Sep
22

Boost your Creativity with the PATINS Lending Library Catalog

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

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

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

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

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

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

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

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

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

Toys - 23%

AAC - 15%

AT Hardware - 15%

Hearing/Vision - 14%

iPads - 12%

Switches - 10%

Print/Software - 6%

Mounting - 5%



Toys - Educational toys to support academic skills.

AAC - Augmentative and Alternative Communication devices.

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

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

iPads - iPads for academic and communication apps.

Switches - For environmental and communication control.

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

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

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

Lending Library catalog with

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

How has the Lending Library helped your students recently? Let us know in the comments below.
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Sep
03

Assistive Tech Supports for Anxiety

anxiety Image of face profile with words questioing themself.

It is with great honor that I get to share my blog post week for my guest and dear friend, Hillary Goldthwait-Fowles, Ph.D. Hillary is a certified Special Education Consultant in the State of Maine who specializes in breaking barriers to learning through the use of Assistive Technology and Universal Design for Learning. She is an educator with over 20 years of experience as a teacher of children with Autism and other disabilities including Developmental Disabilities, ADHD, and Dyslexia; as well as a published author of  “One Size Does Not Fit All: Equity, Access, PD, and UDL.” 

Portrait of Hillary Goldthwait-Fowles


Hello there. My name is Hillary. I have Anxiety. I’ve had Anxiety my whole life. I’ve always worried about something. I never really had a name for it, nor did I really understand it’s impact until I decided to acknowledge it and work with it. It’s a life-long, ongoing process, but it’s one that is not to be ashamed of, nor to hide from,

My Anxiety tends to play out like the image below, which a friend from my Ph.D. days shared on social media. We are not alone in this. While one may see “high performing” or “busy”, or “having it all together”, it’s really a mask. It’s a feeble attempt to obtain worth and value through work (at least in my case). It’s an inability to say no for fear of hurting someone’s feelings. It subscribes to the construct that in order to be of value in our society, that we need to “hustle”, “grind” and work ourselves to death. It’s also a fear of really being seen for the variable, beautiful, complex, soul that lies in all of us.
Graphic- High Functioning Anxiety. Two columns what you see versus what is really happening. There have been times in my life that Anxiety rears it’s darker side. During those times, I have sought out therapy and have used medication- both of which I’m not ashamed to admit. If I had cancer- I’d treat it. the same is true of Anxiety. Flares happen during times of excessive stress, overwork, or because things are good- so there needs to be SOMETHING to worry about, right? Anxiety tells you that you are not worthy if you are not busy, hardworking, giving, loyal, and of service to others. Anxiety will have you comparing yourself to others journeys and successes. Anxiety will have you believing horrible, ugly lies about yourself. Yet, everyone’s experience with anxiety is as unique as our fingerprints.

Anxiety is also playing out in schools. I see learners who are taking multiple AP classes, putting relentless pressure on themselves, and participating in multiple activities. While none of this is a problem on the surface, what is happening is that our learners in this high-performing dynamic are now identified as an “at risk group. This doesn’t even begin to scratch the surface of the mental health concerns of those who are further disenfranchised, including race, gender, socioeconomic, and disability. Where access to mental health services is grossly inadequate and inequitable. Chronic stress affects one’s health and well being-period. Simply “sucking it up” doesn’t work and only exacerbates the issue.

Of course, being an Assistive Tech Specialist, I am always on the hunt for tools that will help others. In that quest, I have found some tools that have helped me to manage my Anxiety in the way that makes sense for me. Perhaps one of these tools will make sense for you. When I am using the tools and taking care of myself consistently, my Anxiety floats on a little puffy cloud as opposed to it rearing its ugly head.

Meditation/Mindfulness

Probably the best tool that has helped me to better manage my anxiety has been daily meditation/mindfulness practices. I talk about how mindfulness has helped save my life in other blog posts for Everyday Mindfulness. Mindfulness practice has to resonate with you. There are apps that can help you to start your own mindfulness practice.

Calm is an app and site that is chock full of evidence based mindfulness and sleep resources. The app is free and contains a ton of great meditations. I use this breathing exercise in workshops and classes to set the tone for everyone as well as when I need to step back and take a minute.



Sound Therapy

The use of sound has been around since ancient times. Research has shown that using sound is useful in helping to relieve emotional , mental, and physical suffering. Fauble (2016) demonstrated in his research that “music and sound healing can help us release emotional traumas and end the downward spiral of PTSD.” Furthermore, Akimoto et.al, (2018) determined that the use of 528hz solfeggio frequency in their study resulted in lower levels of cortisol, tension, and Anxiety- even with exposures as low as 5 minutes.

Personally, I have used sound therapy for years. I play frequencies at various points depending on how I’m feeling, and use solfeggio tones in daily meditations. Here is a great one:



Movement

Exercise is a great way to keep one healthy, but it’s also a great tool to keep one’s Anxiety manageable. Workouts do not have to be complex. They can be a walk on the beach, yoga, lifting weights, riding a bike. The key is to do an activity that makes you sweat a little, brings you joy, and connects with nature. The AT comes into play with my fitness monitor. You can use a wearable such as the Apple Watch, a Fitbit, or MyZone. Find the features that work best for you and use it to track your heart rate and emotions during and after exercise.

Gratitude

Practicing gratitude daily helps to manage stress and increase happiness (Wong, et. al. 2017). Having a daily gratitude practice is as simple as a pen and paper. You can keep a gratitude journal to write what you’re grateful for (I kept a gratitude journal where I listed 5 things that I was grateful when my uncle and grandmother were dying in 2016. It helped tremendously). There are also apps that you can use to journal for gratitude, including Apple Notes. Practicing an “attitude of gratitude” helps keep things in perspective when times are challenging. It can be as simple as that your favorite show was on, or the sunset, or a laugh with a dear friend.

Like a famous psychiatrist says “You can’t change what you don’t acknowledge”. There are options and ways to manage Anxiety that include taking care of yourself physically, emotionally, and spiritually. First and foremost, please seek medical attention. Talk to your health care provider. Find a good therapist. Support yourself and know that you are okay just as you are. Approach anxiety with a curious heart, and learn the ways it shows up in your life. Use tools such as mindfulness, exercise, sound therapy, and gratitude to help manage your anxiety.

*Disclaimer: The statements made in this post about Anxiety are based on the author’s experiences with Anxiety. This post is not intended to diagnose or treat Anxiety, but to share supports that have helped the author manage their Anxiety. Please seek medical attention for the diagnosis and treatment of Anxiety.


References:

Akimoto, Kaho & Hu, Ailing & Yamaguchi, Takuji & Kobayashi, Hiroyuki. (2018). Effect of 528 Hz Music on the Endocrine System and Autonomic Nervous System. Health. 10. 1159-1170. 10.4236/health.2018.109088.

