Reading Reflections
AT Chap 2
Assistive Tech to Support Writing
Writing is a process that involves thinking, planning, decision making and transcription. While the act of writing consist of three elements: the task environment, the writer’s long term memory
and the writing process itself. The process of writing falls into several stages namely: prewriting which consist of generating ideas, collecting information, organizing ideas and setting goals; drafting includes the developing of ideas into meaningful words, sentences and paragraphs. Reviewing is the rereading and
reviewing process; editing is revising one’s writing and finally the sharing process; where the results are ready to be shared with others. The writing process sounds simple enough to the average person, some of who have difficulties with some of these writing stages but who overall can manage to work their way through the process.
Unlike the average person however, the writing process can and is a tremendous hurdle for students with a disability. Because of the layered process of writing, students with disabilities end up disliking writing and they struggle through the process which affects the quality of their writing. It is even more challenging for students who are unable to manipulate writing tools, they are unable to take notes or their handwriting is illegible. There are tools in the technology realm that are available to assist students with the writing process based on their disability. These tools can range from simple to complex, as simple as a pencil grip and as complex as a software program on the computer which includes speech recognition. Using technology to put together graphics, video and sound with text is a unique way to get students interested in the writing process. Good teaching strategies along with the technology provided will enhance students writing skills once the students receive the training on
how to use the technology to support their writing process.
Assistive Tech to support Reading
AT Chap 3
Just as writing follows a process, so does reading; In 2000 the National Reading Panel commissioned by the US Congress, recommended specific instructional approaches and strategies to improve and
support reading in the class. The panel determined that students need to be taught skills in five topic areas in order to become proficient. The topic areas focused on were: phonemic awareness, phonics, fluency, comprehension and vocabulary. In light of such specifics, students with learning disabilities are
at a disadvantage in the class if there are no supporting technology tools. Students who have dyslexia or ADD find the ‘regular’ text books a chore and they become discouraged and uninterested. As technology is brought in the class the computer becomes the tool the students rely on. Software programs designed to teach phonemic awareness and phonics, can be accessed to compliment the instructional teaching from the teacher. Care bust be taken however, to ensure that the proper software is used to meet the criteria of the students’ needs and principles of good reading instructions. Students with reading comprehension difficulties will benefit greatly by using computer technology application that
increases their reading, however, it does not stop at providing the software, and students must be taught how to use the programs.
AT Chap 10
Low Technology Approaches to Teaching Earl
Communication and emergent Literature
Communication happens when one person sends a message and the other person responds to the message. Language is a means of communication and communication can be done with or without symbolic representation. It is not limited to language; body language and other gestures
play a role in communication. An environment rich in activities will promote communication verbal and non-verbal, children with disabilities such as motor, sensory or cognitive are subject to delays in effective
communication.
While atypical children learn communication skills through daily interpersonal contact, children with disabilities have to be taught this skill. Assistive technology helps solve this problem as solutions
are offered, devices that provide opportunities for students to interact with others are accessible. These devices are considered low technology and can include switches, message recording devices or other devices programmed for multiple step instruction. The use of assistive technology must be in
conjunction with the context to what is happening on a daily basis in terms of routines.
Web 2.0 chap 2
Student and Learning
Technology in the 21st century has seen an increase in the use of this medium by more and more young people. In today’s society even some of the youngest among us are versed on using technology. Teachers and parents are at a disadvantage and are trying to catch up with the younger crowd. It had drastically changed people’s lives and has opened access to the world from our homes, offices and classrooms. Because of this burst of technology, industries have zoned in on the market and have found
an area untapped where they have created various games and software to meet the need of the technology age. The downsize of this is that, very young children are exposed to technology at a very early age and therefore some lack the social skills they need to interact with their peers and those around them.
Older children are engaged in emails, blogs and other social networking sites and are deprived of the personal interaction. Students use the Web more and more to complete assignments and teachers and parents are challenged to find ways to monitor the appropriate use. Access to online information is a good
resource but should not be seen as replacements for books and knowing how to extract pertinent information from the pages of a book. Learning is a process, it is more than clicking a button to have the answer pop up at our finger tips. Bloom’s Revised Taxonomy brings this point to the forefront with the new revised pyramid with Remembering at the base and Creating at the summit. The pedagogical
tools must be in harmony with technology in order to help students acquire Bloom’s skills. Teaching methods have to be targeted approaches to help students learn how to analyze, synthesize and communicate information.
