Agenda for TodayAgenda for Today

A Hodge Podge of ResourcesA Hodge Podge of Resources8 -9:30- Overview of Universal Design For 8 -9:30- Overview of Universal Design For LearningLearning

9:30-10:30- 9:30-10:30- 2)9:45-10:45- Making AT decisions10:45-12:00- Overview of Reading/Writing AT solutions and resources

 

After LunchAfter Lunch

Ipods/IPADS CollaborationIpods/IPADS Collaboration Discussion as a group of any casesDiscussion as a group of any cases Continued exploration of Continued exploration of

tools/resourcetools/resource

Overview of Universal Overview of Universal Design for LearningDesign for Learning

Elizabeth Panek, M.S., CCC-SLPElizabeth Panek, M.S., CCC-SLP

DefinitionDefinition

http://www.cast.org/index.html ““Universal design for learning is a Universal design for learning is a

framework for designing curricula that framework for designing curricula that enable all individuals to gain knowledge, enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL skills, and enthusiasm for learning. UDL provides rich supports for learning and provides rich supports for learning and reduces barriers to the curriculum while reduces barriers to the curriculum while maintaining high achievement standards maintaining high achievement standards for all.”for all.”

Video Video

http://www.youtube.com/user/UDLCAST#p/f/6/vr3ardmq0a0

Universal Design For LearningUniversal Design For Learning What is Universal Design For Learning?What is Universal Design For Learning?

• A means to design CURRICULM from the A means to design CURRICULM from the beginning to target ALL the brains in the beginning to target ALL the brains in the room by limiting barriers to learning. room by limiting barriers to learning.

• Provides choice from the onset prior to Provides choice from the onset prior to students walking into the classroomstudents walking into the classroom

• Based on three principals to look at your Based on three principals to look at your goals, methods, material and assessmentgoals, methods, material and assessment

Three principals: Three principals: • Multiple methods of Engagement, Representation, Multiple methods of Engagement, Representation,

and Expressionand Expression

What it isn’tWhat it isn’t

• NewNew• RetrofittingRetrofitting• For students with special needs only For students with special needs only • Technology Technology • One more thingOne more thing• Designed with one student in mindDesigned with one student in mind• Assistive TechnologyAssistive Technology

How does UDL differ from AT?How does UDL differ from AT?

Federal definition from IDEA:Federal definition from IDEA:Assistive Technology DeviceAssistive Technology Device: any : any

item that is used to “increase, maintain, or item that is used to “increase, maintain, or improve functional capabilities of a child improve functional capabilities of a child with a disability” (IDEA ’97, Section 602)with a disability” (IDEA ’97, Section 602)

Assistive Technology ServicesAssistive Technology Services: : any service that “directly assists a child any service that “directly assists a child with a disability in the selection, with a disability in the selection, acquisition, or use of an assistive acquisition, or use of an assistive technology device.”technology device.”

How does UDL differ from AT?How does UDL differ from AT?

UDLUDL Curriculum-focusCurriculum-focus Designed from the Designed from the

onset of instructiononset of instruction Appropriate for all Appropriate for all

studentsstudents Examines goals, Examines goals,

methods of methods of instruction, materials, instruction, materials, and assessmentsand assessments

ATAT Student-focusStudent-focus Often occurs after-the-Often occurs after-the-

factfact Individualized for one Individualized for one

studentstudent Attempts to integrate Attempts to integrate

into student’s current into student’s current curriculumcurriculum

Let’s break it downLet’s break it down

Curriculum that targets ALL the students that are present in Curriculum that targets ALL the students that are present in our classroom. our classroom.

Did you know that curricula (goals, methods, materials, and Did you know that curricula (goals, methods, materials, and assessment) can be disabled? assessment) can be disabled?

- Based on - Based on who, what who, what and and howhow it can teach? it can teach?

Everyone’s learning is unique to them due to likes/dislikes, Everyone’s learning is unique to them due to likes/dislikes, background, strengths/needs and life experiences. background, strengths/needs and life experiences.

Learner variability is the norm. Learner variability is the norm.

There is No Average Learner! There is No Average Learner!

Who would be disabled if?Who would be disabled if?

The only method of assessment is through The only method of assessment is through singing? singing?

The only materials in your classroom are The only materials in your classroom are print?print?

The entire class is lecture with no visuals?The entire class is lecture with no visuals? If every question is linked to Pop Culture?If every question is linked to Pop Culture? You had to handwrite every answer?You had to handwrite every answer? I took your IPAD/IPOD calendar away and I took your IPAD/IPOD calendar away and

gave you a paper version?gave you a paper version?

Neuroscience has identified three networks of the brain that Neuroscience has identified three networks of the brain that are engaged in the learning processare engaged in the learning process

• Recognition network- The what of LearningRecognition network- The what of Learning• Strategic network- The How of LearningStrategic network- The How of Learning• Affective network- The why of Learning (why should I care?)Affective network- The why of Learning (why should I care?)

Each network is separated structurally and functionally Each network is separated structurally and functionally although they work together and are closely connectedalthough they work together and are closely connected

These smaller neural networks can operate simultaneously These smaller neural networks can operate simultaneously and show different patterns of activity for different learning and show different patterns of activity for different learning activitiesactivities

Although all brains share these commonalities, differences Although all brains share these commonalities, differences are noted in the way the networks interact and the level of are noted in the way the networks interact and the level of activity of each network at different pointsactivity of each network at different points

http://www.udlcenter.org/aboutudl/whatisudl

Examples of Neuroimaging of the BrainExamples of Neuroimaging of the Brain

http://www.alz.org/brain/07.asp

3 Networks3 Networks

The “what” of Learning

The “how” of Learning

Recognition networksRecognition networks-The WHAT of Learning-The WHAT of Learning

Allows people to take information from the Allows people to take information from the senses and recognize what they are senses and recognize what they are seeing, hearing, smelling, feeling etc. seeing, hearing, smelling, feeling etc. • Recognize people in a pictureRecognize people in a picture• Know the structure of an atomKnow the structure of an atom• Understand the concept of “justice”Understand the concept of “justice”• Identifying letters, words, or an author's style Identifying letters, words, or an author's style

are recognition tasks.are recognition tasks.

UDL Principal Application: UDL Principal Application: Present Information and Content in Different wayPresent Information and Content in Different way

Recognition ActivityRecognition Activity

Strategic Networks-Strategic Networks-The HOW of LearningThe HOW of Learning

Allow us to make a plan of action and monitor that plan. It Allow us to make a plan of action and monitor that plan. It is the strategies in learning and completing a task. is the strategies in learning and completing a task. • Writing an essayWriting an essay• Composing a jokeComposing a joke

Different areas of activity are seen simultaneously (lateral Different areas of activity are seen simultaneously (lateral processing) and influence one anotherprocessing) and influence one another• Implication may be that individuals learn certain skills better Implication may be that individuals learn certain skills better

simultaneously than one at a timesimultaneously than one at a time

Individual differences are seen in choosing a goal, Individual differences are seen in choosing a goal, designing a plan to meet that goal, and executing the designing a plan to meet that goal, and executing the plan.plan.

UDL Principal Application: UDL Principal Application: Different the ways students can express what they knowDifferent the ways students can express what they know

Affective NetworksAffective Networks Allow us “to evaluate patterns and assign Allow us “to evaluate patterns and assign

them emotional significance; they enable us them emotional significance; they enable us to engage with tasks and learning and with to engage with tasks and learning and with the world around us” (the world around us” (www.cast.org))• Your interest in a piece of artworkYour interest in a piece of artwork• Your understanding of facial expressionsYour understanding of facial expressions• Your motivation to present information to a groupYour motivation to present information to a group

Housed in the limbic system at the core of the Housed in the limbic system at the core of the brainbrain

UDL Principal Application: UDL Principal Application: Stimulate interest and motivation for LearningStimulate interest and motivation for Learning

The “why” of learning

(motivation, emotions, . Important to note: long term memory is primary here)

How does this differ?How does this differ? We all have these networks, but are We all have these networks, but are

strengths in them may differ.strengths in them may differ.

• May be stronger recalling facts than May be stronger recalling facts than applicationapplication

• May be stronger in problem solving tasks May be stronger in problem solving tasks then remembering detailsthen remembering details

• May be affected greatly by topic area or May be affected greatly by topic area or past experience in that topic areapast experience in that topic area

Overview ActivityOverview Activity

Exercise your recognition networks' processing by quickly Exercise your recognition networks' processing by quickly

listing the individual objects you recognize in this picturelisting the individual objects you recognize in this picture

Exercise your strategic networks by examining this image for a few different Exercise your strategic networks by examining this image for a few different purposes. purposes.

Notice how you look at the image differently depending on your purpose.Notice how you look at the image differently depending on your purpose.

Eye Movement ImagesEye Movement Images

Tune into your affective networks Tune into your affective networks by looking at this picture once by looking at this picture once

again, just to see what grabs you. again, just to see what grabs you.

3 Networks 3 Networks ActivityActivity

The Indian DinnerThe Indian Dinner

Imagine that Sheela, Frank and you are Imagine that Sheela, Frank and you are

preparing an Indian meal for some friends, preparing an Indian meal for some friends,

including a long time friend who is returning from including a long time friend who is returning from

some years working in Europe. Sheela, a computer some years working in Europe. Sheela, a computer

programmer, is from India. She grew up programmer, is from India. She grew up

appreciating varied Indian spices and foods, but appreciating varied Indian spices and foods, but

she isn't that keen on cooking and doesn't do it she isn't that keen on cooking and doesn't do it

often. She is especially fond of the friend whom often. She is especially fond of the friend whom

she has not seen in two years. she has not seen in two years.

Frank is a gourmet cook. His specialties Frank is a gourmet cook. His specialties

are Italian cooking and making bread, and cooks are Italian cooking and making bread, and cooks

every chance he gets. He has never eaten every chance he gets. He has never eaten

Indian food, and doesn't know the names of any Indian food, and doesn't know the names of any

dishes. Frank has a lot of confidence in his dishes. Frank has a lot of confidence in his

ability to learn to cook new things and loves a ability to learn to cook new things and loves a

challenge. Both Sheela and Frank are eager to challenge. Both Sheela and Frank are eager to

give it a try because a mutual friend is coming give it a try because a mutual friend is coming

from abroad and they want the party to be from abroad and they want the party to be

wonderful.wonderful.

Let's think about what each person Let's think about what each person brings to the cooking project from the brings to the cooking project from the standpoint of the three brain networks. standpoint of the three brain networks.

The goal is to cook an Indian meal The goal is to cook an Indian meal together. together.