Fauble, Lisabeth. (2016). Medicinal Music: An Anatomy of Music in the Healing Arts.

Wong, J., & Brown, J. (2017, June 6). How Gratitude Changes You and Your Brain. Retrieved February 21, 2020

 


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Recent Comments
Guest — Rachel aherron
Wow! Thank you for sharing this! Loved your tips and your willingness to expose the parts of you that some people hide! Beautiful!... Read More
Thursday, 03 September 2020 15:49
Guest — Glenda thompson
How appropriate the first comment to this post was from Rachel...the very one that introduced me to attention to mindfulness. Kel... Read More
Thursday, 03 September 2020 23:02
Guest — Cara Hunt
Great article, I love Calm! I try to use it every couple of days just to help me get back to where I need to be mentally and resto... Read More
Monday, 07 September 2020 09:00
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Aug
07

The Greatest Show

The Greatest Show The Greatest Show

Nothing quite gets me hyped up like a good theme song. The one that I started listening to this morning to start off my live webinar was, “This Is Me” from the movie The Greatest Showman. I was looking for American Sign Language (ASL) songs on YouTube to start off my webinar on a great note. When I stumbled upon this one: "This Is Me" The Greatest Showman - ASL by Sarah Tubert, I knew I had hit paydirt. 

After watching this video, I realized the connection to this song for our students and educators. Educators are equipping students for their greatest show, that is, their adult life. In many ways, this school year (2020-2021) will be most educators’ greatest show yet. This will be the year for educators to really show what they’re made of. I already know - they’re made out of a great deal of awesomeness. This year, countless districts are stepping up to support students and families in order to improve their delivery of distance and in-person learning. Students and families are also demonstrating great compassion through understanding and giving it their all to help make this year a great year.

We have heard many times that we need to take care of ourselves (e.g., eat better, get more sleep, exercise, read, connect with nature, etc.). We do need to be healthy before we can help others, and we need to nurture our own mental health. Similar to the flight attendant’s instruction “to put on your oxygen mask first” so that you can help others. If we aren’t prepared, we won’t be able to help others. We must take care of ourselves. I hear this so often yet I’m not quite sure what it means for me. Much like student rewards/motivational charts/options change over time, our own self-care choices may need to change to meet our current needs. What worked before the pandemic doesn’t seem to be working for my own self-care. I’m trying though. I am always looking and willing to try something interesting and different to try to keep things novel and fun. However, lately, I’m hanging out more and more in bed when I’m not at work watching Netflix and the series, Good Bones on Hulu. If I wasn’t careful, this social isolation could easily sabotage my mental health. So, I made a change. I’m on to seeking new things that spark joy in this new time in our lives. I found sunflowers bigger than my head at the local farmer’s market and I’ve been getting back into a safe routine at my gym.

image of a gym with pull up racks and black mat floor

G
ym time has been a refreshing self-care choice and is something that I am clinging to lately. Oddly, that had never really been the case for me. I realized why I love this gym so much, it demonstrates universal design like the
Universal Design for Learning (UDL) we advocate for in our classrooms. I’ll give you a little rundown of the similarities (Engagement, Representation, Action & Expression); 
  • one main coach, 
  • objectives and activities are written on the board, 
  • sometimes we work with partners but we all need to do our own work, 
  • we can learn from my peers by watching how they do different lifting exercises, 
  • everyone is at a different place in their fitness journey, 
  • no one is compared to each other, 
  • each activity can be scaffold to meet each person where they are, 
  • all the tools and activity access options in the gym are available to everyone at all times,
  • those who are ready to be above the prescribed work out can do that and it’s not displayed in a way that everyone else can’t achieve that as well, and 
  • there is a timer for the workout but you can take longer if you need extra time. 

My favorite part is that we use a smartphone app to track our individual progress, but each week we celebrate our growth together! Although we all work separately, we root for each other together.  Each visit improves my mental and physical well being, I am excited too by seeing my progress from my last session. 

Katie and her husband, Cam, after working out at the gym.

Everyone’s self-care will be different and can change with the seasons of life. Make time and do something for yourself even if it’s a small change. Let’s all put on our oxygen masks first and ready ourselves to support our students, families and fellow educators. If we are healthy and ready, we can help change the lives of our students in an even bigger way than we have ever thought possible.  This is the year that we show everyone that each educator is The Greatest Showman/Showwoman and the amazing impact we have in every student’s lives that walks in the doors or logs into their device. Let’s give them the greatest show!

                                                                            image from the movie The Greatest Showman, the main character with his arms open wide at the end of the show with characters around him.













If you are feeling even a little overwhelmed by all the cute Bitmoji classrooms, digital files, or unique access materials questions, please come visit with a PATINS staff member during our new Monday - Wednesday - Friday open office hours. These are drop-in, no appointment needed support for any educator, we are available to brainstorm ideas and offer technical support at no-cost by a PATINS Specialist. Links for the office hours can be found on the
PATINS training calendar.

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Jul
30

Have I Been Doing It Wrong?

Have I Been Doing It Wrong? Clipart of racially diverse students

Recently, a colleague shared an article with me that threw me for a loop and spurred my thinking. Could what I’ve been so passionately sharing with educators all along be wrong? Yikes! 

Well, of course it could be. Because if what we love about teaching most is learning (and I do), then we always seek to expand our knowledge. We also keep open minds and regularly reflect on our practice and understanding. And when we know better, we have the opportunity to do better!

So, here’s what I’m wondering and questioning… “Have I as a white, middle-class American citizen been touting Universal Design for Learning (UDL) as a solution that may only be designed in ways to support other white individuals?” Unfortunately, I think the answer is yes. That now put in writing, let me reflect upon why I feel this way. 

Simply based upon my race, gender, and lack of diagnosed disability, I have experienced privilege in ways that I both understand and still have yet to comprehend. Take, for example, my gender and personal experience, as an educator I have always worked with far more educators who identify as she/her than those that may identify as he/his, or they/their. Since I also consider myself to be neurotypical and able-bodied, I find myself pondering what proactive steps I must take in order to appropriately advocate for UDL when my experiences and thus my true empathy are first and foremost limited by traits I did not choose.

My new knowledge on intersectionality from Ijeoma Oluo’s book, So You Want to Talk about Race is also making me question the ways in which I’ve been promoting UDL. For example, I know that I’ve shared how implementing the UDL framework can change the game for a student with an intellectual and/or physical disability, but I have neglected to challenge myself and others to think about more than one demographic of students at a time as the philosophy and culture of UDL represents. 

This neglect has me now reflecting upon how a person of color with a disability may be experiencing their education; or, how a person who is transgender, Black, and has a physical disability may be experiencing their education. Have I been promoting UDL to specifically level the playing field for these individuals? The answer is again sadly no, which tells me that I haven’t been serving all students and that I’ve missed the mark on explicitly sharing the true definition of UDL, which does include a framework for all demographics and their intersections, with educators.  