Web 2.0 Chap 3
New Tool
Web 2 software is accessible to everyone as long as they have computer access. Social media has increased and some see web2.0 as a way to connect many different ideas and application into a common
meeting place. Web tool has changed the face of how we communicate using technology. Companies use the web more and more and staff can work from anywhere outside the office and communicate with each other as if they were in the same room. Meetings are downloaded onto iPods, blogs and wiki.
Teachers require students to do homework on line including keeping an online portfolio. Young students are very versed with technology and find it enjoyment as they work with different applications.
Schools will have to teach students how to get serious about using technology
for more than enjoyment.
AT 7 & 8
Computer Access and Issues in Selection
Assistive technology has no one set of rules as needs are varied. The correct equipment or device must be determined by the user. There are a lot of low tech adaptations that do not require the electronic component and are fairly priced on the market. Low tech can range from a pencil holder to a computer keyboard, some can be made at home others can be bought. In addition to low tech, there is the alternative input devices; the usefulness of these devices depends again on the user. AT has several
alternatives to the regular keypad as well as the mouse. As with all things there are advantages and disadvantages with equipment, the right fit has to be made for the equipment to function correctly and the user gets the full use and service.
The decision to obtain an assistive device is not always made by the person who will use them, sometimes those decisions are made for those with a disability. In so doing it is important to ensure the
proper match is made by matching technology to the student. Careful assessment has to be made when thinking about the use of assistive technology, the needs and abilities of the student but be taken into full consideration. What tasks need to be carried out by the student should also factor into the decision
making, the device should be tried out to establish the usefulness and support and assessment needs to be provided.
Web2.0 Chap 4
New Tools in School
Tools are being used in schools in all subject matter areas for learners of all ages and experience. Although technology has not fully taken over our schools, it is impacting the education
process as it lends itself to a pedagogical approach to include inquiry, creativity, and total integration.
The financial aspect of sustaining technology in schools are being looked at with caution but in spite of this factor, there is a New Tech High model that uses in depth project and problem based learning which relies on team work critical thinking and communication skills. This learning system is a set of tools that is a Lotus Notes implementation which is not yet available in Web Portal, it contains curriculum, assessment, rubrics, grade books and communication tools. The New Tech High model is developed as part of an overall education reform. The program’s expansion is impressive but the funding to make it work is the low point. Lemon Grove School Dist. faced objection and support regarding their stance on technology in homes.
AT
Chap 5& 6
Computers and the Internet for Teaching Content &
Providing access to Computer, using what you have
Computers are just as popular as a pencil and notebook in the class. It is a tool which can benefit students with disabilities who need extra practice and repetition in improving skills needed to do a task. The need of each student is different and there is software available to address the needs over a broad range of disabilities. Interactive web based activities should have features that cover a wide range from simple instructions to pace- setting and degrees of difficulties. Selection of software must meet the needs, goals and objectives for the students. The designs of products used by students with disabilities should be adaptable. Flexibility is the most crucial and takes into consideration left hand users as well. The
keyboard and mouse are two of the most used hardware that are adaptable to assist students with disabilities.
AT Chap 4
Assistive Tech to Enhance Communication
Communication is key to expressing thoughts, needs, and feelings. There are assistive technology tools that can enhance communication for students with disabilities. Some students cannot speak
and they have to have a way to express their needs. Technology has developed applications and devices that can speak for the voiceless. Augmentative communication is created to enhance an existing communication a student may have whether facial, gestures or body language. This kind of technology can be aided or unaided; sign language is an example of unaided, an aided example is that of any equipment used. There are several augmentative tools available for the deaf, blind, or low motor function disabilities. Augmentative communication promotes independence in individuals.
Web 2.0 Chap 8
Systemic Issues
Web 2.0 offers help to address challenges faced by the educational field. Students with disabilities including ELL and ESL students with disabilities benefit greatly from Web2.0 tools. Schools with a high minority population are in an unequal stance as they do not have access to technology to the same degree as other students in affluent schools. Most students do not have access to computers outside of school, therefore, teachers need to take that into consideration when assigning homework.
Web 2.0. Chap 9
New Schools
Technology has made a big difference in the 21st century and is growing quickly. The question on everyone’s mind is, how will technology affect teaching and learning in the future? Teachers
will need to learn how to embrace technology and use it to enhance their teaching experience and the learning experience of their students.
AT Chap 9 & 12
Selecting and designing a Student’s Augmentative Communication System
& Implementation of Assistive Technology in Schools
Augmentative communication enhances communication abilities of those with communication difficulties. The professionals who work with those with disabilities have to work as a team so that the application or device needed will be the best fit for the individual. There are three components to consider about the augmentative communication system to ensure it meets the need of the student: the symbol system (symbols to represent words), the vocabulary, and the student’s access method.