Each person brings a unique Each person brings a unique combination of strengths, challenges, and combination of strengths, challenges, and interests. interests.

To see where each can contribute To see where each can contribute most and where each might need most and where each might need scaffolding, support, or instruction, we use scaffolding, support, or instruction, we use a chart to analyze the characteristics each a chart to analyze the characteristics each person brings to the project. person brings to the project.

GoalGoal:: Cook an Indian Meal for a Group of FriendsCook an Indian Meal for a Group of Friends

PersonPerson:: SheelaSheela

NetworksNetworks Strengths Strengths ChallengesChallenges

RecognitionRecognition familiar with Indian dishes & familiar with Indian dishes & spices, can taste and identify spices, can taste and identify whether we are on target. whether we are on target.

not familiar with the not familiar with the environment of the kitchen, environment of the kitchen, tools, ingredients, etc. e.g. tools, ingredients, etc. e.g. wouldn't know what "a pinch" wouldn't know what "a pinch" was was

StrategyStrategy From her work, knows how to From her work, knows how to break a task down into parts, break a task down into parts, plan and organize. plan and organize.

lack of experience with cooking lack of experience with cooking procedures procedures

AffectAffect though not generally interested though not generally interested in cooking, eager to make a nice in cooking, eager to make a nice meal for this particular friend meal for this particular friend

has never really liked cooking has never really liked cooking

GoalGoal:: Cook an Indian Meal for a Group of FriendsCook an Indian Meal for a Group of Friends

PersonPerson:: FrankFrank

NetworksNetworks Strengths Strengths ChallengesChallenges

RecognitionRecognition Experience with how things "look Experience with how things "look and feel" when cooking, e.g. and feel" when cooking, e.g. when thickening a sauce, how it when thickening a sauce, how it

looks at different stageslooks at different stages

not familiar with Indian spices, not familiar with Indian spices, ingredients, measures, and foods ingredients, measures, and foods - how they look in the process of - how they look in the process of cooking or when done cooking or when done

StrategyStrategy Extensive experience with the Extensive experience with the procedures of cooking - how to procedures of cooking - how to shop for right amounts, plan, shop for right amounts, plan, organize, lay out ingredients, organize, lay out ingredients, handle timing, etc handle timing, etc

Lack of familiarity with the Lack of familiarity with the procedures specific to Indian procedures specific to Indian cooking cooking

AffectAffect Loves cooking, eager to learn Loves cooking, eager to learn new foods and techniques new foods and techniques

Doesn't know whether he will Doesn't know whether he will even like Indian food even like Indian food

GoalGoal:: Cook an Indian Meal for a Group of FriendsCook an Indian Meal for a Group of Friends

PersonPerson: YOU: YOU

NetworksNetworks Strengths Strengths ChallengesChallenges

RecognitionRecognition

StrategyStrategy

AffectAffect

ReflectionReflection

Think of a student who is struggling Think of a student who is struggling with learning something. with learning something.

You may consider this student You may consider this student primarily in light of his or her primarily in light of his or her difficulties.difficulties.

Can you think of some interests or Can you think of some interests or strengths that this student may have strengths that this student may have that are not being tapped? that are not being tapped?

Analyze Your Brain Network Analyze Your Brain Network DifferencesDifferences

Homework: Homework:

http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=10

-Helpful in use with teaching student’s Helpful in use with teaching student’s their own differences as well as finding their own differences as well as finding your learning differencesyour learning differences

(helps us identify any potential biases)(helps us identify any potential biases)

Getting Know You the UDL way: Getting Know You the UDL way:

Homework: http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=12

How are these networks tied to the How are these networks tied to the curriculum?curriculum?

GoalsGoals MethodsMethods MaterialsMaterials AssessmentAssessment

Looking at all aspects to design a Looking at all aspects to design a flexible curriculum to target every flexible curriculum to target every student with both support and student with both support and challengechallenge

The idea is to design for variability from The idea is to design for variability from the start rather than retrofitting. (Like the start rather than retrofitting. (Like planning for a vacation)planning for a vacation)

Comes from the idea of Universal Comes from the idea of Universal Design in ArchitectureDesign in Architecture

Question…. Question….

Thumbs up if you have used the Thumbs up if you have used the following in the last week….following in the last week….

Closed CaptioningClosed CaptioningSiriSiriGPSGPSCurb CutCurb CutElevatorElevatorButton to open the doorButton to open the doorAutocomplete (on Google or Word)Autocomplete (on Google or Word)

Basis and Background of Universal Basis and Background of Universal Design for LearningDesign for Learning

Based off the idea of universal design in Based off the idea of universal design in architecturearchitecture• Many people can benefit from supports REQUIRED by a Many people can benefit from supports REQUIRED by a

few individualsfew individuals• To access these supports, architecture needs to be To access these supports, architecture needs to be

designed from the forefront to incorporate the designed from the forefront to incorporate the accessible featuresaccessible features

Research on modern neuorscience and the Research on modern neuorscience and the cognitive science of learningcognitive science of learning• Three different learning networks in the brainThree different learning networks in the brain

Rooted in the work of Lev Vygotsky and Benjamin Rooted in the work of Lev Vygotsky and Benjamin BloomBloom• Research on individual differences, the need for Research on individual differences, the need for

scaffolds, and the need for the reduction of scaffolds as scaffolds, and the need for the reduction of scaffolds as students become more “expert” learnersstudents become more “expert” learners

To eliminate the Barriers…To eliminate the Barriers…

Use the UDL Principals to build flexible Use the UDL Principals to build flexible pathways to learning (the brain pathways to learning (the brain networks) so that each child can networks) so that each child can progressprogress

Multiple Means of Representation Multiple Means of Representation

Multiple Means of Action and Multiple Means of Action and Expression Expression

Multiple Mean of EngagementMultiple Mean of Engagement

 CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

Where do I start?Where do I start?

Tools to help you look at the Tools to help you look at the barriers in your Curriculumbarriers in your Curriculum

http://www.learningthroughlistening.org/Universal-Design-for-Learning-UDL/UDL-Curriculum-Barriers-and-Solutions-Finder/Step-1-Goals/601/

GoalsGoals What do we know?What do we know?

• Goals are an essential part of the Goals are an essential part of the curriculum and support learningcurriculum and support learning

• They set the stage for the materials, They set the stage for the materials, methods, and assessments involved in methods, and assessments involved in teaching/learningteaching/learning

• Many goals are unclearly defined or Many goals are unclearly defined or intimately tied to the methods for intimately tied to the methods for achieving themachieving them

• Many goals are tied to fixed mediaMany goals are tied to fixed media

Strategies for improving goal Strategies for improving goal developmentdevelopment

Consider what the “true purpose” of the goal is – Consider what the “true purpose” of the goal is – what network is the goal addressingwhat network is the goal addressing• Representation – learning informationRepresentation – learning information• Strategic – learning skills or processesStrategic – learning skills or processes• Affective – engagement with informationAffective – engagement with information

Separate the purpose from the means of reaching Separate the purpose from the means of reaching itit

Provide flexible media and materials to support Provide flexible media and materials to support the diverse learning needs of many studentsthe diverse learning needs of many students

Emphasize a variety of paths to achieve the goalEmphasize a variety of paths to achieve the goal Individualize the performance criteria for Individualize the performance criteria for

measuring successmeasuring success

Methods and MaterialsMethods and Materials Multiple means of representationMultiple means of representation

• Options for perceptionOptions for perception• Options for language and symbolsOptions for language and symbols• Options for comprehensionOptions for comprehension

Multiple Means of Action and ExpressionMultiple Means of Action and Expression• Options for physical actionOptions for physical action• Options for expressive skills and fluencyOptions for expressive skills and fluency• Options for executive functionsOptions for executive functions

Multiple Means of EngagementMultiple Means of Engagement• Options for recruiting interestOptions for recruiting interest• Options for sustaining effort and persistenceOptions for sustaining effort and persistence• Options for self-regulationOptions for self-regulation

MaterialsMaterials

Importance of built-in flexibility – Importance of built-in flexibility – digital toolsdigital tools• Use of the InternetUse of the Internet• Use of free softwareUse of free software

Text-to-speechText-to-speech Graphic organizersGraphic organizers Typing programsTyping programs Study skillsStudy skills

• Use of commercial softwareUse of commercial software

What technology can support UDL?What technology can support UDL? Digital textDigital text

• Digital files from publishers – market modelDigital files from publishers – market model• NIMAS/NIMAC files – limited number of individuals have NIMAS/NIMAC files – limited number of individuals have

access to theseaccess to these• SOLO Literacy SuiteSOLO Literacy Suite• Kurzweil 3000Kurzweil 3000• Read and Write GoldRead and Write Gold

Software that supports varying levels of Software that supports varying levels of scaffolding and accessscaffolding and access• Intellitools Classroom SuiteIntellitools Classroom Suite• Clicker 6Clicker 6• PixWriterPixWriter• Book BuilderBook Builder• Inspiration/KidspirationInspiration/Kidspiration

eTrekker – on-line research based tools with eTrekker – on-line research based tools with scaffolded supportsscaffolded supports

Methods and MaterialsMethods and Materials Multiple means of representationMultiple means of representation

• Options for perceptionOptions for perception• Options for language and symbolsOptions for language and symbols• Options for comprehensionOptions for comprehension

Multiple Means of Action and ExpressionMultiple Means of Action and Expression• Options for physical actionOptions for physical action• Options for expressive skills and fluencyOptions for expressive skills and fluency• Options for executive functionsOptions for executive functions

Multiple Means of EngagementMultiple Means of Engagement• Options for recruiting interestOptions for recruiting interest• Options for sustaining effort and persistenceOptions for sustaining effort and persistence• Options for self-regulationOptions for self-regulation

Instructional Methods to Support Instructional Methods to Support Diversity in Recognition NetworksDiversity in Recognition Networks

Provide multiple examples Provide multiple examples Highlight critical features Highlight critical features Provide multiple media and formats Provide multiple media and formats Support background context Support background context

Instructional Methods to Support Instructional Methods to Support Diversity in Strategic NetworksDiversity in Strategic Networks

Provide flexible models of skilled Provide flexible models of skilled performance performance

Provide opportunities to practice with Provide opportunities to practice with supports supports

Provide ongoing, relevant feedback Provide ongoing, relevant feedback Offer flexible opportunities for Offer flexible opportunities for

demonstrating skilldemonstrating skill

Instructional Methods to Support Instructional Methods to Support Diversity in Affective NetworksDiversity in Affective Networks

Offer choices of content and tools Offer choices of content and tools Offer adjustable levels of challenge Offer adjustable levels of challenge Offer choices of rewards Offer choices of rewards Offer choices of learning contextOffer choices of learning context

AssessmentAssessment What we know?What we know?