With equitable access to education for every single student and the gaps in opportunities that have been created through well-intentioned educators like myself, I’ve begun to explore new (to me) research and changes I can make to best serve each and every student. One element I have found and believe is worth sharing is that while there is much research in support of UDL for a variety of students, it is worth noting that Indar (2018) and Azawei, Serenelli & Lundqvist (2016) point out that many studies conducted on UDL leave out specific student demographic information. 

These studies leave me questioning the general population’s comprehension of or attention to who is actually a part of our student body. Thus, I believe the time has come to put our UDL practices under a microscope in search of their demographic weaknesses and to boost true equity in our classrooms both in-person and virtually. 

Some ways we can get started are to:

  1. Find and explore research studies with a critical eye for participant demographics and the potential for researcher bias - are a variety of student populations being studied or is it unknown?
  2. Don’t be afraid to admit that some changes may need to be made in your classroom.
  3. Like my colleagues, Jessica Conrad and Bev Sharritt, have mentioned over the past few weeks, explore your own implicit bias using these tests and this study on implicit bias in the early childhood setting. Finding yourself feeling uncomfortable is normal, or at least I hope so, because I certainly had my eyes opened to some of my biases and subsequent actions in and out of the classroom.
  4. **Don’t forget that bias isn’t always assigned by a different demographic onto another. Many, if not all, of our students have been socialized to hold both positive and negative beliefs about themselves based upon their cultures, race, gender, etc. Check out the Doll Test to gain more perspective on this idea.
  5. Promote more racially diverse workplaces or push yourself to find more diverse educators and professionals to converse with (as a white person, I consider these tips in more difficult conversations about racism). Social media can be a great place to connect with others from more diverse backgrounds on student, classroom, and school issues.
  6. Ask your students and their families for feedback. How can you make them feel more included? 
  7. Consider your shared resources and teaching:
    1. Are you including diversity in your shared images and graphics?
    2. Are you including diverse titles for reading and research?
    3. Are you using inclusive language?
    4. Are you open to constructive criticism when it comes to diversity and genuine inclusion of everyone; not just those students that look and sound like you. 
  8. Consider crafting a statement on diversity and/or anti-racism for yourself as an educator or as a school/district to follow. We have dedicated ourselves at PATINS to our statement on anti-racism.
  9. Reach out for support. We are here to explore these issues together!


References:

Al-Azawei, A., Serenelli, F. & Lundqvist, K. (2016). Universal design for learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), p. 39-56. doi: 10.14434/josotl.v16i3.19295


CAST. (2020). About universal design for learning. Retrieved July 29, 2020 from http://www.cast.org/our-work/about-udl.html#.XyLDBfhKjMJ


Indar, G.K. (2018). An equity-based evolution of universal design for learning: Participatory design for intentional inclusivity. Retrieved June 25, 2020 from https://udl-irn.org/wp-content/uploads/2018/04/Done_INDAR.EDIT_.DH_.JEG-copy.pdf

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Jul
09

Is Your Assistive Tech Biased?

Is my assistive technology biased? screenshot of text from phone, sender to PATINS:

Five years ago I was excited to sit at a table with a young Black student and her mother to show her all the things her child using a new robust augmentative and alternative communication (AAC) device could do.

She could tell us what she wanted to play with.

She could tell us her favorite color.

When one of her classmates was bothering her, she could tell them “stop.”

She loved it. The school loved it. Mom wasn’t sold.

“It doesn’t sound like her,” she objected.

Both of us knew this student’s mouth sounds were mostly squeals and cries. I opened the settings and showed her the choices: “Ella,” “Heather,” and “Tracy.” We listened to little clips of the computerized voices.

“They don’t sound like her.”

And she was right. There wasn’t a voice that sounded like someone that came from her family or community. Not a single voice that sounded like a young Black person, not on any system I could find. I could program a voice for her talker that sounded just like Yoda from Star Wars right then and there, but a Black American was too far fetched for assistive technology.

Because technology is programmed by people, who all have biases, our assistive technology has biases. And those biases are a danger to the UDL framework we use and in some cases, life threatening.

The speech-to-text software doesn’t work equally across all voices and varieties of English, especially Black voices.

The grammar checker flags non-white varieties of English.

The AAC lacks language from other dialects, cultures, and communities, and if it is there it is labeled as fringe. You want another language? It's available, but no one downloaded the file or attempted a translation.

The visual support makers are absent of vocabulary that is developmentally appropriate for all school aged children, such as words for sexual health, identity, and justice or they are locked behind a wall of “adult only.”

Indiana’s Article 7 Special Education law is explicit on how to figure out if a student can take home their AT:  “On a case-by-case basis, the use of school-purchased assistive technology devices in a student's home or in other settings is required if the student's CCC determines that the student needs access to those devices in order to receive a free appropriate public education” (my emphasis added). 

If your staff refer to a “school policy” or a hoop for families to jump through, such as an after-school training, you’re inviting bias into determining which kids get to talk, read and learn when the school bell rings at the end of the day.

Your word prediction program guesses the words that could follow “He is ___” are: good, smart, and mean, but “She is ___”: crazy, married, and pretty.

As we scrutinize our own biases, inherent tools and instruction we are welcoming into our classrooms and families:

  1. Listen to the people using the technology.
  2. Question your own biases.
  3. Take action. Engage your colleagues in what you’ve learned. Dialogue with the people creating the technology. Good developers are open to constructive criticism from consumers. My word prediction example was immediately discussed and corrected by the company. If they aren’t responsive to your concern about bias within their product, why would you want that in your room?

Our assistive technology has some problems created by humans. Humans can fix it.

Resources and Further Reading

PATINS Lending Library and no-cost training for supporting all students

Critical Practices for Anti-bias Education for K-12 Educators, Teaching Tolerance

Vocabulary for Socially Valued Adult Roles, Institute on Disabilities at Temple University

Ableism, National Conference for Community and Justice

AI is coming to schools, and if we’re not careful, so will its biases, Brookings

Don’t Get It Twisted- Hear My Voice, ASHA Leader

8 Influential Black Women with Disabilities To Follow, Disability Horizons


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Recent Comments
Guest — Armen Gulian
Can't wait for culturally sensitive and appropriate voice options for my students of color. Not to mention having skintone choice... Read More
Thursday, 09 July 2020 20:07
Guest — Karen Janowski
Excellent post. So glad this was shared during the AT Town Hall on Race and Equity yesterday.
Tuesday, 21 July 2020 13:52
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Jun
25

Indiana Educators Focused on Accessibility in 2019-2020

Indiana Educators Focused on Accessibility in 2019-2020. Blog title above a group of people waving.

