May
19

The Timely Manner

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

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

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

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

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

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

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

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

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

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

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

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

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

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

...and, YES, for those keeping track of such things, this posting IS 4 days LATE and YES it is a posting about "TIMELY MANNER."  ... oh, the irony.  My apologies.
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May
10

Senior.....What?

Courtney and her Best BuddyAs I was chatting with my daughter the other day she mentioned that she was registering for her senior classes at Murray State University. What? How had the last 16 years passed by so quickly? Courtney was in Kindergarten when I took the assistive technology job with PATINS as a Coordinator. I was new to the field and Courtney became my test subject.  I was convinced that this Kindergarten student who told me endless stories non-stop could become a great writer with a little help from Co:Writer. I did not realize that although word prediction was a powerful tool, the student had to have enough tools to guide the story rather than letting the word prediction change the focus of the story. She would begin in writing about a bat, but when she typed ba and it predicted ball her story would take a new direction. It was a great lesson that I needed to learn and she would help me learn many more lessons over the years. I am happy to report that she is a great writer and although she never used word prediction, she was cognizant of this tool as well as many others. She now uses both low-tech (a wonderful proof-reader and my best friend, Donna) and high-tech (Grammarly).

Spelling words became a real challenge for Courtney in 2nd grade. Fortunately for her, I had just attended Universal Design for Learning(UDL) training at the Center for Applied Special Technology(CAST) in Boston, MA. UDL taught me that students need multiple means of representation, meaning that teachers should present information and content in different ways. Teachers should also provide multiple means of action and expression which means differentiating the ways students can express what they know. Lastly, teachers should provide multiple means of engagement meaning teachers should stimulate interest and motivation for learning. I could only address the first concept, and address it we did!

Courtney would write the words the required amount of times as the teacher required, but that was never enough for her to learn the words. We would write them out with magnets on the refrigerator, we would write them out with markers and tape them all over the house. We would make flashcards and quiz on them, we would sing and dance them out, and she would give me the words and make me spell them so she could hear them. I cannot tell you the number of hours that were spent in learning to spell those words. When she had her last spelling test, I can't remember what grade it was, but it was many years later, I wanted to celebrate. I'm sure her teachers never had any idea how many hours we spent and unfortunately none of her teachers ever applied any of the UDL principles I had learned. I'm not sure all those hours were productive, Courtney is still not a good speller but with spell-check and speech to text, she doesn't have to be.

I also learned to be very proficient with Quizlet and Flashcards apps as well as paper flashcards as Courtney entered Jr. High School. She would enter her terms in Quizlet and it would create instant flashcards for her to study on her new iPod Touch! Back then you had to use Flashcard apps that synced with Quizlet since Quizlet did not have their own app at the time. Quizlet was also great because you could use the website and it would create various games in which the terms would be used. You could also search and find flashcards that others had already made so you didn't have to enter them; you could just download their flashcards and tweak them to meet your needs. It was also great because you could create a practice test in any format you would like, multiple choice, true/false, or fill in the blank.

She also used paper flashcards quite a bit. Back then she began using the paper flashcards for the times when she could not use her iPod. Now she is in college and I would have thought she would have used all electronic flashcards, but she doesn't. It seems she is still teaching me lessons. She says it helps her to write the terms out. It also forces her to really think about the term and the answer, she says it is too easy on the iPad or iPhone to just sort of flip through the cards without really thinking about the terms and the definition.

In high school Courtney's school did not allow any mobile devices of any kind, no phones, no tablets, and no netbooks! This was hard for a child of a technology parent who had every device possible at her fingertips. In a casual conversation with a teacher at her high school, Courtney mentioned using electronic flashcards on her iPhone. The unnamed teacher actually allowed her and anyone else in the class to use their phones to study in her classroom. As far as I remember she never got into any trouble for this action, but I remember being flabbergasted that such an allowance might cause trouble for this teacher.

Courtney signed up for the peer tutoring class in the severe/moderate classroom in high school to no one's surprise after being immersed in the special education/assistive technology world for so many years. She was outstanding as a peer tutor and cared very deeply for her fellow students. She won a college scholarship after being nominated by the staff for her fantastic work in their classroom.

Courtney taught me many lessons and became a great teacher and it is no wonder that as I write this today she is at Murray State University studying to become a Speech-Language Pathologist. I am so proud of her and I can't wait for the many lessons that she will teach me in the years to come. Thank you Courtney for all the lessons, students from all over Indiana have benefited because of you!