• To be truly useful, assessment must accurately evaluate To be truly useful, assessment must accurately evaluate student’s knowledge and skills related to the goalsstudent’s knowledge and skills related to the goals

Some flaws of assessment:Some flaws of assessment:• Student’s ability to work with various methods and Student’s ability to work with various methods and

materials may confound their ability to demonstrate materials may confound their ability to demonstrate their knowledge and skillstheir knowledge and skills

• Individual learning differences can skew results Individual learning differences can skew results (recognition, strategic, and affective differences)(recognition, strategic, and affective differences)

• Withholding student supports can skew resultsWithholding student supports can skew results• Poor integration with curriculum limits the value of Poor integration with curriculum limits the value of

assessment dataassessment data

Example of a testing condition Example of a testing condition without regular supports providedwithout regular supports provided

You are taking a professional cooking course. You are taking a professional cooking course. The final exam is to prepare a fruit souffle within The final exam is to prepare a fruit souffle within a certain time limit (a simulation of real a certain time limit (a simulation of real restaurant conditions). During your training, you restaurant conditions). During your training, you have had regular access to all the tools found in a have had regular access to all the tools found in a modern professional kitchen: food processors, modern professional kitchen: food processors, electric mixers, and ovens that heat quickly and electric mixers, and ovens that heat quickly and evenly. Now suppose these appliances are evenly. Now suppose these appliances are disallowed during the test. The clock is ticking, disallowed during the test. The clock is ticking, and you have to hand-chop the fruit, hand-whip and you have to hand-chop the fruit, hand-whip the eggs, and preheat a slow oven with an the eggs, and preheat a slow oven with an inaccurate temperature gauge. Does this test inaccurate temperature gauge. Does this test accurately measure your skill at preparing a accurately measure your skill at preparing a souffle in restaurant conditions?souffle in restaurant conditions?

Chapter 7, Teaching Every Student in the Digital Age

Strategies to Improve AssessmentStrategies to Improve Assessment

Flexibility in PresentationFlexibility in Presentation Flexibility in Expression and Strategic Flexibility in Expression and Strategic

SupportsSupports Flexibility in EngagementFlexibility in Engagement

Flexibility in PresentationFlexibility in Presentation

Provide representational supports Provide representational supports needed by studentsneeded by students• Text-to-speechText-to-speech• Concept mapsConcept maps• Links to background knowledgeLinks to background knowledge• DiagramsDiagrams• TimelinesTimelines

Consider utilizing dynamic Consider utilizing dynamic assessmentassessment

Flexibility in Expression and Flexibility in Expression and Strategic SupportsStrategic Supports

Option to respond in various waysOption to respond in various ways• OrallyOrally• TypingTyping• HandwritingHandwriting• DrawingDrawing• Writing a songWriting a song• Creating a drama or videoCreating a drama or video• Developing a presentationDeveloping a presentation

Strategic supportsStrategic supports• Self-check and self-monitoring listsSelf-check and self-monitoring lists• Self-reflection questionsSelf-reflection questions• RubricsRubrics

Flexibility in EngagementFlexibility in Engagement Issue of test anxiety – skews resultsIssue of test anxiety – skews results AlternativesAlternatives

• Embed assessment in ongoing workEmbed assessment in ongoing work Embedding assessment digitally also provides Embedding assessment digitally also provides

options for images, sounds, animations, etc. which options for images, sounds, animations, etc. which often ties into students’ motivation and interestoften ties into students’ motivation and interest

Allows teachers to scaffold appropriate, differing Allows teachers to scaffold appropriate, differing levels of challenge and support more easilylevels of challenge and support more easily

• Vary the content within a particular Vary the content within a particular assessment toolassessment tool

Assists with attention and motivationAssists with attention and motivation Links to background knowledgeLinks to background knowledge

• Remember: Keep the “assessment goal area” Remember: Keep the “assessment goal area” constant, allow for variation in the other two constant, allow for variation in the other two networksnetworks

How does UDL integrate with other How does UDL integrate with other initiatives?initiatives?

Fits closely with Response to Intervention Fits closely with Response to Intervention (RTI) and Learning Focused Schools (LFS)(RTI) and Learning Focused Schools (LFS)

Similar premises include:Similar premises include:• Enabling all students to participate in core Enabling all students to participate in core

instructioninstruction• Focus on research-driven practicesFocus on research-driven practices• Increased supports available for those who Increased supports available for those who

require themrequire them• Features that allow for advanced organizersFeatures that allow for advanced organizers• Directing students’ attention toward main goal Directing students’ attention toward main goal

or purpose of the activity (essential questions)or purpose of the activity (essential questions)

Where do I start with UDL?Where do I start with UDL?

Analyze your Curriculum for BarriersAnalyze your Curriculum for Barriers

http://udlselfcheck.cast.org/

Resources to Design with theResources to Design with the 3 principals of UDL 3 principals of UDL

http://www.udlcenter.org/implementation/examples

http://www.montgomeryschoolsmd.org/departments/hiat/toolfinder/

http://lessonbuilder.cast.org/

Digital Text: Digital Text: http://www.cast.org/teachingeverystudent/ideas/presentations/digitaltext_links.cfm

MUST SEE RESOURCE: MUST SEE RESOURCE: http://udltechtoolkit.wikispaces.com/

Intrigued? Intrigued? Articles: Articles:

Perspectives on UDL and Assessment -Perspectives on UDL and Assessment -An Interview with Robert Mislevyhttp://www.udlcenter.org/sites/udlcenter.org/files/mislevy_final_0.pdf

Reading as Thinking- Reading as Thinking- Integrating Strategy Instruction in a Universally Designed Digital Literacy Environmenthttp://www.udlcenter.org/sites/udlcenter.org/files/ReadingAsThinking_0.pdf

Curriculum Planning for All LearnersCurriculum Planning for All LearnersApplying Universal Design for Learning (UDL) to a High School Reading Comprehension Programhttp://www.udlcenter.org/sites/udlcenter.org/files/CurriculumPlanningforAllLearners_0.pdf

Policy Foundations of Universal Design for LearningPolicy Foundations of Universal Design for Learninghttp://www.udlcenter.org/sites/udlcenter.org/files/Hehir_Policy_Foundations_of_Universal%20Design_for_Learning_0.pdf

Getting from Here to There-Getting from Here to There-UDL, Global Positioning Systems, and Lessons for Improving Education http://www.udlcenter.org/sites/udlcenter.org/files/GPSarticle.pdf

The Future is in the Margins PaperThe Future is in the Margins Paper: : http://udlonline.cast.org/resources/images/future_in_margins.pdf

Learn More from the ExpertsLearn More from the Experts

Who are the leaders in this area?Who are the leaders in this area?National Center on Universal Design and National Center on Universal Design and LearningLearninghttp://www.udlcenter.org/http://www.concord.org/projects/udlCenter for Applied Special Technology- Center for Applied Special Technology- www.Cast.orgwww.Cast.org

Learner Variability Video- Learner Variability Video- •http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore

#

More videos to exploreMore videos to explore

Keynote for the U.S. Department of Keynote for the U.S. Department of Education Office of Special Education Education Office of Special Education Programs for the annual OSEP Programs for the annual OSEP project director’s meeting- project director’s meeting-

http://udlseries.udlcenter.org/presentations/bach_to_gaga.html?plist=lead

Prince George: Prince George: http://www1.pgcps.org/UDL/index.aspx?id=122710-

HIAT- HIAT- http://www.montgomeryschoolsmd.org/departments/hiat/udl/

http://udlwheel.mdonlinegrants.org/

Videos of Practice: Videos of Practice: http://www.montgomeryschoolsmd.org/departments/hiat/udl/video/list.shtm

Ideas: Ideas: http://www.montgomeryschoolsmd.org/departments/hiat/udl/see/accessible_presentations.pdf

UDL IN PRACTICE: Montgomery Country Schools and Prince UDL IN PRACTICE: Montgomery Country Schools and Prince George Schools doing it! George Schools doing it!

Free BookFree Book

Teaching to Every Student in the Teaching to Every Student in the Digital AgeDigital Age

http://www.cast.org/teachingeverystudent/ideas/tes/

Case Studies: Case Studies: http://www.cast.org/teachingeverystudent/casestories/

Lists of ResearchLists of Research

http://www.udlcenter.org/research/researchevidence

More Tools that May helpMore Tools that May helpScan to Read Software: Scan to Read Software:

Kurzweil 3000Kurzweil 3000Read and Write GoldRead and Write GoldDon Johnston- SOLODon Johnston- SOLOClicker 6Clicker 6

Writing Options: Writing Options: Writer FusionWriter FusionLiveScribe PenLiveScribe Pen

A Much BIGGER list: A Much BIGGER list: http://www.montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/http://www.montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/

NO tech is also an OptionNO tech is also an Option

http://caiuassistivetech.wikispaces.com/Low+Tech+Strategies+for+Writinghttp://caiuassistivetech.wikispaces.com/Low+Tech+Strategies+for+Writing

Our Wiki- Our Wiki- http://caiuassistivetech.wikispaces.http://caiuassistivetech.wikispaces.

com/homecom/home

Upcoming PresentationUpcoming Presentation

Who: Karen Janowski Who: Karen Janowski

What: Strategies for Success – Or, I What: Strategies for Success – Or, I Didn’t Know I Could Do That For Free! Didn’t Know I Could Do That For Free!

When: Wednesday February 29, 1:00 – When: Wednesday February 29, 1:00 – 3:00 pm3:00 pm

Where: At the PDE Conference in Where: At the PDE Conference in Hershey Hershey

Additional UDL supportsAdditional UDL supports

www.cast.orgwww.cast.org• UDL examples – UDL examples – http://http://udleditions.cast.orgudleditions.cast.org• Lesson Builder – Lesson Builder – http://http://lessonbuilder.cast.orglessonbuilder.cast.org• UDL Curriculum Self-check – UDL Curriculum Self-check –

http://udlselfcheck.cast.orghttp://udlselfcheck.cast.org www.gutenberg.orgwww.gutenberg.org http://wiki.classroom20.comhttp://wiki.classroom20.com www.classroom20.comwww.classroom20.com http://web20guru.wikispaces.comhttp://web20guru.wikispaces.com

What is AT? What is AT?

A Quick QuizA Quick Quiz

A basic definition of Assistive Technology is…

any service that is used to decrease, or hinder functional capabilities of a child with a disability.•any device or service that is used to increase, maintain or improve functional capabilities of a child with a disability.•any service used with any student that costs extra money for the school district.•any item used that is different in any way from the basic educational curriculum.