We often tell our students “you're more than a number”, meaning they have incredible qualities that are difficult to measure in a standardized manner. Creativity and grit are a few of these tricky to quantify metrics. Now, it’s not only Indiana students who have amazing, unmeasurable talents, our educators do too. And one there is one that was particularly evident during the 2019-2020 school year - determination. Specifically, a determination to educate their students whether the learning environment was the classroom or home.

Check out the graphic below showing the support PATINS/ICAM staff have provided this school year. While you’re looking at it, please remember, behind each number is a determined Indiana educator:

A general educator from College Park Elementary in MSD of Pike Township who attended the “Accessibility in Canvas and Beyond” webinar by Jena Fahlbush benefited from having another perspective - “Seeing examples of a screen reader helped me so much. I realized I was unknowingly doing so many things that would make learning more difficult for a student with low vision. After the session, I was able to make fast, easy fixes that will make learning more accessible. I also learned many tips and tricks to help students with hearing impairments or language needs as well.”

A special educator from Binford Elementary School in Monroe County Community School Corporation who can spend her time more efficiently after learning about new, free tools at Jessica Conrad’s “I Love Data 2” training - “I am so excited about Google Data Studio!! I cannot tell you how many hours I have spent trying to pull multiple pieces together into easy-to-read graphs/charts. Game changer!”

A cost-conscious instructional coach at an elementary in Elwood Community School Corporation who attended “DIY Fidgets & Sensory Tools to Enhance Continuous Learning” with Bev Sharritt, Jena Fahlbush, Katie Taylor, Kelli Suding, and Lisa Benfield - “I love these easy, affordable ideas that teachers can easily create at home for student use.”

Note: Indiana public/charter school employees can request any of the above trainings at no-cost.

Graphic showing 2019-2020 PATINS Project services in Indiana. Specifics in text below image.
Graphic: Indiana Educator Reach by the PATINS Project 2019-2020

  • 1,000+ Tech Expo registrants: PATINS/ICAM staff, with the assistance of IN*SOURCE, swiftly pivoted to a new platform due to COVID-19 and successfully held the first ever, virtual Tech Expo 2020! Also, in November we hosted over 400 attendees at our 2-day Access to Education 2019 conference.
  • 6,044 Training participants: The passion Indiana educators have for providing all students access to the curriculum is unmatched as evidenced by the outstanding turnout at our no-cost trainings this school year.
  • 73% Indiana public and charter schools reached: The PATINS Project has served seventy-three percent of Indiana school corporations and forty-two percent of Indiana preschool through grade 12 schools this year. Our small, dedicated staff goes to great lengths to deliver high-quality technical assistance to meet the access needs of all students through Assistive Technology, Accessible Educational Materials, and Universal Design for Learning.
  • 10,600+ Material and assistance requests fulfilled: Need to trial an assistive technology device? Have a question about Accessible Educational Materials (AEM)? Looking for information on the Universal Design for Learning framework? PATINS/ICAM staff are Indiana educators' go-to resource for improving access to the curriculum which leads to increased literacy skills.

Are you an educator behind one of these numbers? Tell us about your experience in the comment section below.

Want to be a part of the Indiana educators making education accessible in 2020-2021? Here are a few ways to get started:

  • Apply by July 31, 2020 to be one of the Indiana school corporations in our next AEMing for Achievement grant cohort.
  • Register for the first ever virtual Access to Education 2020! ($100 for 2 days, $50 for a single day)
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Jun
18

Temporarily Abled

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

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

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

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

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

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

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



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Recent Comments
Guest — Emilee
Thank you for sharing. Being "temporarily abled" is something I have taken for granted all my life. Understanding that I, too, mig... Read More
Sunday, 28 June 2020 21:28
Guest — Daniel McNulty
Thanks for reading AND for responding, Emilee! You and your work in your studies and eventual career will be so impactful to many ... Read More
Friday, 11 September 2020 10:22
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May
31

Take a Deep Breath and Start to Reflect

Female student participating in continuous learning from home at at desk. The computer monitor shows class material, teacher and classmates on virtual learning platform.

This school year has been different for so many reasons. The way it ended (or is about to end) is not how anyone expected.

It has been an unprecedented season for educators across the nation and world. I encourage you to take a moment now to take a deep breath, and start to reflect on the 2019-2020 school year.


How will you wrap up this year? What have you learned while serving students this year? What goals will you have for next school year? I have some thoughts to share and encourage you as you close this chapter and look forward to the 2020-2021 school year.


1. Reflect - List your successes this school year, both professionally and personally. Make a list of things you learned, connections you made with students and parents, and areas of growth. Next consider and list your challenges, but also how you overcame them. You have done a great job and made a difference in your students' education. Celebrate the successes! 


2. Rejuvenate & Relax - With summer arriving, make a list of ways you plan to rejuvenate yourself to prepare for a new school year. Make a list and start checking your list off. Even though many of us work through the summer to prepare for the following school year, intentionally take time for yourself. You cannot pour into the lives of students if your cup is not running over.


3. Reset - Once you have reflected and taken time for yourself, you may be ready to set goals for the next school year. How will your goals look different for next year? Will you have a component of social and emotional learning from day one? Will you try to connect with each student right away? How so? I would encourage you to set both personal and professional goals for growth over the school year. As educators, we set them for our students frequently. We are a work in progress too. As professionals, we will keep moving forward, growing along the way.

4. Access Resources - As you prepare for next year, use your available resources, one of which is the PATINS Project. We are here for you. I am beyond thankful for the thousands of educators, administrators and parents have taken advantage of our virtual office hours, technical support, COVID-19 resources, ICAM, webinars, and all of the many resources PATINS offers. I have never been so proud of Indiana educators as I have been the last two months. I have seen your efforts first hand (both as a public school employee and mother of 5 children) and I am proud of you. Take some time to Reflect, Rejuvenate & Relax, and Reset as you have done great things and have many more great things to do!

Please feel free to share your some of your successes in the comments below. Let us celebrate with you!!

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May
07

SODA or CODA?

CODA-or-SODA_-1 SODA or CODA?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Apr
30

Parents as Partners: Maximizing Continuous Learning Success

Parents as Partners: Maximizing Continuous Learning Success

Change can be scary, and it’s not uncommon to be resistant to change. It seems that 2020 brought us a leap day that still doesn’t seem to have ended and that came full of change, whether it was welcomed or not. As a former 3rd grade teacher, I keep wondering how I would be handling my virtual classroom in light of schools being ordered closed for the remainder of the school year.

I believe that I’d be stressed, missing my students, and wondering whether or not I was doing all that I could to keep the learning, engagement, and feelings of value going. I believe that I’d be in need of more collaboration with colleagues and my professional network than I once thought possible. I believe that I’d need more support than ever from my student’s families and support systems to best set my students up for success. It’s the latter that really has got me thinking and deeply reflecting on the role that our student’s families and support play in their lives, especially when it comes to learning.

