spnd 456 second weekend simmons december 2010
DESCRIPTION
TRANSCRIPT
Assistive Technologyand
High Incidence Disabilities
Karen Janowski
Simmons College
2nd weekend SPND 456
MATH
Where is the Breakdown?
http://www.flickr.com/photos/doviende/4033239/
http://www.flickr.com/photos/maisonbisson/201844037/
5 – 8% of students are identified as having Math disabilities
may see math disabilities in combination with reading disabilities or ADHD
Difficulties may be due to problems with:
Math Calculations – typically due to memory or cognitive difficulties
Students with difficulties with math calculations may have problems
with:
Identifying signs and their meanings
Math fact recall
Problems with commutative property (3 + 4 = 7, 4 +3 =7)
Students with difficulties with math calculations may have problems
with:
Borrowing and carrying
Misaligning numbers when copying
Ignoring decimal points
Forgetting steps in calculation
Students with learning disabilities with math word problems:
Reading the problem
Understanding the language and what the problem is asking
Figuring out what is important
Implementing a plan
Working through multiple steps
Students with math learning disabilities:
May have problems with understanding math language and math symbols
Greater than/lesser than, equation, divisor, etc.
(3 +4) x (6 + 8) = 1,678 > 659 True or False
The technology for remediating
and accommodating for
Math disabilities is not as well
developed as for reading and writing.
Low Tech Options
• Number stamps
• Number line on desk
• Circle or highlight number sign
• Mini whiteboard
• Graph paper, lined paper used sideways, may need to make graph or column paper
• color coding for maintaining columns
• hand-held calculators/large button calculators
• talking calculators
• special-feature calculators
Assistive Technology for Math
• Digitized textbooks
• video-taped math lessons
• Screen capture – Interactive White Boards
• Screen Casts
Assistive Technology for Math
IntelliTools Classroom Suite 4
MathPad, MathPad Plus,
Stages Math
Kidspiration
Conceptua Math
Efofex
Assistive Technology for Math
Free Online Tools
456simmons.wikispaces.comUdltechtoolkit.wikispaces.com
Metacognition:
Thinking about
Thinking
Three Components
Develop a plan of action
Maintain/Monitor the plan
Evaluate the plan
Students with learning struggles:
–Don’t make connections
–Don’t stop to evaluate their learning
–Avoid revisions
–Have difficulty strategizing
What do we do to
help us plan?
Planning
http://www.flickr.com/photos/marcinethequeen/2099449011/
Executive Functions
http://www.flickr.com/photos/mringlein/1403246089/http://www.flickr.com/photos/rusworks/84248875/http://www.flickr.com/photos/martyn/312870142/
KEYS TO MEMORY
Association
Assistive Technology for Remembering and for Organization
http://img2.allposters.com/images/PTGPOD/327820b-FB.jpg
What do we do to help us
remember?
Where is the Breakdown?
What does the student need to do that is difficult
Task analysis
Highlighters
index cards, post-it notes
color-coding
graph paper
beepers/buzzers
digital clocks, digital watches, talking watches
headphones or earplugs to shut out distractions
tape-recorders, mini pocket recorders, iPod - allow the user to verbally store and retrieve information
• Visual Schedules
• Visual Cues
• Verbal Cues (“This is really imp.”)
• PDA – to do or Did I? list with alarm
• Cell phones - to do or Did I? list with alarm
Microsoft Outlook
iCal
Google Calendar
iGoogle Home Pages
Notetaking
What do we do to help us
with notetaking?
Assistive Technology for Notetaking
• Two-column Templates in Word
• Screen Capture software
• Student Historian summarizes on class blog or wiki
• Podcasting
Assistive Technology forNotetaking
• Carbonless paper• Peer’s notes• Copies from teacher• Structured Outline to be filled out by
student
Assistive Technology for Notetaking
• Structured Outline to be filled out by student
• Tape Recorder• Portable Word Processor• Laptop• SmartBoard files
What do we do to help us
study?
Assistive Technology for Study Skills
• Inspiration – Collapse/expand– Computer based study strategies
• Outline View in Microsoft
• Cue Card
Assistive Technology for Math
Free Online Tools
udltechtoolkit.wikispaces.comnewtonassistivetech.wikispaces.com
Technology for Students on the Autism Spectrum
Why use technology?