Although assistive technology benefits students with disabilities, some students are not provided with the assistive technology nor training they need from the schools. Students continue to struggle with work and are falling behind because of the lack of tools they need. In spite of the IDEA Act; school districts still have a long way to go in ensuring that assistive technology is provided for all students with a
disability, finances should not be the excuse; as long as students are receiving special services assistive technology must be considered and provided when addressed in an IEP.
AT
Chap 11 &13
Integrating Augmentation Communication in the Classroom, Home, and Community &
Implementation of Assistive Technology in Transition Planning
Quite often students attend school that do not have augmentation communication systems adequet for the students therefore the systems are hardly used or not used at all. For students who use augmentative communication system to be able to follow and fully participate in class the vocabulary the teacher is going to be using needs to be added to the communication system for the student to access. Teachers need to give opportunities to students so they can practice their communication skills with peers; teachers have to find teachable moments throughout the day to encourage communication from students with disabilities. Teachers themselves need to get training on augmentative communication system so they can be comfortable with students who have to use the system. The school and home has to communicate and
parents should be a part of the discussion and planning for the use of augmentation communication system.
Transitioning students from high school to collage can be overwhelming for the students and families. Assistive technology tools can ensure success if reasonable accommodations are in place fort eh
student. At this stage students have to learn to be advocates for themselves so they can be successful in collage. Long before going to college, families must engage in planning so the student can be self- reliant and versed in assistive technology.
Web 2.0 Chap 7
Online Safety and Security
In today’s society the web can be accessed from any location anywhere in the world and this gives rise to concern regarding privacy. Schools have to be vigilant in making sure that not only is the information online correct but also students are not finding inappropriate things on line. Protecting children’s right and personal info is the schools legal responsibility. Students need to be taught how to be secure on line, this
can be done through discussions, educational programs and family education.
School administration has to approve the sites the students will frequently use to ensure they are under the District’s control. Parents and school should work together to understand the dangers of
being online if it is not secure and tell students the consequences of not following the rules. Care must be taken to monitor the use of sending photos via the internet for social networking by teens.
AT Chap 2
Assistive Tech to Support Writing
Writing is a process that involves thinking, planning, decision making and transcription. While the act of writing consist of three elements: the task environment, the writer’s long term memory
and the writing process itself. The process of writing falls into several stages namely: prewriting which consist of generating ideas, collecting information, organizing ideas and setting goals; drafting includes the developing of ideas into meaningful words, sentences and paragraphs. Reviewing is the rereading and
reviewing process; editing is revising one’s writing and finally the sharing process; where the results are ready to be shared with others. The writing process sounds simple enough to the average person, some of who have difficulties with some of these writing stages but who overall can manage to work their way through the process.
Unlike the average person however, the writing process can and is a tremendous hurdle for students with a disability. Because of the layered process of writing, students with disabilities end up disliking writing and they struggle through the process which affects the quality of their writing. It is even more challenging for students who are unable to manipulate writing tools, they are unable to take notes or their handwriting is illegible. There are tools in the technology realm that are available to assist students with the writing process based on their disability. These tools can range from simple to complex, as simple as a pencil grip and as complex as a software program on the computer which includes speech recognition. Using technology to put together graphics, video and sound with text is a unique way to get students interested in the writing process. Good teaching strategies along with the technology provided will enhance students writing skills once the students receive the training on
how to use the technology to support their writing process.
Assistive Tech to support Reading
AT Chap 3
Just as writing follows a process, so does reading; In 2000 the National Reading Panel commissioned by the US Congress, recommended specific instructional approaches and strategies to improve and
support reading in the class. The panel determined that students need to be taught skills in five topic areas in order to become proficient. The topic areas focused on were: phonemic awareness, phonics, fluency, comprehension and vocabulary. In light of such specifics, students with learning disabilities are
at a disadvantage in the class if there are no supporting technology tools. Students who have dyslexia or ADD find the ‘regular’ text books a chore and they become discouraged and uninterested. As technology is brought in the class the computer becomes the tool the students rely on. Software programs designed to teach phonemic awareness and phonics, can be accessed to compliment the instructional teaching from the teacher. Care bust be taken however, to ensure that the proper software is used to meet the criteria of the students’ needs and principles of good reading instructions. Students with reading comprehension difficulties will benefit greatly by using computer technology application that
increases their reading, however, it does not stop at providing the software, and students must be taught how to use the programs.