After some conversations with friends who are working from home and parenting, it solidified for me just how difficult this time is for everyone. Almost no one was prepared for a flipped script like this, and to make it through, we’ve got to rely on one another now more than ever- parents/families on educators and educators on parents/families. That said, the educator in me has begun wondering how well parents have been armed and trained to support their student(s) in a learning environment at home, and how we can boost supports for our students during continuous learning, over the summer, and in the future through a solid, cyclical partnership with parents. 
Cyclical graphic indicating parents/families and educators relying on another
If you find yourself reflecting and parsing through the same notion, consider reaching out to parents/families through a survey to find out how things are going, what they feel they need, how the teacher/school/district could better support them, etc. This information could facilitate a stronger parent/family and teacher relationship in these uncertain times and as we move into the future. Quick surveys can be created in Google Forms. 

You may also find it beneficial to reflect on what’s been shared with your student’s families to figure out where there’s room for improvement. Some questions you may ask yourself are (in no particular order):

  1. Do families know how to download apps on their devices?
  2. Do they know how to login to school-wide systems?
  3. Do they understand how to use the tools/apps/websites that their students are using for schoolwork, including how to submit work or join a virtual meeting?
    1. If not, would tutorials, virtual office hours, a school-wide Facebook page, or other means of information sharing be beneficial?
  4. Do they know how to reach you, when you’re available, and how quickly to expect a response? Over-communicating is better than under-communicating.
  5. Has creating a learning environment been discussed with families?

Upon this reflection, you may find some gaps between what you’d like for parents/families to understand and what they actually do. For example, I’ve been working with a gentleman who sells pavers for a patio we are considering installing, and without asking the obscene amount of questions that I must in order to clearly understand his explanations, I’d have no idea what he was talking about. This is because he knows his pavers inside and out, but I’m lacking his background knowledge; therefore, I’m thrown for a loop with each new brand or term he throws out. 

To avoid this type of confusion, let’s explicitly share information, provide clear instructions, and teach our students’ parents/families how they can support their student(s) at home now, over the summer, and every year, emphasizing that many of the following are ways to create stronger relationships, to instill values, and to spend quality time with their student(s). 

To begin, let’s consider the learning environment. 

  1. Share examples of working/learning environments, understanding that this must be flexible to fit the needs of individual families
  2. Share sample schedules that include building in learning and screen time breaks for students
    1. Include ideas for breaks:
      1. Physical play or activity
      2. Stretching
      3. Reading
      4. Listening to music
      5. Playing board or other non screen games
      6. Mindfulness activities like deep breathing, yoga, 
  3. Share and adhere to time limits for virtual learning 
    1. Times suggested by the Indiana Department of Education (link includes activities by subject and grade level, too!):
      1. Elementary Grades K-1: Minimum Daily Learning Time: 5-10 minute time spans, a total of 45 minutes 
      2. Grades 2-4: Minimum Daily Learning Time: 10-15 minute time spans, a total of 60 minutes 
      3. Grades 5-6: Minimum Daily Learning Time: 20-25 minute time spans, a total of 90 minutes 
      4. Grades 7-12: Minimum Daily Learning Time: 30 minute time span per class, a total of 3 hours
  4. Provide printable or print versions of visual cues to support directions

Consider how you’d like to see your student’s learning supported at home and maybe break it down, sharing specific ideas with students and families subject-by-subject.

Reading

  1. Turn on the captions for all screen time
    1. Turn on captions in YouTube by selecting the CC button in the lower right-hand corner of the video. Check to see if the captions are accurate.
  2. Model reading newspapers, magazines, books, recipes, cards
  3. Read together (use different voices for characters, stop reading at the climax to drive engagement, change where you read)
    1. Guide parents to support comprehension skills with digital or printable graphic organizers, to connect stories to students’ lives, and to show genuine interest in the story
  4. Act out a skit
  5. Turn on podcasts (age-appropriate podcast can be found in a quick Google search) or audio books in the car or on a home speaker (Try the Overdrive app, books on tape or CD)
  6. Read aloud to pets, siblings, or stuffed animals
  7. Identify words, letters, phrases when out for a walk, drive, or trip

Math

  1. Use dice or dominoes to play and learn with numbers (adding, subtracting, multiplying, dividing)
  2. Provide printable visuals like a 100s chart
  3. Practice counting any and all things. If basic counting is mastered practice skip counting items
  4. Cook and bake together (supports following directions, fine motor skills, measurement, fractions, and more)
  5. Sort indoor or outdoor items by color, shape, texture, weight, size, and talk about the sorting method
  6. Practice budgeting, set up an economy system for chores, or play store
  7. Play card games

Writing

  1. Write/make words or letters with magnetic letters, Wiki sticks, pipe cleaners, chalk, shaving cream, hair gel with food coloring in baggie
  2. Daily journal entries. Everyone is living in a time that will undoubtedly be added to the history books. Journaling will offer great daily reflection as well as future reflection on this life-changing time. 
  3. Play Mad Libs
  4. Guide parents to provide writing support by modeling real-world writing tasks- making lists, writing invitations, writing in cards, writing to-dos on a calendar, writing thank you notes to our first responders and hospital workers, filling out forms, etc.
  5. Ask students to create labels for household items, for organization purposes, etc.
  6. Guide parents to support writing through positive and specific feedback and not to concentrate on spelling, grammatical, or punctuation errors, but to celebrate their students’ writing
  7. Publish students’ writing on the refrigerator, in a window, or digitally (Book Creator, Tarheel Reader)

Science & Social Studies

  1. Take a walk around your neighborhood, noting different types of architecture, structures, designs, plants, trees, flowers, etc.
  2. Conduct at home science experiments
  3. Share and discuss age-appropriate current events
  4. Research and make paper airplanes in different styles
  5. Explore any maps (theme parks, state parks, atlases, city, state, etc.) you may have laying around, noting the compass rose and key
  6. Go on a rock, flower, or plant scavenger hunt
  7. Make homemade dough for play

Art, Music & PE

  1. Add daily drawings and art projects to a dated sketch journal
  2. Make music out of different household items
  3. Explore different genres of music 
  4. Go for hikes, walks, or bike rides
  5. Make collages with newspapers, pictures, magazine cutouts to illustrate different feelings, ideas, concepts
  6. Start a fitness challenge between family members
  7. Make homemade puppets for a show

As summer nears, I encourage you to continue your reflection, thinking about all of the positives that have come from this change, this new teaching experience. It certainly hasn’t been easy, but we’ve learned so much. Though we may be anxious to get back to life as we once knew it, let’s, instead, grow from this experience, taking the amazing things that you’re doing (maybe once even thought impossible) and grow from this experience to better serve your students by considering:

  1. What tools will you take into next school year? 
  2. What strategies have you learned that you’ll forever hold dear? 
  3. What bonds have been created?
  4. In what ways have you increased the universal design and accessibility of your teaching to better meet the needs of your students and their support systems?