Students are engaged
Research Suggests:
Computers are predictable
Research Suggests:
See an increase in:
Attention
in-seat behavior
increase in generalization
Research Suggests:
See an decrease in:
Agitation
Self-Stimulation
Perseverative Responses
Research Suggests:
from Autism: Interventions and Strategies for Success, by Susan Stokes, accessed at http://www.specialed.us/autism/Autism.pdf )
Systemize – attention to detail, to find meaning in detail
STRENGTH!
Baron-Cohen Suggests:
Affinity for Rules
STRENGTH!
Baron-Cohen Suggests:
7% 77%
%age of independent transitions (10 identified throughout the school day in general ed classroom
Game Changer
Comic strip conversations
Research
Holds great promise
Improved generalization and transfer of skills
Research
Video modeling with video captions
More similar the video or computer-based to the target setting, see increased likelihood transfer will occur
Research
Generalization is more likely to occur when common stimuli are presented within numerous learning trials.
Research
to increase generalization, use real objects, photographic or video representations rather than unrealistic drawings on worksheets.
Thoughts about symbols?
Conclusion – Need to explore computer-based and video-supported strategies that supplement actual instruction in realistic environments where the actual skills occur.
(typical methods (flashcards/paper based strategies) do not provide learners with sufficient number of exemplars depicting or referencing actual community contexts).
Video models help learners
acquire target skills and
generalize those target skills
to community settings.
Video supports for Teaching Students with Developmental Disabilities and Autism: 25 years of Research and Development. Ayres et al, Journal of Special Education Technology, 2008.
Research On Virtual Environments and Students with Autism
Basis – theorized that virtual environments/ technology provides opportunitiesFor communication with others and circumvent their social and communicationImpairments and sense of isolation
Enables social skills to be practiced and rehearsed in realistic settings in real timeOffers environments that are realistic, yet safe and controlled.Use of emoticons
Virtual Environments – positive impact
Exploratory study conducted to determine if children with autism could understand emotions as represented by an avator. 34 students (ages 8 – 16 years) interacted with software designed to evaluate their ability to identify and make inferences from facial expression.
90% of participants accurately recognized emotions displayed by avatar representations.
Collaborative Virtual Environment Technology for People with Autism Moore, et al. Focus on Autism and other Developmental Disabilities, Winter 2005)
Children 8 – 11, 10 weeks of Mind Reading software to teach emotionRecognition (ER).
Results – following intervention, children improved on face and voice ER for basic and Complex emotions that were in the software as well as complex voice ER for emotionsNot included in Mind Reading.
Using AT to Teach Emotion Recognition to Students with Asperger Syndrome:A Pilot StudyLacava, et al, Remedial and Special Education, May/June 2007
Research Basis for programs we will be exploring
So what?
Articles
AT for Children with Autism – Susan Stokes
Transition video
Online Resources
Google Sketchup for Educators
Explore the resources
SoftwareDTTrainer
Activity Trainer
TeachTown – Online Tool
Vizzle – Online Tool
Keyboarding
Keyboarding - Benefits
Improvement in language arts—reading, spelling, and writing ability.
Keyboarding - Benefits
Improvement in efficiency in using the computer as a writing, editing, and computing tool, thereby maximizing classroom time.
Keyboarding - Benefits
Improvement in attitude toward writing—less frustration in looking for keys rather than entering information.
Keyboarding - Benefits
Improvement in motivating all students toward doing schoolwork.
Improvement in creative thought.
Keyboarding - Benefits
Improvement in preparing all students for a technological society.
Rogers, H. (2003). Elementary keyboarding issues.
When?Introduce formal keyboarding BEFORE
frequent computer use
Studies indicate a dramatic increase in language arts skills as a result of children inputting words and sentences frequently using a computer.
THE STATUS OF ELEMENTARY KEYBOARDING: A LONGITUDINAL STUDY
By Harriet Rogers
Top 10 Goals of Teaching KB
Technique Technique Technique Technique Technique Technique Technique TechniqueAccuracy Speed
Teaching Keyboarding – When? Why? How?
The maximum expectation for a one-minute timing:
5-10 wpm for 2nd grade students
10-15 wpm for 3rd grade students
15-25 for 4th & 5th grade students
WPM
Assistive Technology Assessment:Developing a Written Productivity Profile
by Decoste (Don Johnston)
AT Assessment
Identify Important Components
5 minute discussion – small groups
Student
Environment
Tasks
Tools +
Trials
Training
What have we learned?
Final Project
Evaluation
Final Thoughts?
Question EVERYTHING
Sound Educational Rationale for
Everything you do
To Infinity and beyond……….