Which of the following is not a broad area of Assistive Technology?

• Writing Access Supports, Strategies, and/or Software

• Augmentative and Alternative Communication

• Environmental Controls• Equipment to support students with

Sensory Impairments• Standard textbooks, worksheets, and

study guides

Communication is…..Communication is…..

• using your voice to talk to someone.• only done by people with an IQ higher

than 50.• something to say, a way to say it, and

someone to say it to.• all of the above

Augmentative and alternative communication is any system

that…• replaces verbalizations (talking).• supports verbalizations (talking).• decreases verbalizations (talking).• a. and b.

All assistive Technology is High All assistive Technology is High TechTech

• True• False

Speech recognition software is appropriate for all students who can not keyboard.

 • True• False

Assistive Technology (AT) and the Assistive Technology (AT) and the LawLaw

Federal definition Of AT from IDEA Federal definition Of AT from IDEA Assistive Technology DeviceAssistive Technology Device: : any itemany item that is used that is used to “increase, maintain, or improve functional capabilities to “increase, maintain, or improve functional capabilities of a child with a disability” (IDEA ’97, Section 602) of a child with a disability” (IDEA ’97, Section 602) Assistive Technology ServicesAssistive Technology Services: : any serviceany service that that “directly assists a child with a disability in the selection, “directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.”acquisition, or use of an assistive technology device.”

In IDEA, children with disabilities, ages birth through 21, must be considered for assistive technology use if it is needed in order to receive a free and appropriate public education (FAPE). AT must be considered for students based on their current progress, strengths and need at EVERY yearly IEP.

Any AT devices or services determined to be appropriate and necessary per IEP team are the district’s responsibility to purchase.

Legal Requirements for providing Text Legal Requirements for providing Text to Students with Visual and Physical to Students with Visual and Physical

limitations and textlimitations and textAccessible Instructional Materials (AIM)

Per the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), states and local school districts are mandated to ensure the provision of accessible instructional materials to those students who need them.

Textbooks and related core instructional materials must be provided in specialized formats

to students with print disabilities in a timely manner.

Pennsylvania has defined “timely manner” in Chapter 14

as taking all reasonable measures to ensure that materials are provided to

students with print disabilities at the same time as their non-

disabled peers.Students who may require accessible instructional materials: •Students with visual impairments•Students with physical impairments that limits access to materials•Students with reading impairments

How are AT decisions made?How are AT decisions made?

A Team Decision- A Team Decision- http://www.setbc.org/setbc/topics/cohttp://www.setbc.org/setbc/topics/considerations_school_based_teams.htnsiderations_school_based_teams.htmlml

The SETT The SETT FRAMEWORKFRAMEWORK

The SETT framework is a tool to gather and The SETT framework is a tool to gather and organize data from individual professionals to make organize data from individual professionals to make

decisions on Assistive Technology. The data to be decisions on Assistive Technology. The data to be gathered are from evaluations (formal/informal) gathered are from evaluations (formal/informal)

from specific members of the assistive technology from specific members of the assistive technology support team. support team.

The SETT framework is a way to ensure that you The SETT framework is a way to ensure that you have all the information gathered and a format in have all the information gathered and a format in which to represent it in a document. SETT stands which to represent it in a document. SETT stands

for for Student Student (strengths/needs), the (strengths/needs), the environmenenvironment(S) and t(S) and Tasks Tasks required for the required for the

student to participate and the student to participate and the ToolsTools needed to needed to address the tasks. address the tasks.

THE S E T TTHE S E T T

It is an acronym that stands for :It is an acronym that stands for :

SSTUDENTTUDENTEENVIRONMENTNVIRONMENTTTASKSASKSTTOOLS OOLS

How are AT decisions made?How are AT decisions made?

Assistive technology decisions are Assistive technology decisions are made through a process of trials and made through a process of trials and strategies starting with the least strategies starting with the least restrictive solutions (i.e., lined paper, restrictive solutions (i.e., lined paper, pencil grips) then progressing to the pencil grips) then progressing to the most restrictive interventions (i.e., most restrictive interventions (i.e., speech to text). speech to text).

Best Practices in Assistive Best Practices in Assistive Technology AssessmentTechnology Assessment

What it looks like:What it looks like:

Ongoing dynamic assessment Ongoing dynamic assessment in the student’s nature in the student’s nature environmentenvironment

Assessment of Assessment of systems/strategies already systems/strategies already in place for the studentin place for the student

Trials (at least 6 weeks)with Trials (at least 6 weeks)with data collection data collection

Trials starting with least Trials starting with least restrictive tools and looking restrictive tools and looking at all options no to high at all options no to high techtech

Decisions made with student Decisions made with student and environment in mind and environment in mind first and specific technology first and specific technology last. last.

What it doesn’t look like:What it doesn’t look like:

““One shot” Clinic evaluationOne shot” Clinic evaluation

Technology drivenTechnology driven

Student: Environment: Tasks:

Tools: (strategies, accommodations & tools)

Using now: Explore:

What is the student’s diagnosis?What are the student’s special

needs?What are student’s current

abilities?What are student’s

interests/dislikes?Is the student currently able to

complete tasks with special strategies or accommodations? (please list successful strategies)

What is the student’s educational placement?

What services does the student receive?

What accommodations are being made for the student?

What materials and equipment are currently available in the environment?

What is the physical arrangement of the environment? Are there special concerns?

What is the instructional arrangement?

What resources are available to the people supporting the student?

What does the student need to do?

What activities support the student’s curricular goals?

Things to consider:

-Communication-Writing-Reading-Computer Access-Learning and

Studying-Vision/Hearing

What no tech, low tech, and high tech options have been explored and/or is the team using now?

What teaching strategies are currently being utilized with the student?

Guiding question: Would the use of assistive technology help the student perform listed tasks more easily or efficiently in the least restrictive environment or perform these tasks successfully with less personal assistance? (To be considered at the team meeting)

Example of SETT form Example of SETT form with Guiding Questionswith Guiding Questions

The SETTThe SETTWhat it isWhat it is- A framework for gathering A framework for gathering

information at AT planning information at AT planning meetings meetings

- An acronym to remember the An acronym to remember the important factors in AT important factors in AT decisions decisions

- A way to remember the A way to remember the important order in making AT important order in making AT decisions decisions

- A way to gather existing data A way to gather existing data and information from all team and information from all team membersmembers

- A way to determine if new A way to determine if new data needs to be gathereddata needs to be gathered

- A means to assist with team A means to assist with team consensus and action consensus and action planningplanning

What is isn’tWhat is isn’t- An evaluation toolAn evaluation tool- A model of interventionA model of intervention- A mandatory form to be filled A mandatory form to be filled

outout- A one shot standardized A one shot standardized

assessment/evaluationassessment/evaluation- A test to be given to the A test to be given to the

studentstudent- A means to gather new dataA means to gather new data- Required to be in a table form Required to be in a table form

(this same information can be (this same information can be represented in a paragraph or represented in a paragraph or bullets)bullets)

Then What? Then What?

http://www.setbc.org/setbc/topics/http://www.setbc.org/setbc/topics/considerations_school_based_teams.considerations_school_based_teams.htmlhtml

See fonner feature matchSee fonner feature match

Examples of Feature MatchesExamples of Feature Matches

http://www.wati.org/content/http://www.wati.org/content/supports/free/pdf/Ch3-supports/free/pdf/Ch3-Communication.pdfCommunication.pdf

http://www.wati.org/content/http://www.wati.org/content/supports/free/pdf/form/Sec2-Comm-supports/free/pdf/form/Sec2-Comm-Form.pdfForm.pdf

ResourcesResources

WatiWati GPATGPAT University of KentuckyUniversity of Kentucky NatriNatri Kelly Fonner’s SiteKelly Fonner’s Site FCTD CDFCTD CD

For WritingFor Writing

http://www.wati.org/content/http://www.wati.org/content/supports/free/pdf/form/Sec3-supports/free/pdf/form/Sec3-CompAccess-Form.pdfCompAccess-Form.pdf

http://www.wati.org/content/http://www.wati.org/content/supports/free/pdf/form/Sec4-supports/free/pdf/form/Sec4-MotorAspectsWriting-Form.pdfMotorAspectsWriting-Form.pdf

Transition PlanningTransition Planning

http://www.gpat.org/index.aspx?http://www.gpat.org/index.aspx?PageReq=MakingTheMovePageReq=MakingTheMove

What Every District Should What Every District Should KnowKnow

http://www.gpat.org/index.aspx?http://www.gpat.org/index.aspx?PageReq=TenThingsPageReq=TenThings

Assistive Tech for WritingAssistive Tech for Writing

Differences between spoken and Differences between spoken and written language written language

Spoken Language:Spoken Language: simple wordssimple words incomplete and incomplete and

ungrammatical ungrammatical sentencessentences

rambling, unorganized rambling, unorganized and redundantand redundant

feedback and support is feedback and support is immediately availableimmediately available

Written Language:Written Language: uncommon, uncommon,

sophisticated sophisticated vocabularyvocabulary

formal, complex formal, complex sentencessentences

tightly organized tightly organized and conciseand concise

no feedbackno feedback

Stages of WritingStages of Writing

ReadinessReadiness SentencesSentences Single/Multiple ParagraphsSingle/Multiple Paragraphs

100100

Types of Assistive Technology: Types of Assistive Technology:

No tech and low/light No tech and low/light techtech• Adapted writing surfacesAdapted writing surfaces

slant boardsslant boards tilted desktopstilted desktops clipboardsclipboards dry erase boardsdry erase boards dycemdycem

Types of Assistive Technology: Types of Assistive Technology:

No tech/low techNo tech/low tech• Adapted writing toolsAdapted writing tools

pencil gripspencil grips pencil weightspencil weights large or chubby pencils or felt-tip penslarge or chubby pencils or felt-tip pens raised-line handwriting paperraised-line handwriting paper highlightershighlighters highlighting tapehighlighting tape

Adapted UtensilsAdapted Utensils

Weighted Pens

Steady Pens

Adapted Utensils ContinuedAdapted Utensils Continued

Finger SpacersEvo Pen

Ring pen

Adapted SurfacesAdapted Surfaces

Dycem

Slant Board

Clip board

Adapted Surfaces ContinuedAdapted Surfaces Continued

Raised Line Paper

Raised Line Paper

Raised Line Paper

Graph Paper

White Boards

Other StrategiesOther Strategies

Alphabet Letters

Gummy Letters

Velcro LettersStamps

WritingWriting

Technology (low or high tech) should never replace direct instruction

109109

Strategies for Readiness PhaseStrategies for Readiness Phase

Encourage invented spellingEncourage invented spelling Develop steps/use checklists for a taskDevelop steps/use checklists for a task Find ways and authentic reasons for students to Find ways and authentic reasons for students to

write throughout the daywrite throughout the day Read their writing aloud to themselves, their peers Read their writing aloud to themselves, their peers

and adultsand adults Give them ‘pointers’ (ie. use of capitalization, Give them ‘pointers’ (ie. use of capitalization,

punctuation, etc.) as they appear ready and punctuation, etc.) as they appear ready and interestedinterested