Please share your answers in the comments, reach out for more resources, and keep on, keeping on! 

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Apr
23

Big Dreams, Small Spaces

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

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

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

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

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

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

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

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

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

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Mar
06

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

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

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

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

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


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

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

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

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

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

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

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

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


















Be brave this week... take a deep breath, think about literacy a little more broadly and try to have fun with your students doing something for at least a few minutes every day! It's OK to laugh with them! ...and, I'll leave you with this one fun literacy-based idea. I recently took part, as a volunteer, in a silly activity with respected educational colleagues from around the world called, "Unicorn Poop." Yes, you read that correctly. In this game, I was part of a team, "riding" on a stick-unicorn from one side of the room to the other in order to scoop a plastic spoonful of unicorn poop (skittles candy) and bring it back to my teammate who was making a new word and conveying it to our "teacher" allowing me to claim the unicorn poop on our side of the room! We ended up losing the game by only a half of a spoonful of poop, but I ended up learning so much about teaching reading instruction in the process. We didn't spend any time on letter recognition or even individual sounds. We put BIG words together by practicing understanding of smaller phonemes!
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Feb
26

#Dyslexia: Celebrating Those Beautiful Brains

IMG_1557-2 Beautiful Brain Sticker
I read an audiobook a few weeks ago by Jonathan Mooney titled Normal Sucks: How to Live, Learn, and Thrive Outside the Lines. Jonathan was identified with dyslexia and ADHD (attention deficit hyperactivity disorder) when he was a kid and did not learn to read until he was 12 years old. He writes with a hilarious twist of confessions and speaks about the uniqueness of learners. Jonathan leaves the message that instead of trying to fix these students...let’s empower them to be successful in their own way.

He shares after being sent to the office due to some choices he made and his mom was called to come to his school, “I had crossed that invisible line between the normal and the not normal, which we all know is there. Though we aren’t quite sure where it is all of the time, or who drew it, or how, or why. At that moment, I knew for sure that whatever normal was, I wasn’t it.”

I am constantly meeting and working with new students who have been identified with dyslexia. I am tasked with the privilege to explore with them ways that they may learn and ways they can feel empowered in their own learning. I often get to see their new learning journey with assistive technology accommodations such as text-to-speech, word prediction, speech-to-text, etc. to keep them from getting further behind in school. Each time I am with a student, they teach me something new which makes me a better educator. I am so thankful.

When meeting new students, I have to create relationships very quickly. This often begins with talking about anything but dyslexia. I have laughed so hard with students at the amazing conversations we have had and the stories they share about life in general. I have also left schools with my chest so heavy due to students feeling so stomped down from the weight they feel from struggling to read. They do not feel smart and feel shame, which leads to low self esteem and often matched with bullying. 

Instead of writing a blog about dyslexia, I wanted to put some faces to dyslexia. Each time we talk about dyslexia in schools, there is a face to every single number. Each time accommodations are denied, there is a face to that denial. We have to remain connected in order to prevent the disconnection of accessibility. 

So! I rounded up just a few kiddos who have impacted my own life in some way this past school year, brought together by dyslexia...but relationships built due to all of the other amazing conversations those beautiful brains have shared with me. I asked them a few questions and I have no doubt you will lift them up with me. 

First, Samantha was a feature on PATINS TV! After meeting her one time and working with her for accommodations on the iPad, the next time I came back, she showed me some ways she was using her iPad that I was able to share with other kids. She is brilliant!

Meet Sam
Sam
  Age: 11 years old

  Favorite book or type of book: Dog Man

  What is something you really enjoy doing and know you are good at doing?  Driving the ATV and maneuvering it with a trailer anywhere!

  Anything else you would like the world to know about you? Sam is in 4-H and shows ducks, chickens, and pygmy goats. This year he is going to try his hand at the lawn mower driving project and LEGO building project. When he grows up Sam wants to be a farmer because farming is cool. 

The first time I met Sam, we had a race. He was in his running shoes and well, me in my high heels. He won but I’m ready for a rematch. Sam is an impeccable problem solver. His thoughts take him into creative action on a route we may not think of at the time. I was fortunate to see Sam show one of his goats at his county fair. It felt like 110 degrees in the summer inside a metal barn; but Sam took it like a champ (unlike me sweating profusely). He had an adorable and rambunctious goat that he gave 100% attention to in the heat and he placed! Also, this kid can do the Floss dance better than I have ever seen and brings it alive on the drop of a hat! I can’t wait to see him one day on his own farm...living his dream and being a mentor for those who want to learn his craft of farming. He is unstoppable.


Meet
Precious
Precious
  Age: I am 16 years old. I’m going to be 17 years old in March. 

  Favorite book or types of books you like to read: My favorite   book is Dork Diaries

 What is something you really enjoy doing and know you are good at doing?
My favorite hobby is art. 

Anything else you would like the world to know about you? I am a homeschooled student. I want to show my artwork to encourage everyone. I am building my own art studio called Shout Loud. I want people to know, "You can do it!"
Precious's artwork of colorful tree

As you can imagine by her answers above, Precious is extremely kind and talented. I was honored to see her art spotlighted at an event in Indianapolis, Indiana. I noticed on her art displays, the first line was “I have dyslexia.” The way that she sees colors and puts them together truly amazes me.


Meet
Piper
Piper
  Age: 9 years old, March 1st!

  Favorite book or types of books you like to read: Adventure, crime solving
  and mystery genre


  What is something you really enjoy doing and know you are good at
  doing?
Art, ice skating, skiing, and acting.

  Anything else you would like the world to know about you? I would like
  the world to know that I love having dyslexia, because it helps me be even more creative than I thought.


Piper helped me out when I presented on assistive technology accommodations. After learning that she loves to act, I can see now how she stood in the front of the crowded room with me with ease. When I showed Piper the C-Pen Reader, she practiced and figured it out quickly. Then, she proceeded to try it out backwards, upside down and up and down. She then explained to me all the ways one should not use the C-Pen. Ya know, she is right...we need to know that part. Thank you, Piper! 


Meet
Reed
Reed
  Age: 9 years old

  Favorite book or type of book: Dog Man

  What is something you really enjoy doing and know you are good at doing?
  Shooting 

  Anything else you would like the world to know about you? If the world wants to
  know anything else, they need to meet me!!


Reed wasn’t so sure about me at first. He was the observer and then came over to me when he was ready, which works just fine for me. Once he did, he told me about Dog Man and was extremely well spoken about not only the book; but about anything we talked about. Reed heard me say that I had a fear of grasshoppers. At the end of my talk, he walked up to me with his hands closed and said, “Hey, I caught a grasshopper for you!” I thought he was serious for about .2 seconds, which felt like an eternity. He asked me to come back, but Reed, you better watch out! I like to play tricks as well! Reed is right, the world needs to meet him one day. I have a feeling they will as he will positively change the world in his own unique way.

