the second language after viewing videos with closed captions/subtitles in the new language rather than just receiving the content via auditory alone (Gernsbacher, 2015). 

5. The Right to Effective Communication

When we have a student who is deaf/hard of hearing in our classrooms, we need to provide accurate, timely and effective communication. One way to achieve this is by providing closed captions on all. This is explained in ADA, IDEA and Article 7.  You can read more about the recent Harvard’s lawsuit resulting in all media including open online courses to include closed captioning.

Do you need help with the tools and implementation of captions? The PATINS Project has you covered with no-cost in-person training and webinars. PATINS’ Specialists, Jena Fahlbush and Katie Taylor have a live webinar, Captions for All: The Writing’s on the Wall! This will help get you acclimated to using captions in your classroom the very next day. 


Captions for All: The Writing’s on the Wall! Live Webinar 
Register for the next live webinar! 

As you build experience with captions, you will see the need for captioning to the public and in your classroom! Speak up! Request captioning in the gym, restaurants, and doctor's offices to help make every place an accessible place for all. 



References


Gernsbacher M. A. (2015). Video Captions Benefit Everyone. Policy insights from the behavioral and brain sciences, 2(1), 195–202. doi:10.1177/2372732215602130

Linder, K. (2016). Student uses and perceptions of closed captions and transcripts: Results from a national study. Corvallis, OR: Oregon State University Ecampus Research Unit

Morris, K.K., Frechette, C., Dukes, L., Stowell, N., Topping, N.E., & Brodosi, D. (2016). Closed captioning matters: Examining the value of closed captions for all students. Journal of Postsecondary Education and Disability, 29(3), 231-238.
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Aug
11

Are You Prepared to Provide AEM (Accessible Educational Materials)? Ready! Set! GO!

By now most of us know that the 3 categories of a print disability specified by the IDEA are 1.) Vision Impaired, 2.) Physical Disability and 3.) Reading Disability, such as dyslexia. Since technology, teaching strategies, and universally designed classrooms make these disabilities navigable, I prefer to call them differences when possible. The first 2 typically are evident at birth, so the child will enter school with a good deal of documentation of their learning needs concerning the condition. 

The most frequently identified reading difference, dyslexia, is one of the most researched and documented conditions, affecting 20 percent of the population (1 in 5)  and represents 80-90 percent of all learning disabilities. 

Here in Indiana, Senate Enrolled Act No. 217 was signed into law in 2018, which requires Indiana schools to develop and implement specific measures regarding dyslexia. In response to that, the Indiana Department of Education (IDOE) has written and posted several guiding documents to help schools and parents understand and meet the tenets of this law. 

As indicated in the guide entitled Dyslexia Programming Guidance for Schools a parent may request that the student receive a formal educational evaluation from the school. After the evaluation, if it is determined that the student requires special education services to successfully meet their educational needs, then the case conference committee (CCC) will assemble to determine if the student has a print disability, in this case, a reading disability. If the answer is yes, then the student requires accessible formats to access the curriculum. In the Individual Education Plan (IEP) a reading disability is indicated as an SLD (Specific Learning Disability) in the Area of Reading.

The following tips will guide you in serving students who have a documented print disability. Also, the Indiana Center for Accessible Materials (ICAM) staff has posted a guide to clarify the AEM  process for the CCC that explains DRM (Digital Rights Manager) and teacher tasks in detail.