If you have students who are struggling, please don't hesitate to contact me, I am always excited to learn new lessons!
Courtney and her Best Buddy

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May
05

Making Sense of the New Dyslexia Bill

Last summer, Indiana House Bill 1108 also known as the “Dyslexia Bill”, moved through the House and the Senate then was passed into law by a simple majority. As it was introduced, the bill was worded with directives that were specific and strong. Then amendments were filed and it seemed to me that the explicit language had been removed, so by final passage the bill sounded vague and watered down. I have had conversations with some of you, in this vein, and now I would like to modify that view and explain how my position has evolved.

In Section I, dyslexia is generally defined. The definition is not all-inclusive, but it is solid.

Then, Section 2:

If an education service center offers in-service training or other teacher training programs, the education service center may offer courses for teachers on dyslexia screening and appropriate interventions, including courses relating to a structured literacy approach that is systematic, explicit, multisensory, and phonetic.

I found it curious that the authors of the bill addressed service centers first. Why not go directly to the classroom? Well, the service centers are a very good path into the classroom. It states that the education service center may offer courses, so ask for them. Member schools administrators should contact your service centers and request trainings, on screening, classroom accommodations, and specialized instruction, for dyslexia.

Be sure to request courses that provide instruction that is systematic, explicit, multisensory, and phonetic. Because after over 40 years of documented, replicated, published research by the NIH, we know these elements are the backbone of effective reading instruction for those who struggle with learning to read by traditional methods.

Next, Section 3 provides:

A teacher preparation program shall include content within the curriculum that prepares teacher candidates to recognize that a student who is not progressing at a normal rate related to reading may need to be referred to the school's multidisciplinary team to determine the student's special learning needs, including learning needs related to dyslexia

This is a fundamental change. Looking back on the coursework for my teaching certification, the lack of attention given to dyslexia was striking. Now, new teachers will come in much better equipped to identify and serve students with dyslexia, as current service teachers will be leaning into their service centers for support, all to benefit the 1 in 5.

I didn’t like those phrases: “may need to be referred….” and “…related to dyslexia.” But there are other reasons for a student to fall behind in reading, like students who are English Language Learners. Or students who are experiencing family problems such as homelessness, or abuse. All need not be assigned a multidisciplinary team. Other supports may be more appropriate. Perhaps a student cannot decode words because she or he has an undetected vision impairment that could be corrected with glasses. Special education is not the solution to every problem and dyslexia is not every problem with reading. I knew that. Now I get it.

And now I see that my views were the limiting factors here. Indiana HB 1108 actually gives us much space wherein we can follow best practices for our students. 

For instance, the law does not stipulate that in order to provide interventions for dyslexia, that there must be a formal diagnosis of dyslexia. Evaluations can be quite expensive, and schools are not required at this time to pay for dyslexia screenings and diagnosis.

Let's back up a bit to review: a student with a disability is one who has been evaluated in accordance with 511 IAC Article 7, and has been determined eligible for special education and related services, by the Case Conference Committee (CCC). If the student is identified as such, this same CCC will determine which school-provided services will best meet the student’s educational needs. If the CCC agrees that the student presents a print disability, this must be indicated on the IEP. The NIMAS Regulations were added to the IDEA in 2004 for these students, specifically.

The NIMAS Regulations mandate that State and Local Education Agencies ensure that textbooks and related core instructional materials are provided to students with print disabilities in specialized formats in a timely manner. Also remember that a student with a print disability is defined as one who cannot access print in the normal manner (I don’t like that term “normal” but it is used in the NIMAS Regulations, so we reluctantly use it).

If a student has been determined to have a print disability, and is presenting 3 or more of the classic signs of dyslexia, that student is not accessing print in the normal manner, and
 the CCC may indicate the presence of a reading disability resulting from organic dysfunction on ICAM/NIMAS Form 4, and on the student’s IEP. In this category of print disability, dyslexia is the most frequently identified, and always has been. Once this determination is made and included in the IEP, the ICAM can begin to provide immediate assistance.

Typically, students with dyslexia prefer digital and audio formats, to print instructional materials. The ICAM is happy to offer two very special partnerships which we are able to share with Indiana schools.  

Learning Ally audio books are human voice recordings of more than 80,000 textbooks, popular fiction titles and classic literature. Previously known as Recording for the Blind and Dyslexic, Learning Ally produces high quality audio books that help students increase word recognition, reading comprehension, fluency, and confidence. Important features include text highlighting, audio and speed adjustments, and most recently, a growing library of titles in a combination format, called Voicetext.