Clicker 6Clicker 6

Picture support for writingPicture support for writing

Computer UseComputer Use

Computer OS accessibility featuresComputer OS accessibility features• sticky keyssticky keys• repeat keysrepeat keys• slow keysslow keys• mouse cursor and pointer optionsmouse cursor and pointer options• Voice OverVoice Over

112112

Portable Word ProcessorPortable Word Processor

113113

114114

Strategies for Sentence PhaseStrategies for Sentence Phase

• Use correct spelling and conventions in Use correct spelling and conventions in allall their writing their writing

• Write, write, write!Write, write, write!• Use visual sentence builderUse visual sentence builder• Read their writing aloudRead their writing aloud• Re-phrase sentencesRe-phrase sentences• Software Software

Ginger Spell Checker/Sentence Ginger Spell Checker/Sentence WriterWriter

115115

116116

Strategies for Paragraph PhaseStrategies for Paragraph Phase

• Use correct spelling and conventions in Use correct spelling and conventions in allall their writingtheir writing

• Develop steps/use checklists for a taskDevelop steps/use checklists for a task• Use POQ (Part of the Question)Use POQ (Part of the Question)• Provide word bank (vocabulary) Provide word bank (vocabulary) • Use graphic organizers, story maps, Use graphic organizers, story maps,

manipulativesmanipulatives• Read their writing aloudRead their writing aloud• SoftwareSoftware

Software OptionsSoftware OptionsKurzweil 3000Kurzweil 3000

Features: Features: Scan to Read Software Scan to Read Software Text to SpeechText to Speech(reads materials to students)(reads materials to students) Word Prediction within Kurzweil interfaceWord Prediction within Kurzweil interface Graphic OrganizersGraphic Organizers Writing and Self-Editing ToolsWriting and Self-Editing Tools Decoding SupportDecoding Support Independent test taking toolsIndependent test taking tools Study Skills tools-highlighting, text circle tools, annotations, Study Skills tools-highlighting, text circle tools, annotations,

Bookmarks, Voice Notes and Extract in order to create Bookmarks, Voice Notes and Extract in order to create outlines, study guides, or word listsoutlines, study guides, or word lists

Cornell note taking formatCornell note taking format Can be used with websitesCan be used with websites

Scan To Read SoftwareScan To Read Software

file:///H:/Georgia%20Charts/Wordfile:///H:/Georgia%20Charts/Word%20Prediction%20Chart.htm%20Prediction%20Chart.htm

119119

Read and Write GoldRead and Write Gold Scan to Read SoftwareScan to Read Software Floats over Word and other softwareFloats over Word and other software Word Prediction Word Prediction Graphic OrganizersGraphic Organizers Writing and Self-Editing ToolsWriting and Self-Editing Tools Phonemic spellingPhonemic spelling Decoding SupportDecoding Support Independent test taking toolsIndependent test taking tools Study Skills tools-highlighting, text circle tools, annotations, Study Skills tools-highlighting, text circle tools, annotations,

Bookmarks, Voice Notes and Extract in order to create Bookmarks, Voice Notes and Extract in order to create outlines, study guides, or word listsoutlines, study guides, or word lists

Citation supportCitation support

SOLO Literacy SuiteSOLO Literacy Suite

Compilation of 4 software programs.Compilation of 4 software programs.

Includes: Includes:

Word PredictionWord PredictionDraft Building SoftwareDraft Building SoftwareText to Speech Word ProcessorText to Speech Word ProcessorScan to Read SoftwareScan to Read SoftwareIndependent test taking toolsIndependent test taking tools

122122

Classroom Suite by IntellitoolsClassroom Suite by Intellitools

Pre K–5 Software for Building Reading, Pre K–5 Software for Building Reading, Writing and Math SkillsWriting and Math Skills

Reading instruction aligned with national Reading instruction aligned with national standards standards

Math instruction targeting number sense Math instruction targeting number sense and automaticity and automaticity

Writing templates across many genres Writing templates across many genres Creativity tools for whole class instruction Creativity tools for whole class instruction

and student presentations and student presentations Early Learning activities for emergent Early Learning activities for emergent

learnerslearners

Pix WriterPix Writer

Low Tech Composition Low Tech Composition StrategiesStrategies

Word lists of frequently misspelled Word lists of frequently misspelled wordswords

Checklists for editingChecklists for editing RubricsRubrics ““Wh” questionsWh” questions Graphic organizersGraphic organizers Sentence startersSentence starters

Using a regular computerUsing a regular computer

Use of Microsoft Accessibility FeaturesUse of Microsoft Accessibility Features• Sticky KeysSticky Keys• Key repeatKey repeat• Key acceptanceKey acceptance• Mouse cursor speedMouse cursor speed• Mouse pointer optionsMouse pointer options

Use of switches/scanningUse of switches/scanning

Using Microsoft Word for Using Microsoft Word for Handwriting SupportsHandwriting Supports

Auto CorrectAuto Correct Form FieldsForm Fields Customized short cutsCustomized short cuts

More information:More information:

http://atclassroom.blogspot.com/http://atclassroom.blogspot.com/2009/10/writing-tools-found-in-microsoft-2009/10/writing-tools-found-in-microsoft-word.htmlword.html

http://caiuassistivetech.wikispaces.com/http://caiuassistivetech.wikispaces.com/Microsoft+Accessbility+FeaturesMicrosoft+Accessbility+Features

Is Keyboarding always the Is Keyboarding always the Answer?Answer?

Keyboarding is not practical Keyboarding is not practical if:if:• the student does not retain the the student does not retain the

ability to quickly and easily ability to quickly and easily locate the keyslocate the keys

• the speed of handwriting is the speed of handwriting is currently faster than the speed currently faster than the speed of keyboarding after sufficient of keyboarding after sufficient experience and practiceexperience and practice

• the student makes many the student makes many keyboarding errorskeyboarding errors

Is Keyboarding the Answer?Is Keyboarding the Answer? Keyboarding is Keyboarding is

appropriate if:appropriate if:• handwriting is too handwriting is too

difficult, slow, or illegibledifficult, slow, or illegible• keyboarding speed is keyboarding speed is

faster than handwriting faster than handwriting speed speed

• keyboarding better keyboarding better enables the student to enables the student to keep pace with his written keep pace with his written expression abilitiesexpression abilities

Speech RecognitionSpeech Recognition

Voice recognition software allows Voice recognition software allows students to speak into their students to speak into their computers, which turn their oral computers, which turn their oral language into text. language into text.

Landmark CollegeLandmark College

Speech RecognitionSpeech Recognition

Students may benefit from Speech Recognition who have Students may benefit from Speech Recognition who have difficulty:difficulty:

– – manipulating writing tools.manipulating writing tools. – – with writing mechanics.with writing mechanics. – – with spelling, and grammar.with spelling, and grammar. – – getting their ideas written down.getting their ideas written down.

In addition, students may benefit from Speech Recognition In addition, students may benefit from Speech Recognition who are able to:who are able to:

– – compose orally.compose orally. – – reflect on and modify their own speech patterns andreflect on and modify their own speech patterns and articulation of words.articulation of words. – – be patient.be patient. – – understand the purposes of literacy.understand the purposes of literacy.

Pacer Center.org

Is Speech Recognition the Answer?Is Speech Recognition the Answer?

Speech recognition is considered to be Speech recognition is considered to be the the MOST RESTRICTIVEMOST RESTRICTIVE intervention for writing.intervention for writing.

Speech recognition is appropriate if:Speech recognition is appropriate if: Direct typing instruction has been provided consistently for at Direct typing instruction has been provided consistently for at

least 6 months. least 6 months. The student is in middle school or higherThe student is in middle school or higher The student has clear articulationThe student has clear articulation The student has the ability to editThe student has the ability to edit

Speech recognition is NOT the Speech recognition is NOT the answer if…answer if…

Student has articulation or fluency Student has articulation or fluency difficultiesdifficulties

Student is making progress with typing Student is making progress with typing instructioninstruction

Student is in elementary school (with some Student is in elementary school (with some exceptions)exceptions)

Student is unable to leave the room to Student is unable to leave the room to dictate. dictate.

If main problem is composition errorsIf main problem is composition errors Student does not have higher level (middle Student does not have higher level (middle

school or above) reading abilityschool or above) reading ability

Note Taking OptionsNote Taking Options

http://http://caiuassistivetech.wikispaces.com/caiuassistivetech.wikispaces.com/NoteTakingNoteTaking

LiveScribe PenLiveScribe Pen

Let’s Explore LinksLet’s Explore Links

Techmatrix- Techmatrix- http://www.techmatrix.org/http://www.techmatrix.org/

UDL site- UDL site- http://udltechtoolkit.wikispaces.com/http://udltechtoolkit.wikispaces.com/

http://www.texasat.net/default.aspx?http://www.texasat.net/default.aspx?name=homepagename=homepage

http://www.setbc.org/setbc/topics/http://www.setbc.org/setbc/topics/considerations_school_based_teams.considerations_school_based_teams.htmlhtml

Hiat- Hiat- http://www.montgomeryschoolsmd.ohttp://www.montgomeryschoolsmd.org/departments/hiat/tech_quick_guidrg/departments/hiat/tech_quick_guides/es/

MUST SEE RESOURCE: MUST SEE RESOURCE: http://udltechtoolkit.wikispaces.comhttp://udltechtoolkit.wikispaces.com

//

Our Wiki- Our Wiki- http://caiuassistivetech.wikispaceshttp://caiuassistivetech.wikispaces

.com/home.com/home

More free solutions –More free solutions –Organization toolsOrganization tools

Google gadgets: Google gadgets: • CountdownCountdown• To Do listsTo Do lists• RemindersReminders• EmailEmail• CalendarsCalendars

Remember the Milk- Remember the Milk- http://www.rememberthemilk.com/http://www.rememberthemilk.com/

Organization ToolsOrganization Tools

iGoogleiGoogle iPod/IpadsiPod/Ipads Microsoft One NoteMicrosoft One Note Drop boxDrop box

Reading Assistive Reading Assistive TechnologyTechnology

Text to Speech: Text to Speech:

A software A software program/product that program/product that

provides audio provides audio version/output to version/output to

written textwritten text

Something to Ponder:

You are a student who struggles with reading. You just took a written science

test. What knowledge or skills were assessed for you on the

test?1.Science Content?