  • With the new partnership between the ICAM and Bookshare, ICAM staff can search the Bookshare library and place those requests for you, if a needed title is not in the ICAM repository.
  • For the ICAM to fully support Indiana schools as they meet the AEM needs of their students, all students identified with a print disability must be registered in the ICAM.
  • The PATINS Project (Promoting Achievement through Technology and INstruction for all Students)/ICAM services are free to schools and grant-funded by the state. Therefore, by using the ICAM, schools are facilitating the provision of services to Indiana schools by adding to the data that PATINS presents to the state.
  • If you are a DRM, please copy/paste this DRM Badge into your electronic signature to identify yourself as a DRM. Also, enlarge the badge, print and hang it outside your door, then take every opportunity to explain to others about AEM, the PATINS Project (Promoting Achievement through Technology and INstruction for all Students)/ ICAM, and the IERC (Indiana Educational Resource Center). Becoming a DRM requires an appointment by a school's superintendent, or their designee, and training.
PATINS Project/ICAM Digital Rights Manager Badge
  • The IDEA (Individuals with Disabilities Education Act) 2004 states that accessible materials must be available to qualified students in a "timely manner" which means at the same time their peers receive their learning materials.                                                                                                                                    
  • When to place orders: 
    • For VI orders of hard copy Braille and Large Print, orders should have been placed in April of this year. If you have received orders since then and for any future orders, enter those as soon as you get them. The IERC (Indiana Educational Resource Center) and the ICAM work very hard to help you meet "timely manner",  including for orders placed throughout the school year.
    • For orders of ePub and PDF from the ICAM repository, enter those as soon as possible so we can address unforeseen snags.
    • If you need a title from Bookshare and/or audiobooks from Mackin, you will order those through ICAM Web Ordering, as follows:
      • 1. As a DRM or teacher registered by a DRM, log into ICAM Web Ordering.
      • 2. Choose Make Special Request.
      • 3. Fill in all fields that have an asterisk*, indicate Bookshare or Mackin in the note field, and submit.
If you need assistance at any time, please contact the ICAM Staff. If you would like to become a DRM, we will support you every step of the way.

Thanks so much!
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Mar
15

Life all comes down to a few moments. This is one of them. *Pivotal Legislative Changes for Dyslexia

Recently, IN SB 217, which concerns schools’ response to dyslexia, passed through the Indiana Senate and House. This bill takes a huge step forward in addressing a problem that has the potential of negatively impacting lives of our students throughout their school years and beyond.

The good news for Indiana school corporations and charters is that the tenets of the bill are to be met no later than the 2019-2020 school year; scarcely more than a year from now. Of course, this time will not be spent idly, but rather in preparation for the ensuing changes in instruction, school personnel, and attitudes. Following is a skeletal outline of what will be required of schools in IN SB 217.  
  • At CCC meetings, on IEPs, and on your school’s website, start talking about dyslexia. Everyone should know by now that “if we just ignore it, it will go away” is a negligent fallacy. Talk to other teachers about what they are seeing in the classroom. Get familiar with dyslexia, get comfortable talking about it.
  • Use the IDOE-approved system of supports to address the reading needs of students that present characteristics of dyslexia. Be careful not to spend too long in a tier if it’s not working for the student. Time spent ineffectively addressing dyslexia is time wasted, and studies have shown that a poor reader in 1st grade has a 90% chance of always being a poor reader. Interventions that are timely and effective increase opportunities for academic and life-long success.
  • Obtain parental consent before screening. This should be no problem. When I speak with parents about this, they are hungry for solutions; they want honest discussion between teachers and their families, they want their child screened, they want outcome driven interventions, yesterday. Last year. Two grades ago.
  • Dyslexia interventions may include certain types of instruction. So vague, but so easy. The research is in and we know what works here: instruction that is Explicit, Systematic, Multisensory and Phonetic. If your instruction curriculum does not include these, let us help you find one that does.
  • By July 1, 2019, each school corporation and charter must employ at least one authorized reading specialist trained in dyslexia. Depending on school population more than one may be necessary. Begin making the decision on who will be designated as soon as possible, and find a certification program.
  • IDOE will provide professional awareness information on dyslexia to each teacher in each school corporation and will develop and update an Indiana dyslexia resource guide. Lean into the support they will provide.
So, there it is. If you regard IN SB 217 as an overwhelming addition of copious amounts of work, that is completely understandable. But allow this outlook to exist only for a couple of days. We all know how fast a year passes. This is so much to pull together, but you can do it! Your students need you to be successful, so they can be successful.

The ICAM will support schools as they serve students who have a current IEP in several ways. We will provide a membership for them to receive human voice recorded audio books, some that are accompanied by text: textbooks, children’s books, literature and novels. Also, we will provide NIMAS files, the digital format of their textbooks to use with text-to-speech software, and ePubs. These specialized formats are pathways to adding a multisensory element to your instruction. It’s not the whole multisensory component, which uses all learning pathways at once—visual, auditory, kinesthetic, tactile-- but should be regarded as a substantial piece.

Also, we have a growing collection of dyslexia-related books and other resources in the PATINS Lending Library; you may review titles in ICAM Dyslexia Book Resources. There are a few articles in Document Resources you may find helpful, and on the Dyslexia Resources page there are webinars, websites, a dyslexia screener. We will be adding to and updating these pages as we continue our research.