Read: OutLoud by Don Johnston, Inc.is a text-to-speech screen reader that provides elements essential for struggling readers: text highlighting, options in font and background color, reading speed adjustments, and a selection of digital reading voices. Don Johnston knows firsthand how frustrating school can be for students with dyslexia, so he and his team continue to design a range of tools to level the playing field for a range of abilities. The ICAM provides the basic software.

We now know that dyslexia presents in levels, or degrees: mild, moderate, severe, profound. Students with dyslexia in the mild to moderate range may find adequate support through one or both of these tools. A student who falls in the severe-profound ranges may need more specialized instruction to go with these tools, and there may come a time when one will need a formal evaluation/diagnosis of dyslexia. However Indiana HB 1108, the NIMAS Regulations of IDEA 2004, and the ICAM can help schools help students, now.

Let’s get started!
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Apr
28

If I knew then what I know now.

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


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

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

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

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

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

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


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

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



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

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

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

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

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Recent Comments
Glenda Thompson
Ahh, Dillan's video brought tears of joy! Thanks for the beautiful post, Jena. We all need to take more time to "open our minds"... Read More
Thursday, 28 April 2016 12:07
Daniel G. McNulty
Jena... YOU are the bees knees to PATINS Data & Outreach, which means that you're also the bees knees to the teachers out there st... Read More
Friday, 29 April 2016 10:56
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Apr
18

“Mimi, would you read me this book?”

Reading…not one of my favorite pastimes.  A difficult confession and one I am embarrassed to admit.  It is something I have struggled with all through school and beyond.  Call it a lack of interest, being uncomfortably forced to read out loud, a missed diagnosis, etc. I don’t know for sure.  Don’t get me wrong I can read, but more out of necessity than pleasure.
I know the importance of reading for a variety of reasons and in my current role it is even more imperative that gaining access to materials in a variety of formats is important.  With all of its importance that’s what led me to do this blog about Mimi.  Mimi is the name my grandchildren call my wife.  I know her as Rita, but not when the grandkids are around.  Being a teacher for more than 30+ years (sorry Mimi) she has always taken great pleasure each semester to take the time to read a story out loud to her class.  Sometime funny and sometime serious topics, but stories that held the class riveted to her every word.  It’s one of the things that alumni students remember vividly about her class.  I can’t say that happened when I was in school, besides that was too long age. Mimi reading to three of her Grandkids.Which brings me to Mimi and my grandkids. We have 5 ranging from 6 years of age down to 6 months.  From a very early age, Mimi would “read” picture books to each one.  It only has a picture and is wordless, but she would describe the picture in a way that would tell a very short story.  As each one has grown older, she would ask if they would like for her to read to them.  “Bring me a book”, she will say if they don’t already have one in hand.  She has never been turned down.  More often than not I hear “Mimi, would you read me this book?”  You should know by now that the answer is an overwhelming “YES”.  It is a blessing to watch how she draws our grandchildren into her world, no their world.  So as I watch this miracle happen, I take pleasure in fact that undoubtedly my grandchildren have found the importance of reading and I have as well.  What a precious gift to pass on.
 
In the big picture, the interest and encouragement we offer to students can go a long way.  It may be a hardback book, digital file, braille, audio format, or just plain reading to them and conveying enthusiasm is key to inspiration.  Just like Mimi.
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Recent Comments
Daniel G. McNulty
Most important and excellent observations, Jeff! Thanks for writing this up for the inspiration of others. Of course, we know th... Read More
Tuesday, 19 April 2016 11:21
Kelli Suding
Well said, Jeff. Thanks for sharing. Admitting that you aren’t the biggest fan of reading isn’t the easiest statement to make; b... Read More
Tuesday, 19 April 2016 12:36
Julie Kuhn
Touching. Nicely done, Jeff.
Tuesday, 19 April 2016 13:10
  6 Comments
Apr
12

I love games!

I love games!

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

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

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

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

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

Game On!!  Boardgame
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Apr
07

A Salute to Indiana Educators

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

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

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

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

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






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Mar
28

A Deer in the Headlight

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

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

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

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

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

deer

P.S. My mom is recovering nicely!

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Jim Lambert
Thanks for the comment Colleen!
Tuesday, 12 April 2016 10:16
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Mar
22

How do you find things if you don't know they exist?

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

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

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

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

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

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

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

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

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


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







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Mar
15

What I learned, I learned from a robot.

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

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

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

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

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

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

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