AT Chap 10
Low Technology Approaches to Teaching Earl
Communication and emergent Literature
Communication happens when one person sends a message and the other person responds to the message. Language is a means of communication and communication can be done with or without symbolic representation. It is not limited to language; body language and other gestures
play a role in communication. An environment rich in activities will promote communication verbal and non-verbal, children with disabilities such as motor, sensory or cognitive are subject to delays in effective
communication.
While atypical children learn communication skills through daily interpersonal contact, children with disabilities have to be taught this skill. Assistive technology helps solve this problem as solutions
are offered, devices that provide opportunities for students to interact with others are accessible. These devices are considered low technology and can include switches, message recording devices or other devices programmed for multiple step instruction. The use of assistive technology must be in
conjunction with the context to what is happening on a daily basis in terms of routines.
Web 2.0 chap 2
Student and Learning
Technology in the 21st century has seen an increase in the use of this medium by more and more young people. In today’s society even some of the youngest among us are versed on using technology. Teachers and parents are at a disadvantage and are trying to catch up with the younger crowd. It had drastically changed people’s lives and has opened access to the world from our homes, offices and classrooms. Because of this burst of technology, industries have zoned in on the market and have found
an area untapped where they have created various games and software to meet the need of the technology age. The downsize of this is that, very young children are exposed to technology at a very early age and therefore some lack the social skills they need to interact with their peers and those around them.
Older children are engaged in emails, blogs and other social networking sites and are deprived of the personal interaction. Students use the Web more and more to complete assignments and teachers and parents are challenged to find ways to monitor the appropriate use. Access to online information is a good
resource but should not be seen as replacements for books and knowing how to extract pertinent information from the pages of a book. Learning is a process, it is more than clicking a button to have the answer pop up at our finger tips. Bloom’s Revised Taxonomy brings this point to the forefront with the new revised pyramid with Remembering at the base and Creating at the summit. The pedagogical
tools must be in harmony with technology in order to help students acquire Bloom’s skills. Teaching methods have to be targeted approaches to help students learn how to analyze, synthesize and communicate information.
Web 2.0 Chap 3
New Tool
Web 2 software is accessible to everyone as long as they have computer access. Social media has increased and some see web2.0 as a way to connect many different ideas and application into a common
meeting place. Web tool has changed the face of how we communicate using technology. Companies use the web more and more and staff can work from anywhere outside the office and communicate with each other as if they were in the same room. Meetings are downloaded onto iPods, blogs and wiki.
Teachers require students to do homework on line including keeping an online portfolio. Young students are very versed with technology and find it enjoyment as they work with different applications.
Schools will have to teach students how to get serious about using technology
for more than enjoyment.
AT 7 & 8
Computer Access and Issues in Selection
Assistive technology has no one set of rules as needs are varied. The correct equipment or device must be determined by the user. There are a lot of low tech adaptations that do not require the electronic component and are fairly priced on the market. Low tech can range from a pencil holder to a computer keyboard, some can be made at home others can be bought. In addition to low tech, there is the alternative input devices; the usefulness of these devices depends again on the user. AT has several
alternatives to the regular keypad as well as the mouse. As with all things there are advantages and disadvantages with equipment, the right fit has to be made for the equipment to function correctly and the user gets the full use and service.
The decision to obtain an assistive device is not always made by the person who will use them, sometimes those decisions are made for those with a disability. In so doing it is important to ensure the
proper match is made by matching technology to the student. Careful assessment has to be made when thinking about the use of assistive technology, the needs and abilities of the student but be taken into full consideration. What tasks need to be carried out by the student should also factor into the decision
making, the device should be tried out to establish the usefulness and support and assessment needs to be provided.
Web2.0 Chap 4
New Tools in School
Tools are being used in schools in all subject matter areas for learners of all ages and experience. Although technology has not fully taken over our schools, it is impacting the education
process as it lends itself to a pedagogical approach to include inquiry, creativity, and total integration.
The financial aspect of sustaining technology in schools are being looked at with caution but in spite of this factor, there is a New Tech High model that uses in depth project and problem based learning which relies on team work critical thinking and communication skills. This learning system is a set of tools that is a Lotus Notes implementation which is not yet available in Web Portal, it contains curriculum, assessment, rubrics, grade books and communication tools. The New Tech High model is developed as part of an overall education reform. The program’s expansion is impressive but the funding to make it work is the low point. Lemon Grove School Dist. faced objection and support regarding their stance on technology in homes.