2.Your ability to decode/comprehend written

text?

Why use? •Great for students who are

auditory learners•Provides multiple means input

(visual and auditory)•Provides access to the content for

struggling readers•to increase reading proficiency

•Foster increased efficiency, productivity, independence, and

enjoyment.

Types of Technology with Text to Speech Options:

•Reading Pens•Scan to Read Software (Kurzweil 3000, SOLO, Read and Write Gold, Wynn)

Reading to LearnReading to Learn

http://http://caiuassistivetech.wikispaces.com/caiuassistivetech.wikispaces.com/ReadingReading

Programs that add picture supportsPrograms that add picture supports• Pix:WriterPix:Writer• Clicker 6Clicker 6• Intellitools Classroom SuiteIntellitools Classroom Suite• Boardmaker StudioBoardmaker Studio

Text-to-speechText-to-speech Digital booksDigital books

• Age-appropriate books created at a lower reading level (Don Age-appropriate books created at a lower reading level (Don Johnston)Johnston)

• Bookshare.org books, Project Gutenburg, RFB&DBookshare.org books, Project Gutenburg, RFB&D

Versions of standard curricular content in Versions of standard curricular content in specialized formats that can be used by and specialized formats that can be used by and with print-disabled learnerswith print-disabled learners

These specialized formats include:These specialized formats include:• BrailleBraille• Large printLarge print• AudioAudio• Electronic text (Digital text)Electronic text (Digital text)

With the passing of IDEA 2004, LEAs are With the passing of IDEA 2004, LEAs are required to provide students with textbooks and required to provide students with textbooks and core instructional materials in specialized core instructional materials in specialized formats in a timely mannerformats in a timely manner

www.pattan.net

Core instructional materialsCore instructional materials

Definition: Print-based textbooks Definition: Print-based textbooks and supplementary materials and supplementary materials published with the text (workbooks, published with the text (workbooks, study sheets, etc.) which are geared study sheets, etc.) which are geared towards use in kindergarten through towards use in kindergarten through 1212thth grade; these materials must be grade; these materials must be required by the local education required by the local education agency (LEA) for use in the agency (LEA) for use in the classroomclassroom

Students with print disabilitiesStudents with print disabilities IDEA 2004 adopts the definition of print IDEA 2004 adopts the definition of print

disabilities from the 1931 Library of Congress disabilities from the 1931 Library of Congress Act to Provide Books for the Adult BlindAct to Provide Books for the Adult Blind

As per this legislation, a student with a print As per this legislation, a student with a print disability is one who is certified by a competent disability is one who is certified by a competent authority as unable to read printed materials authority as unable to read printed materials due to:due to:• BlindnessBlindness• Visual impairmentVisual impairment• Physical limitationsPhysical limitations• Reading disability as a result of organic dysfunctionReading disability as a result of organic dysfunction

Further definedFurther defined Blindness – visual acuity of 20/200 or less in the Blindness – visual acuity of 20/200 or less in the

better eye with correcting glasses or whose better eye with correcting glasses or whose widest diameter of visual field subtends an widest diameter of visual field subtends an angular distance no greater than 20 degreesangular distance no greater than 20 degrees

Visual impairment – a visual disability that with Visual impairment – a visual disability that with corrective lens and regardless of optical corrective lens and regardless of optical measurement prevents the reading of standard measurement prevents the reading of standard printed materialprinted material

Physical limitations – limitations preventing an Physical limitations – limitations preventing an individual from being able to hold, pick up, or individual from being able to hold, pick up, or access printed materials (turn pages, etc.)access printed materials (turn pages, etc.)

Reading disability as a result of Reading disability as a result of organic dysfunction – the least organic dysfunction – the least defined; a reading disability with a defined; a reading disability with a physical cause that is of sufficient physical cause that is of sufficient severity to prevent the reading of severity to prevent the reading of standard print materialsstandard print materials• Examples:Examples:

DyslexiaDyslexia StrokeStroke Missing segment of the brainMissing segment of the brain

Competent authorityCompetent authority

For individuals with blindness, a visual disability, or For individuals with blindness, a visual disability, or physical limitations:physical limitations:• Doctors of medicine, doctors of osteopathy, Doctors of medicine, doctors of osteopathy,

ophthalmologists, optometrists, registered ophthalmologists, optometrists, registered nurses, therapists, professional staff of hospitals, nurses, therapists, professional staff of hospitals, institutions, and public or welfare agencies institutions, and public or welfare agencies (social workers, case workers, counselors, (social workers, case workers, counselors, rehabilitation teachers, & superintendents)rehabilitation teachers, & superintendents)

For individuals with a reading disability as a result For individuals with a reading disability as a result of organic dysfunction:of organic dysfunction:• Doctors of medicine who may consult with Doctors of medicine who may consult with

colleagues in associated disciplinescolleagues in associated disciplines

Copyright implicationsCopyright implications

The qualification of individuals with print The qualification of individuals with print disabilities holds significant importance in disabilities holds significant importance in regards to copyright implications.regards to copyright implications.

The The Copyright Act as AmendedCopyright Act as Amended (Chafee (Chafee Amendment) provides a special exemption Amendment) provides a special exemption in copyright law that allows authorized in copyright law that allows authorized entities to reproduce or distribute entities to reproduce or distribute copyrighted materials in specialized formats copyrighted materials in specialized formats for blind or other persons with disabilities for blind or other persons with disabilities without the need to obtain permission of the without the need to obtain permission of the copyright owner. copyright owner. (Pennsylvania’s Guidelines for the Provision (Pennsylvania’s Guidelines for the Provision of Accessible Instructional Materials (AIM))of Accessible Instructional Materials (AIM))

Legal basis of AIMLegal basis of AIM

Those who are unable to access printed text Those who are unable to access printed text in traditional ways in order to have in traditional ways in order to have meaningful and equal access to the general meaningful and equal access to the general education curriculum are guaranteed education curriculum are guaranteed accessible instructional materials through accessible instructional materials through IDEA 2004 and Chapter 14 (PA Special IDEA 2004 and Chapter 14 (PA Special Education Regulations) or Chapter 711 Education Regulations) or Chapter 711 (charter schools)(charter schools)

See specific language and links on pg. 1 of See specific language and links on pg. 1 of Pennsylvania’s Guidelines for the Provision Pennsylvania’s Guidelines for the Provision of Accessible Instructional Materials (AIM)of Accessible Instructional Materials (AIM)

IDEA 2004 states that LEAs are IDEA 2004 states that LEAs are required to “take all reasonable steps required to “take all reasonable steps to provide instructional materials in to provide instructional materials in accessible formats to children with accessible formats to children with disabilities who need those disabilities who need those instructional materials at the same instructional materials at the same time as other children receive time as other children receive instructional materials” (Section instructional materials” (Section 300.172 (b) (4) – Access to Instructional 300.172 (b) (4) – Access to Instructional Materials)Materials)

Lea’s responsibilities with AimLea’s responsibilities with Aim Determine which students need AIMDetermine which students need AIM Document students’ need for AIMDocument students’ need for AIM Confirm student eligibility and determine Confirm student eligibility and determine

particular sources of AIM for individual studentsparticular sources of AIM for individual students Take all reasonable steps to provide AIM for Take all reasonable steps to provide AIM for

students who require them at the same time as students who require them at the same time as instructional materials are received by their instructional materials are received by their peerspeers

Provide documentation of copyright complianceProvide documentation of copyright compliance Develop local policies and procedures in the Develop local policies and procedures in the

provision of AIMprovision of AIM Request that publishers deposit NIMAS Request that publishers deposit NIMAS

compliant files into the NIMACcompliant files into the NIMAC

Determine students’ need for AimDetermine students’ need for Aim

Which students need AIM?Which students need AIM?• Those students who due to sensory, physical, Those students who due to sensory, physical,

cognitive, or learning differences can not use cognitive, or learning differences can not use and/or access standard print materials to make and/or access standard print materials to make progress in the general education curriculumprogress in the general education curriculum

Note: Needing AIM and qualifying as an Note: Needing AIM and qualifying as an individual with a print disability are two individual with a print disability are two different classifications. IDEA 2004 states that different classifications. IDEA 2004 states that LEAs are responsible for providing AIM for LEAs are responsible for providing AIM for students who need it as documented in their students who need it as documented in their IEP regardless of whether the individual IEP regardless of whether the individual qualifies as a student with a print disability. qualifies as a student with a print disability.

Determine student’s need for AimDetermine student’s need for Aim

Who makes this decision?Who makes this decision?• A student’s IEP or 504 teamA student’s IEP or 504 team

How is this decision made?How is this decision made?• Assessment data (e.g., reading rate, Assessment data (e.g., reading rate,

comprehension measures, level of comprehension measures, level of engagement, etc.)engagement, etc.)

• Trials with alternate formats (e.g., audio, use Trials with alternate formats (e.g., audio, use of assistive technology, large print, etc.)of assistive technology, large print, etc.)

Students who can not read grade level Students who can not read grade level print at a sufficient rate with adequate print at a sufficient rate with adequate comprehension to complete comprehension to complete academic/curricular tasks may require academic/curricular tasks may require AIM.AIM.

Pennsylvania’s Guidelines for the Provision of Accessible Instructional Materials (AIM)

Considerations in determining a Considerations in determining a student’s need for AIMstudent’s need for AIM

Is there a discrepancy in comprehension Is there a discrepancy in comprehension abilities when the student reads the text vs. abilities when the student reads the text vs. having the text read to him/her?having the text read to him/her?

Does the student’s comprehension abilities Does the student’s comprehension abilities keep pace with their reading rate?keep pace with their reading rate?• Is it slower?Is it slower?• Is it faster?Is it faster?

Is he/she able to complete academic/curricular Is he/she able to complete academic/curricular tasks involving reading with success relative to tasks involving reading with success relative to same-age peers?same-age peers?

Is the student able to effectively engage with Is the student able to effectively engage with text independently?text independently?

Is the student able to read text effectively Is the student able to read text effectively across many environments and tasks?across many environments and tasks?

Make it personalMake it personal

Brainstorm a student who you think Brainstorm a student who you think may require AIM.may require AIM.

What information do you need to What information do you need to gather to determine this student’s gather to determine this student’s need for AIM?need for AIM?

What additional questions do you What additional questions do you have as it relates to AIM for this have as it relates to AIM for this student?student?