PATINS/ICAM Specialists are happy to come to your school to present real classroom solutions that can be immediately implemented, even customize a presentation to address specific needs of your school or corporation as you adapt to the changes IN SB 217 requires.

We are here for you. And for the starfish.

Thanks so much!

* "Wall Street"
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Jul
25

C-Pen for the Win!

Student using C-Pen in magazine. Student using C-Pen.
This week, I'm excited to introduce Christina Ilyuk, AAC/AT Specialist for the Greater Lafayette Area Special Services (G.L.A.S.S.), as a guest blogger. Below she shares an inspiring story about how the C-Pen improved independence and confidence in reading for one of her 5th grade students this past school year.  

"Finding the right tools to support the needs of my students is so rewarding, and finding the C-pen was a huge game-changer for my student! Thanks to this technology, my student is more independent, confident and accurate with his work." - Christina Ilyuk


Here's the Story

When I received a referral to do an evaluation for Assistive Technology for my student, I met with his teachers right away. They both said he struggled immensely with reading. My student was in 5th grade and was reading at about a 2nd grade level.

During an observation, I watched and listened as my student attempted to read a worksheet with sentences at his reading level. He frequently got frustrated, resulting in a couple of outbursts and avoidance strategies, and had to take several breaks. When he reached the end of the worksheet, I was astonished.

The worksheet was comprised of about five sentences, and it took him about 45 minutes to get through it. I could see that comprehension wasn’t a problem though. Once he was able to get through the reading, he could answer the comprehension questions just fine. This is what made me think that a tool like the C-Pen might be a good fit for him. 

As soon as I introduced this device to him, he immediately loved it! It was almost a night and day difference for him. He loved all the features and was able to pick up on how to use the device very quickly. We trialed the device through the next few weeks, his teachers and I keeping track of his progress using the pen.

His teacher was just amazed! One-page worksheets that would have taken him at least a half an hour to complete were now being accomplished in ten minutes with satisfactory work. My student made several comments to me about how much he loved using his pen, and you could just see the boost in his confidence towards his schoolwork.

5th grader smiling while using C-pen in magazine.
His teachers’ goal was to make sure he was prepared to move into 6th grade as close to the level of his gen ed peers as possible. Before, they weren’t sure this would be possible due to his frequent outbursts and frustrations when given work, even with material modified at his level. Now, he completes work independently and is able to work through longer assignments that are closer to his grade level. He is motivated and able to focus better.

I am so happy to say that he finished his 5th grade year off strong! The C-Pen is an awesome tool that I have tried with several other students since when evaluating for the best tools to support assistive technology needs. It is absolutely in the top favorite devices among my students!

I am so thankful to have PATINS as a free resource to be able to trial devices like the C-Pen, as well as other fun technology like touchscreen Chromebooks, adaptive keyboards and bone-conduction headphones, just to name a few, to support equity and opportunity for all of my students. I find the lending library catalog on the PATINS website easy to navigate so I can always find what I’m looking for, and the borrowing process is smooth!  


“Do they want to know what I think?! It helps me to read really long sentences when I don’t want to and really big words that I have never seen before. Lots of people might think a reader pen is a useless device but not people who have reading challenges. When there are lots of little words in a magazine or a book, I can just scan them with my pen and boom, it reads them to me and that way I know what it says!” – My student

"Getting to know my student before introducing any AT tools to him was so important in helping me know which tools might be best. We met several times to talk about his preferences, likes and dislikes when it came to activities and school. By actively involving my student in his evaluation process, his use of the C-Pen was successful because it was something he was interested in and excited about trying.  Student autonomy is a must in educational programming!" - Christina Ilyuk


 

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Mar
24

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

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

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

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

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

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

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

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

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


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  1760 Hits
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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  1874 Hits
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!


1
  1581 Hits
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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  2500 Hits
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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  2083 Hits
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!  



2
  3093 Hits
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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  2649 Hits
Aug
08

Stop Teaching "Low Functioning" Students

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

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

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

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

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

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

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

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

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

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

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

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

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

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

They weren’t helping anyone, anyway.
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Jan
10

Teacher, Wash Your Face

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

Katie holding Girl, Wash Your Face book.

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

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


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

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

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

So, what have you been waiting to do?

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

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

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Jul
28

Break it… Just Break it.

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

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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


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  3953 Hits
Jul
07

Universally Designed Blended Learning

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

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


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

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

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

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

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

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

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

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


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