Note: Sometimes kids are labeled as shy, when in reality they just need time or need a purpose to engage. As an educator, practicing wait time and as well as creating purpose can make all of the difference. 


Meet
Jackson
Jackson
  Age: 7 years old

  Favorite book or type of book: Dyslexic Legends Alphabet. This
  is my favorite book because it has the people that are famous
  because they have dyslexia. Even though you have dyslexia, you
  can still read using audiobooks! 


What is something you really enjoy doing and know you are good at doing? Playing baseball and hockey! I really enjoy reading audiobooks. 

(Hey Brent Sopel...I think you've got a huge fan in the making for more than one reason!)

Anything else you would like the world to know about you? That you can do any job that you want, even though you have dyslexia! Even though dyslexia is hard, you can still do whatever you want! 

Clearly, Jack is a true champion for himself in the way he learns best. When he says “...enjoy READING audiobooks,” that kiddo is ahead of the game! Of course he is reading! He is reading with his ears! Jack is an inquisitive thinker and I feel pretty confident when he is not playing hockey or baseball, he is tackling his younger brother. I am hoping to recruit Jack in a future training video on how we all read differently. We can all learn something from Jackson for sure. Besides, he and I have matching shirts... T shirt: Dyslexia is not a disability, it's a different ability.

Jonathan Mooney continues to say and I would like to echo this to all students…

“...I want you to know that normality is a problem to be struggled with, to be resisted, and ultimately, an idea to be rejected and replaced. ...When normal comes for you, I want you to be able to say what I couldn’t when it came for me. Normal sucks.”

What is normal anyway? It’s a measurement we can forever chase and never find. If we always consider the variability of all learners, presume competence, appreciate the diversity and be facilitators toward independence with accessibility in our instruction...our impact will be larger than imaginable. It can literally change life paths in a positive direction for all those faces for not only dyslexia but for all students.

#Presuming Competence is the easiest or the hardest barrier to #inclusion. The hardest because you can't force someone to believe in ability. The easiest because believing in ability costs nothing. It requires zero resources. The ? is, what side of history do you want to be on?
What side do you want to be on? Let's celebrate those beautiful brains...together! 


Note: Make sure you click on each picture to enlarge!  Also, If you have a student or child you would like to celebrate in ANY way, please email me at 
ksuding@patinsproject.org, tweet me @ksuding, or share in the comments below and I will lift them up with you and share!

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Guest — Glenda Thompson
What an interesting and fun group of friends you introduced us to, Kelli. Here's my takeaway: Samantha - look at the look of dete... Read More
Friday, 28 February 2020 14:47
Guest — Mary Kelly
Hey Kelli!!! Today I was in awe of the opportunities that my daughter, Precious, has received! It is amazing watching her beautifu... Read More
Thursday, 23 July 2020 01:06
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Feb
20

The Power of Connection

As the newest member of the PATINS Specialists Team, I have had the pleasure to meet many educators across the state in my first 3 months. I have seen the amazing work of educators across the state firsthand. I am asked to problem solve, find resources for, and train educators in my specialty areas. It has been an incredible experience thus far!  

One thing that has rung true the past few months is that we all are connected. So often I walk into a new school and I can find a connection to the staff member or the administrator I meet with. Feeling connected, or having meaningful relationships with others, is a basic need. Humans need to feel connected to thrive.  

Have you ever noticed the power of an unexpected kind word or gesture? Many students do not even know the need for connection exists until they are taught how to create it. They are struggling to navigate the pathways of life. School is one of the many areas they are struggling in. Learning to build positive relationships with others will help students in school and other environments throughout life.  

Educators care about students and their learning experience. The connection or relationship between an educator and student ensures they are ready to learn. Making a good and positive connection with your student will allow an educator to speak into their life. An educator’s role is mighty and multifaceted. One thing is certain though - connecting with all the students you teach will impact them profoundly.  

The educator-student connection may allow an educator to influence actions in the classroom such as work completion, attention, behavior, and success. At first, it may mean the educator offers lots of positive rewards, intentional conversations, and motivational moments. Your efforts will pay off when the student knows you care.  

In the relationship-building process, you will learn to appreciate each student for their strengths as well! I love learning about the educators and students I work with, as I am sure that you appreciate that connection too. Some students need help building positive relationships.  

Relationship Skills is one of the five Social Emotional Learning (SEL) Competencies. Some schools offer SEL programming. There are many resources available to help build the SEL skills needed to be ready to learn. This is one area I have connected with educators within my time as a PATINS Specialist. As social and emotional skills improve, students will become ready to learn. 

As I close my first blog, I want to offer a few ways educators can connect with students. We can empower students to learn through modeling positive relationships and connection. Here are a few ways you can build connection:  
  • Greet them with their name and a high five or fist bump in the morning. 
  • Write your student a positive note.  
  • Catch them being good and praise them for it.  
  • Share a favorite activity, game, food, etc.  
  • Find something you have in common to talk about.  
  • Attend a sporting event or extra-curricular activity or ask about it if you cannot attend.  
  • Call their parents with them to offer a positive report.  
  • Engage in play or a game that they like at recess.  
I encourage you to try one of these out today. Add a new one each week. Let me know what changes you see by Spring Break in the comments below!

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Guest — Jen
Way to jump right into the resources with your first blog, Lisa! Don't we all love those cute videos of the teacher with the perso... Read More
Thursday, 20 February 2020 13:31
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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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Jan
16

Blue Crayons


12 blue crayonsJanuary is when I go for my annual eye exam, and as a specialist for issues regarding vision, I suppose my optometrist braces himself for that lady who has all the questions about eyes. My eyes are worsening each year, in no small part, due to screen use for work and I admit, due to viewing flowers, babies and political nonsense on social media. I’m working on reducing my screen time, and literally, taking a longer view, by scheduling time to look out the window.


My traveling views over the dashboard this winter are taking me frequently to my hometown of North Manchester. Manchester Community Schools is one of the several districts receiving our PATINS AEMing for Achievement Grant this year, and I have been assigned to help them with guidance and training. I’ve enjoyed visiting, and being reminded of my childhood in this small college town. The sledding hill at 5th and East Streets looks impossibly smaller than when I was 11. The injuries I sustained couldn’t possibly have happened there. The playground next to the little league field at the old Thomas Marshall School no longer has maypoles or tether balls. If you don’t know what either of these are google “playground hazards from the 1970’s”. Mr. Dave’s restaurant remains the same as does their tenderloin recipe. 

Part of the grant for Manchester’s schools provides specialized assistance with finding the right communication device or system for a student with more intensive needs. Jessica Conrad, PATINS specialist for AAC and I consulted with a teacher and speech therapist about a student who had puzzled them for a while. 