AT
Chap 5& 6
Computers and the Internet for Teaching Content &
Providing access to Computer, using what you have
Computers are just as popular as a pencil and notebook in the class. It is a tool which can benefit students with disabilities who need extra practice and repetition in improving skills needed to do a task. The need of each student is different and there is software available to address the needs over a broad range of disabilities. Interactive web based activities should have features that cover a wide range from simple instructions to pace- setting and degrees of difficulties. Selection of software must meet the needs, goals and objectives for the students. The designs of products used by students with disabilities should be adaptable. Flexibility is the most crucial and takes into consideration left hand users as well. The
keyboard and mouse are two of the most used hardware that are adaptable to assist students with disabilities.
AT Chap 4
Assistive Tech to Enhance Communication
Communication is key to expressing thoughts, needs, and feelings. There are assistive technology tools that can enhance communication for students with disabilities. Some students cannot speak
and they have to have a way to express their needs. Technology has developed applications and devices that can speak for the voiceless. Augmentative communication is created to enhance an existing communication a student may have whether facial, gestures or body language. This kind of technology can be aided or unaided; sign language is an example of unaided, an aided example is that of any equipment used. There are several augmentative tools available for the deaf, blind, or low motor function disabilities. Augmentative communication promotes independence in individuals.
Web 2.0 Chap 8
Systemic Issues
Web 2.0 offers help to address challenges faced by the educational field. Students with disabilities including ELL and ESL students with disabilities benefit greatly from Web2.0 tools. Schools with a high minority population are in an unequal stance as they do not have access to technology to the same degree as other students in affluent schools. Most students do not have access to computers outside of school, therefore, teachers need to take that into consideration when assigning homework.
Web 2.0. Chap 9
New Schools
Technology has made a big difference in the 21st century and is growing quickly. The question on everyone’s mind is, how will technology affect teaching and learning in the future? Teachers
will need to learn how to embrace technology and use it to enhance their teaching experience and the learning experience of their students.
AT Chap 9 & 12
Selecting and designing a Student’s Augmentative Communication System
& Implementation of Assistive Technology in Schools
Augmentative communication enhances communication abilities of those with communication difficulties. The professionals who work with those with disabilities have to work as a team so that the application or device needed will be the best fit for the individual. There are three components to consider about the augmentative communication system to ensure it meets the need of the student: the symbol system (symbols to represent words), the vocabulary, and the student’s access method.
Although assistive technology benefits students with disabilities, some students are not provided with the assistive technology nor training they need from the schools. Students continue to struggle with work and are falling behind because of the lack of tools they need. In spite of the IDEA Act; school districts still have a long way to go in ensuring that assistive technology is provided for all students with a
disability, finances should not be the excuse; as long as students are receiving special services assistive technology must be considered and provided when addressed in an IEP.
AT
Chap 11 &13
Integrating Augmentation Communication in the Classroom, Home, and Community &
Implementation of Assistive Technology in Transition Planning
Quite often students attend school that do not have augmentation communication systems adequet for the students therefore the systems are hardly used or not used at all. For students who use augmentative communication system to be able to follow and fully participate in class the vocabulary the teacher is going to be using needs to be added to the communication system for the student to access. Teachers need to give opportunities to students so they can practice their communication skills with peers; teachers have to find teachable moments throughout the day to encourage communication from students with disabilities. Teachers themselves need to get training on augmentative communication system so they can be comfortable with students who have to use the system. The school and home has to communicate and
parents should be a part of the discussion and planning for the use of augmentation communication system.
Transitioning students from high school to collage can be overwhelming for the students and families. Assistive technology tools can ensure success if reasonable accommodations are in place fort eh
student. At this stage students have to learn to be advocates for themselves so they can be successful in collage. Long before going to college, families must engage in planning so the student can be self- reliant and versed in assistive technology.
Web 2.0 Chap 7
Online Safety and Security
In today’s society the web can be accessed from any location anywhere in the world and this gives rise to concern regarding privacy. Schools have to be vigilant in making sure that not only is the information online correct but also students are not finding inappropriate things on line. Protecting children’s right and personal info is the schools legal responsibility. Students need to be taught how to be secure on line, this
can be done through discussions, educational programs and family education.
School administration has to approve the sites the students will frequently use to ensure they are under the District’s control. Parents and school should work together to understand the dangers of
being online if it is not secure and tell students the consequences of not following the rules. Care must be taken to monitor the use of sending photos via the internet for social networking by teens.