Document student’s need for aimDocument student’s need for aim

In the IEP or 504 planIn the IEP or 504 plan• Present Levels of Academic and Functional Present Levels of Academic and Functional

PerformancePerformance Noting need for AIMNoting need for AIM Qualifications for specialized formats, if relevantQualifications for specialized formats, if relevant Types of formats the student requiresTypes of formats the student requires Assistive technology that may be needed to support the Assistive technology that may be needed to support the

provision of AIMprovision of AIM

• Specially Designed InstructionSpecially Designed Instruction Instruction or assistive technology that needs to be Instruction or assistive technology that needs to be

provided for the student to use/access AIMprovided for the student to use/access AIM

• Possibly Supplementary Aids and ServicesPossibly Supplementary Aids and Services

Determine sources of AIMDetermine sources of AIM

Various sources are available to Various sources are available to assist school districts in providing assist school districts in providing AIM to students based on:AIM to students based on:• The student’s eligibility as a student The student’s eligibility as a student

with a print disabilitywith a print disability• The alternate formats needed by the The alternate formats needed by the

studentstudent• Whether the student has an IEP or 504 Whether the student has an IEP or 504

planplan

Sources of AIMSources of AIM PublishersPublishers Public Domain SourcesPublic Domain Sources National Instructional Materials Access National Instructional Materials Access

Center (NIMAC)Center (NIMAC) BookshareBookshare Recording for the Blind & Dyslexic (RFB&D)Recording for the Blind & Dyslexic (RFB&D) American Printing House for the Blind (APH)American Printing House for the Blind (APH) Pattan AIM CenterPattan AIM Center CAIUCAIU Additional AIM providersAdditional AIM providers In-house methods of converting materialsIn-house methods of converting materials

NIMACNIMAC The National Instructional Materials The National Instructional Materials

Accessibility Center (NIMAC) is a national Accessibility Center (NIMAC) is a national repository that began on 12/3/2006 as a result repository that began on 12/3/2006 as a result of IDEA 2004of IDEA 2004

The NIMAC houses NIMAS (National The NIMAC houses NIMAS (National Instructional Materials Accessibility Standard) Instructional Materials Accessibility Standard) file sets which can be used to develop multiple file sets which can be used to develop multiple specialized formats for students with print specialized formats for students with print disabilitiesdisabilities

Note: NIMAS file sets are not student-ready Note: NIMAS file sets are not student-ready versions of AIM; they need to be converted into versions of AIM; they need to be converted into the various file formats required by studentsthe various file formats required by students

http://nimas.cast.org/about/nimas

Availability of materials in the nimacAvailability of materials in the nimac

To ensure that NIMAS file sets are sent by To ensure that NIMAS file sets are sent by publishers to the NIMAC, IDEA requires publishers to the NIMAC, IDEA requires LEAs to include contract language in all LEAs to include contract language in all purchase orders stating that the publisher purchase orders stating that the publisher must send a NIMAS file set of the printed must send a NIMAS file set of the printed material to the NIMACmaterial to the NIMAC

This contract language can be found on This contract language can be found on page 23 of Pennsylvania’s Guidelines for page 23 of Pennsylvania’s Guidelines for the Provision of Accessible Instructional the Provision of Accessible Instructional Materials (AIM)Materials (AIM)

Contract languageContract language

““By agreeing to deliver the instructional materials on this By agreeing to deliver the instructional materials on this contract or purchase order, the publisher agrees to prepare contract or purchase order, the publisher agrees to prepare and submit, on or before the delivery of the materials, a NIMAS and submit, on or before the delivery of the materials, a NIMAS file set to the NIMAC that complies with the terms and file set to the NIMAC that complies with the terms and procedures set forth by the NIMAC. Should the vendor be a procedures set forth by the NIMAC. Should the vendor be a distributor of the materials and not the publisher, the distributor of the materials and not the publisher, the distributor agrees to notify immediately the publisher of its distributor agrees to notify immediately the publisher of its obligation to submit NIMAS file sets of the purchased products obligation to submit NIMAS file sets of the purchased products to the NIMAC. The files will be used for the production of to the NIMAC. The files will be used for the production of alternate formats as permitted under the law for students with alternate formats as permitted under the law for students with print disabilities.”print disabilities.”

Pennsylvania’s Guidelines for the Provision of Accessible Instructional Materials (AIM)

Who qualifies for nimas file sets?Who qualifies for nimas file sets?

For students to be able to For students to be able to receive NIMAS file sets, they receive NIMAS file sets, they must:must:• Qualify as a student with a print Qualify as a student with a print

disability under the Copyright Act disability under the Copyright Act as Amended, ANDas Amended, AND

• Have an IEPHave an IEP Note: Students with 504 plans Note: Students with 504 plans

do NOT qualify for NIMAS file do NOT qualify for NIMAS file setssets

Obtaining nimas file setsObtaining nimas file sets NIMAS file sets can be found by NIMAS file sets can be found by

searching the NIMAC at www.nimac.ussearching the NIMAC at www.nimac.us Only authorized users (AUs) are Only authorized users (AUs) are

permitted to download or direct NIMAS permitted to download or direct NIMAS file sets to conversion companies to be file sets to conversion companies to be changed into AIM that are appropriate changed into AIM that are appropriate for student usefor student use

AUs in Pennsylvania include:AUs in Pennsylvania include:• The Pattan AIM Center – Cathy NadberaznyThe Pattan AIM Center – Cathy Nadberazny• BookshareBookshare• Recording for the Blind & Dyslexic (RFB&D)Recording for the Blind & Dyslexic (RFB&D)

Converting nimas file setsConverting nimas file sets NIMAS file sets are converted into student-NIMAS file sets are converted into student-

ready versions by Accessible Media Producers ready versions by Accessible Media Producers (AMPs)(AMPs)

Some of the most well-known AMPs include:Some of the most well-known AMPs include:• BookshareBookshare• RFB&DRFB&D• American Printing House for the Blind (APH)American Printing House for the Blind (APH)• Pattan AIM CenterPattan AIM Center

Note: If Bookshare or RFB&D is requested to Note: If Bookshare or RFB&D is requested to obtain a NIMAS file set for a qualifying student, obtain a NIMAS file set for a qualifying student, they will automatically convert the file format they will automatically convert the file format into their version of the student-ready materialinto their version of the student-ready material

booksharebookshare Bookshare is an online library of digital text Bookshare is an online library of digital text

(visual and auditory input) for individuals with (visual and auditory input) for individuals with print disabilitiesprint disabilities

www.bookshare.orgwww.bookshare.org It operates under the Chafee Amendment and It operates under the Chafee Amendment and

provides free student memberships to those provides free student memberships to those who qualify due to an award by the Office of who qualify due to an award by the Office of Special Education Programs (OSEP)Special Education Programs (OSEP)

Bookshare adds approximately 1,000 new Bookshare adds approximately 1,000 new books to their library every month and provides books to their library every month and provides free, limited-versions of assistive technology free, limited-versions of assistive technology software to assist students in accessing digital software to assist students in accessing digital texttext

Bookshare membershipsBookshare memberships Two types of Bookshare memberships:Two types of Bookshare memberships:

• Individual membershipsIndividual memberships Free for qualifying U.S. students grades K-12, post-Free for qualifying U.S. students grades K-12, post-

secondary students, and adult educationsecondary students, and adult education Qualification is based off the Chafee AmendmentQualification is based off the Chafee Amendment

• Organizational membershipsOrganizational memberships Free for educational organizations that serve adults Free for educational organizations that serve adults

or students with print disabilitiesor students with print disabilities Organizations must provide a roster of qualifying Organizations must provide a roster of qualifying

individuals with print disabilities as well as a roster of individuals with print disabilities as well as a roster of sponsors who can download books for use with these sponsors who can download books for use with these individualsindividuals

Organizations are required to keep proof of disability Organizations are required to keep proof of disability on file for all qualifying individualson file for all qualifying individuals

Disability Qualified/Not Qualified

Examples of Certifying Professionals

Visual Impairment (VI), such as blind or

low vision

Qualified A family doctor, ophthalmologist, optometrist,

Teacher of the Visually Impaired, Special Education

teacher

Certification from the National Library Service for the Blind

and Physically Handicapped in the U.S. or similar national

body

Physical Disability (PD) which affects

one’s ability to read print, such as inability to hold a book or

turn pages

Qualified A family doctor or other medical professional, physical therapist, resource specialist,

Special Education teacher

Learning DisabilityReading Disability

Students with a severe enough disability, and a

professional certifying that the

disability has a physical basis

A neurologist, psychiatrist, learning disability specialist, Special Education teacher,

school psychologist, or clinical psychologist with a background

in learning disabilities

AutismEmotional disabilitiesADHDESL and ELL

Not qualified unless accompanied by a visual or physical

disability, or a qualified reading

disability that has a physical basis

Examples above

Learning Ally (formally Recording Learning Ally (formally Recording for the blind & dyslexic (RFB&D))for the blind & dyslexic (RFB&D))

RFB&D is a library of accessible digital RFB&D is a library of accessible digital educational materials (mainly audio)educational materials (mainly audio)

www.rfbd.orgwww.rfbd.org RFB&D provides audio textbooks, RFB&D provides audio textbooks,

supplemental materials, and leisure reading supplemental materials, and leisure reading materials for subjects in standard K-12 materials for subjects in standard K-12 curriculumcurriculum

A grant provided by the U.S. Department of A grant provided by the U.S. Department of Education Office of Special Education Programs Education Office of Special Education Programs allows for free memberships to individuals and allows for free memberships to individuals and families who qualifyfamilies who qualify

Types of Learning Ally booksTypes of Learning Ally books CD format – DAISY navigationCD format – DAISY navigation

• Portable for use anytime, anywherePortable for use anytime, anywhere WMA – Windows Media formatWMA – Windows Media format

• Downloadable/instant access to a PC or MP3 playerDownloadable/instant access to a PC or MP3 player• Not compatible with iPodsNot compatible with iPods

DAISY formatDAISY format• Can be used immediately when downloaded onto a Can be used immediately when downloaded onto a

specialized DAISY player or DAISY software on PC specialized DAISY player or DAISY software on PC computercomputer

• Can be burned to CD or copied to SD cardCan be burned to CD or copied to SD card NIMAS format – on CDNIMAS format – on CD

• Text viewable on screen with synthetic audio outputText viewable on screen with synthetic audio output• Need eClipseReader, Victor Reader Soft, or Easy Reader Need eClipseReader, Victor Reader Soft, or Easy Reader

softwaresoftware

Daisy players and softwareDaisy players and software

HardwareHardware• Victor Reader devicesVictor Reader devices• Plextor PocketsPlextor Pockets• PlexTalkPlexTalk

SoftwareSoftware• RFB&D ReadHear by ghRFB&D ReadHear by gh• Easy ReaderEasy Reader• eClipse ReadereClipse Reader

American Printing House for the American Printing House for the Blind (APH)Blind (APH)

APH is a nonprofit organization that “promotes APH is a nonprofit organization that “promotes independence of blind and visually impaired independence of blind and visually impaired persons by providing specialized materials, persons by providing specialized materials, products, and services needed for education products, and services needed for education and life.”and life.”

www.aph.orgwww.aph.org APH manufacturers textbooks and other APH manufacturers textbooks and other

educational text for individuals who are visually educational text for individuals who are visually impairedimpaired

APH created the Louis database which provides APH created the Louis database which provides the location of Braille, large print, recorded, and the location of Braille, large print, recorded, and CD text formats available from producers CD text formats available from producers across the U.S.across the U.S.