The student had a few words and some gestures to communicate but they felt like he had much more to say. Using picture communication had been inconsistent for him. As they described the student I started to hear some behaviors consistent with a cortical visual impairment. Cortical visual impairment, or CVI is where the eye itself is healthy but the visual pathways in the brain struggle to process an image. When the teacher mentioned that the student always chose a blue crayon or marker for a task, I was pretty sure that CVI was a possibility. Students with CVI often have a strong color preference (although it is usually red or yellow). 

cover of book titled Cortical Visual Impairment by Christine Roman showing a student viewing colored clear pegs on a light box

The teacher contacted his parent to schedule an appointment with an ophthalmologist. The student’s team also immediately began to offer the student assignments copied onto blue paper. They changed the settings on his iPad so that a blue overlay would cover the display. They used communication symbols highlighted in blue. 

The team was excited to report after only a couple of weeks that they were seeing dramatic improvement in the student’s attention, engagement, and accuracy in pointing at communication symbols. 

view looking over a boy's shoulder at his iPad and school assignment printed on blue paper.

The brain never ceases to amaze me. As educators and humans, we need reminders of how perception can vary so widely from individual to individual. Whether it is the filter of perception through color or through the lens of long-term childhood memories, our view is highly individualized. Keeping this in our awareness as educators can only lead to better results in our work. The staff at MCS are also benefiting from an initiative in Indiana called Project Success that supports higher academic achievement for students with disabilities. I’m grateful for this initiative and the educators at Manchester Elementary who hadn’t given up on finding out what could give this student a voice, and a means for academic success.

graphic logo for Project Success


How are your eyes? Where are you looking?
How are your perceptions expanding?
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Guest — Glenda Thompson
Interesting fact about blue (or yellow or red ) crayons that I didn’t know until today. Your style of writing is so engaging...tha... Read More
Friday, 17 January 2020 08:31
Guest — Bev
Hey Glenda! thanks for your kind words. Mr. Daves does not serve pie. . . worth the trip though for either the breaded or grilled ... Read More
Friday, 17 January 2020 09:22
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Dec
12

The One Question I Ask All Students

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

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

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

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

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

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

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

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

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




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Oct
10

The Intersection of Literacy and Joy

IMG_071_Smiling girl showing her book on her iPad written for her
book cover for Where the Red Fern Grows with boy and his two hunting dogs running through a field

“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.

door opening with a bright light behind it
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. 

smiling boy reading a book on his iPad with headphones

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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Guest — david jackson
Hi Bev, Thanks for sharing! I LOVE reading. Finishing up Sapiens now. I have a stack at my bedside and a stack in Audible!... Read More
Thursday, 10 October 2019 12:35
Jennifer Conti
Not a dry eye in my 8th grade classroom when we got to the end of "Where the Red Fern Grows". What a memory.
Thursday, 10 October 2019 13:51
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Aug
21

Empowered Muggles

Irish logo, DNA logo, Muggles, German Flag
I recently discovered through DNA testing that I am 53% Irish and 33% German. There are stereotypes of being Irish and/or German and if you know me, you may not be that surprised with those recent findings. I may or may not be stubborn at times and I do enjoy a good pub. My locks of curls are red and I do have blue eyes. Although, I am a vegetarian and do not eat schnitzel. I was emotionally impacted by discovering my heritage.  

Also, a few weeks ago at a conference that I attended, I participated in a session titled: “What Harry, Hermione and Ron taught me about learning” and was presented by Tony England. Tony is the Assistant Superintendent of Student Services at Elkhart Community Schools in Indiana and all around brilliant individual. 

At any rate, discussions were had about the diversity of each of us as individuals and how we and our students can appreciate others diversity when open to understanding. This could be certain behaviors, personalities, traits, etc in a classroom setting coming together with our strengths and weaknesses. Also, taking this into consideration when assigning group work, thinking about our own friends who we surround ourselves daily and how we can positively build upon differences.

What does this have to do with Harry, Hermione and Ron, characters from Harry Potter you may ask? After some fun activities throughout the conference session, it was concluded that my personality and traits could reflect that of Harry Potter’s. Of course, due to feeling highly intrigued, I began reading the entire Harry Potter book series. I am nearly embarrassed to admit as an educator, I had never read those books. Where have they been all my life? My Amazon wish list is now stacked with sorting hats, wands, owls, maps and stickers.

Why am I telling you this? Well...as the saying goes, “knowledge is power.” That could not hold more truth in my recent findings of my own self. Knowing my heritage gave me a sense of empowerment, deeper understanding and eager to learn more about where I come from. Constantly seeking new knowledge about the diversity of others and reflecting upon myself, gave me some unexpected permission to be ok with being curious and passionate about things and just jumping into it and figuring it out. That yes, I can be “competitive” and “fiercely independent” but at the same time being “supportive, easy-going, spontaneous and comfortable to be around.” At this point, I even feel completely ok with purchasing those Potter items on my wish-list! 

As educators, we are seen as individuals in a position of power. How can we use that power in a way to empower our own students? We have classrooms of students full of diversity and learning differences. How can we empower all students in embracing not only who they are but who their peers are and creating a safe place to not only succeed; but to fail?
question mark and light bulb ideas


What if…
  • We asked our students how they learn best? Then, begin teaching how our students learn best? aka: Universal Design for Learning If they don’t know or understand, how about helping them discover themselves as learners? Help them understand why they may read with their ears (auditory) and/or eyes (visual) and perhaps why using a stand up desk or a fidget can enable them to embrace their unique way of receiving and comprehending information. Empower them.
What if…
  • We talked about disabilities in our classroom? Do not fear those conversations.  The International Dyslexia Association states:
About 13–14% of the school population nationwide has a handicapping condition that qualifies them for special education. Current studies indicate that one half of all the students who qualify for special education are classified as having a learning disability (LD) (6–7%). About 85% of those students have a primary learning disability in reading and language processing. Nevertheless, many more people— perhaps as many as 15–20% of the population as a whole—have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words. Not all of these will qualify for special education, but they are likely to struggle with many aspects of academic learning and are likely to benefit from systematic, explicit instruction in reading, writing, and language.

Isn’t this an important conversation to have? Having these conversations can provide understanding and acceptance of why some students may be reading with their eyes and some with their ears. This will help those students who use assistive technology accommodations to not feel different; but accepted. Again, knowledge is power and this means educating all students about learning differences. Empower them.

What if…
  • We asked our students what they wish everyone knew about them? Let them speak freely, write them down and share if they choose. Create an environment with school and/or community resources that students know where to go if they need someone to talk to or get help. Empower them.
What if…
  • We not only celebrated successes of our students; but also their failures? This will empower them through teaching resilience and to keep trying! What if our students do not know how to regulate their negative reactions to failures? How about we model the behavior, celebrate loudly and practice the celebrations by setting up opportunities to fail.

I challenge you to have sign on the entrance of your classroom door or building that says:

“You do you.”

What if...we really let them?
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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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