APH FormatsAPH Formats

APH creates materials in:APH creates materials in:• BrailleBraille• Recorded textRecorded text• Large printLarge print• CDCD

Materials are created on a contract basisMaterials are created on a contract basis http://www.aph.org/atic/index.htmlhttp://www.aph.org/atic/index.html Districts can contact the Pattan AIM center Districts can contact the Pattan AIM center

for materials that are available through the for materials that are available through the Louis DatabaseLouis Database

Pattan aim centerPattan aim center

A division of PATTAN whose focus is to A division of PATTAN whose focus is to ensure the provision of AIM in Pennsylvaniaensure the provision of AIM in Pennsylvania

Functions:Functions:• Central location for production of Braille, large Central location for production of Braille, large

print, and electronic text materialsprint, and electronic text materials• Assists team in finding AIM for studentsAssists team in finding AIM for students• Collects data on effective practices in AIM Collects data on effective practices in AIM

production and utilizationproduction and utilization• Authorizes and registers AMPs (Accessible Authorizes and registers AMPs (Accessible

Media Producers) in PAMedia Producers) in PA• Technical support through trialsTechnical support through trials

Additional AIM ProvidersAdditional AIM Providers

Accessible Book CollectionAccessible Book Collection• www.accessiblebookcollection.orgwww.accessiblebookcollection.org• Digital text with the ability to maniulate font Digital text with the ability to maniulate font

size, font color, spacing, and background size, font color, spacing, and background colorcolor

Audible.comAudible.com• www.audible.comwww.audible.com• Audio booksAudio books

Memberships are required for access to Memberships are required for access to both of these text sourcesboth of these text sources

Local conversion methodsLocal conversion methods

Scanning materials into a text-to-Scanning materials into a text-to-speech program – digitally and/or speech program – digitally and/or manuallymanually• Kurzweil 3000Kurzweil 3000• Read and Write GoldRead and Write Gold• SOLOSOLO• WynnWynn

Production of Audio Books in-houseProduction of Audio Books in-house Large print conversionsLarge print conversions

REVIEW: LIST SOME OF THE REVIEW: LIST SOME OF THE SOURCES OF AIMSOURCES OF AIM

Assistive technology supportsAssistive technology supports Scan-and-Read ProgramsScan-and-Read Programs

• Features include:Features include: Ability to read text aloudAbility to read text aloud Highlighting and masking capabilitiesHighlighting and masking capabilities Rate, volume, pitch, and voice controlRate, volume, pitch, and voice control Font, color, and size controlFont, color, and size control Talking dictionary and homophone supportTalking dictionary and homophone support Often built-in study skillsOften built-in study skills

• ProgramsPrograms Kurzweil 3000Kurzweil 3000 Read and Write GoldRead and Write Gold SOLOSOLO WynnWynn

Assistive technology supportsAssistive technology supports

DAISY players/softwareDAISY players/software• Features:Features:

Allows user to navigate audio materialAllows user to navigate audio material Navigation is often broken up into Navigation is often broken up into

chapters, headings, and/or paragraphschapters, headings, and/or paragraphs Often allows for bookmarking to quickly Often allows for bookmarking to quickly

find relevant textfind relevant text

• Examples of hardware/softwareExamples of hardware/software Hardware: Victor Reader devices, Plextor Hardware: Victor Reader devices, Plextor

Pockets, PlexTalkPockets, PlexTalk Software: RFB&D ReadHear by gh, Easy Software: RFB&D ReadHear by gh, Easy

Reader, eClipse ReaderReader, eClipse Reader

Timely mannerTimely manner Individuals with Disabilities Education Individuals with Disabilities Education

Improvement Act of 2004 states that LEAsImprovement Act of 2004 states that LEAs• ““will provide instructional materials to blind persons will provide instructional materials to blind persons

or other persons with print disabilities in a timely or other persons with print disabilities in a timely manner” (Part B, Sec. 612 (a)(23)(B) and Sec. 613 manner” (Part B, Sec. 612 (a)(23)(B) and Sec. 613 (a)(6)(B))(a)(6)(B))

PA has defined timely manner as:PA has defined timely manner as:• At the same time as students without disabilitiesAt the same time as students without disabilities• Prohibits withholding materials from other students Prohibits withholding materials from other students

until accessible formats are availableuntil accessible formats are available• Allows for receipt of partial portions of instructional Allows for receipt of partial portions of instructional

materials to cover areas currently being taughtmaterials to cover areas currently being taught

Timely mannerTimely manner

Receiving AIM in a timely manner refers Receiving AIM in a timely manner refers to both students who:to both students who:• Qualify under the Copyright Act as AmendedQualify under the Copyright Act as Amended• Do not qualify under the Copyright Act as Do not qualify under the Copyright Act as

Amended, but have been determined by their Amended, but have been determined by their IEP team to need AIM to ensure FAPEIEP team to need AIM to ensure FAPE

Teams who do not qualify under the Teams who do not qualify under the Copyright Act as Amended can obtain Copyright Act as Amended can obtain accessible materials from publishers or accessible materials from publishers or by local productionby local production

Digital rights managementDigital rights management

School districts are required to maintain School districts are required to maintain documentation of students’ eligibility and use documentation of students’ eligibility and use of various sources of AIMof various sources of AIM• Request, receipt, distribution, and monitoring of Request, receipt, distribution, and monitoring of

digital materialsdigital materials Copyright implicationsCopyright implications Many school districts are designating a Many school districts are designating a

“digital rights manager”“digital rights manager” School districts must establish textbook School districts must establish textbook

purchasing practices that support the timely purchasing practices that support the timely provision of AIMprovision of AIM

Case study 1Case study 1

Anna is a 5Anna is a 5thth grader with ADHD and a learning grader with ADHD and a learning disability. She is reading at the 2disability. She is reading at the 2ndnd grade grade level and goes to Learning Support for level and goes to Learning Support for language arts and math; science and social language arts and math; science and social studies are in the regular 5studies are in the regular 5thth grade grade classroom, with some follow-up for classroom, with some follow-up for organization in Learning Support at the end organization in Learning Support at the end of the day. Her parents also have a private of the day. Her parents also have a private reading tutor work with her every week, and reading tutor work with her every week, and her reading scores continue to improve. her reading scores continue to improve. When Anna has homework requiring her When Anna has homework requiring her science or social studies textbook, her mom science or social studies textbook, her mom reads it over with her.reads it over with her.

Case study 2Case study 2

Patrick is a 6Patrick is a 6thth grade student with a grade student with a developmental delay. He comprehends and developmental delay. He comprehends and decodes text at a 2decodes text at a 2ndnd grade level. Patrick grade level. Patrick receives the majority of academic instruction receives the majority of academic instruction in a life skills classroom, while being included in a life skills classroom, while being included in regular 6in regular 6thth grade classrooms for health and grade classrooms for health and science. An aide accompanies Patrick to science. An aide accompanies Patrick to inclusion classes for reading and inclusion classes for reading and comprehension support. Much of the material comprehension support. Much of the material from these classes is brought back to the life from these classes is brought back to the life skills classroom for further instruction. skills classroom for further instruction.

ResourcesResources Pattan AIM Center – www.pattan.netPattan AIM Center – www.pattan.net

• PA’s Guidelines for the Provision of Accessible PA’s Guidelines for the Provision of Accessible Instructional Materials – Instructional Materials – www.pattan.net/files/AIM/AIM-Guidelines2010.pdfwww.pattan.net/files/AIM/AIM-Guidelines2010.pdf

Bookshare – www.bookshare.orgBookshare – www.bookshare.org RFB&D – www.rfbd.orgRFB&D – www.rfbd.org American Printing House for the Blind – American Printing House for the Blind –

www.aph.orgwww.aph.org Center for Applied Special Technology (CAST) – Center for Applied Special Technology (CAST) –

www.cast.orgwww.cast.org The AIM Consortium – www.aim.cast.org The AIM Consortium – www.aim.cast.org Project Gutenberg – www.gutenberg.orgProject Gutenberg – www.gutenberg.org

BlindBlind Visually impairedVisually impaired Physically impaired – unable to access Physically impaired – unable to access

books easily through traditional meansbooks easily through traditional means Individuals with print disabilities as a Individuals with print disabilities as a

result of organic dysfunctionresult of organic dysfunction• Dyslexia – neurological basisDyslexia – neurological basis• Must be diagnosed and certified by an MDMust be diagnosed and certified by an MD

Pattan (www.pattan.net)Pattan (www.pattan.net) Bookshare.orgBookshare.org

• Free Digital Text for those who qualify as Free Digital Text for those who qualify as print-disabledprint-disabled

• Free readers available on the Bookshare.org Free readers available on the Bookshare.org websitewebsite

• Can request additional books be added in the Can request additional books be added in the Bookshare.org libraryBookshare.org library

Recordings for Blind & Dyslexic (RFB&D)Recordings for Blind & Dyslexic (RFB&D)• Human audio recordings of textHuman audio recordings of text• Different navigation system than traditional Different navigation system than traditional

“books on CD”“books on CD”

AT for composition and readingAT for composition and reading

Provides students a way to Provides students a way to demonstrate their knowledge of a demonstrate their knowledge of a subject without frustration when their subject without frustration when their pre-requisite skills are weak. pre-requisite skills are weak.

Does not replace direct instruction.Does not replace direct instruction.

IPADs/IPODSIPADs/IPODS

http://aac-rerc.psu.edu/documents/http://aac-rerc.psu.edu/documents/RERC_mobiledevices_whitepaper_finRERC_mobiledevices_whitepaper_final.pdfal.pdf

Open DiscussionsOpen Discussions

Communication Apps on DeviceCommunication Apps on Device Should I get a device for a student Should I get a device for a student

who already has a system?who already has a system?

Common QuestionsCommon Questions• AT versus Educational ToolAT versus Educational Tool