Computer Access

Flexibility is the major universal design feature that facilitates computer access for students with disabilities.  Mac and Windows are the two primary operating systems that are used in an educational setting.  Both systems, Mac and Windows, offer many flexible options, to better serve the market:

- able to navigate and use computer using only the mouse

- able to navigate and use computer using only the keyboard

- computers can be controlled by voice, via microphone

- customizable computer output (example: text-to-speech options, speaking rate)

- accommodate left- and right-handed people: Mac’s one-button mouse, can switch Microsoft’s two-button mouse

- size of icons can be varied and changed

- speed of mouse/double click speed can be set

There are also additional system features for users with disabilities. 

- Keyboard modifications and mouse control is variable

- StickyKeys: replaces the need to press multiple keys at once for a function, instead pressing the keys sequentially

- Slow Keys: brief keystrokes are ignored; when the amount of time after a key is released increases

- MouseKeys: using a numeric keypad instead of navigating the mouse 

Students with sensory impairments have the following feature options:

- For deafness or hard of hearing: visual signals replace auditory prompts

- For visual impairments or blindness: application of high-contrast color scheme, screen magnification options, enlarged mouse pointer, voice/speech feedback

Enhancing Communication

Students who are hard of hearing face many challenges in a typical classroom.  There are physical issues, teacher challenges, and isolation scenarios to keep in mind. 

1.  The “physical” classroom issues include:

- Acoustics of the classroom; harder to hold lectures, teacher voice variation can be affected

- Acoustics can affect a hearing aid, as well; cement floors/walls, noisy heating/cooling systems, lack of soft sound absorbent materials

2.  Some teachers challenges to consider:

- Moving around the classroom (proximity, behavior control) = poor acoustics

- Turning back to the class (writing on board) = inability to lipread

- Looking down (demonstrating activity) = inability to lipread

- Facilitating class discussion

- Playing video presentations *always have Closed Captioning on

3.  Students who are hard of hearing may feel isolated, which could include the following scenarios:

- Hearing a teacher’s question … not able to answer

- Hearing a student’s question/comment … not able to join in conversation 

As a teacher, there are specific practices to be followed when there is a student with an assistive listening device (ALD) in the classroom:

1.  Be knowledgeable: about the device, ask for training

2. Learn ahead of time how the ALD will be used with the student

3. Careful microphone position: 3-5” from mouth, away from noise source (projector, etc.)

4. Check with a professional about the best positioning of the receiver/speakers

5. Prepare the other students: explain how the ALD will be used in the classroom, reminder to speak one at a time, pass the microphone/transmitter to students (if possible).  As a teacher: repeat student question/comments

6. Face the student – visual cues help understanding

7. Use the ALD for audiovisual presentations

8. On a regular basis do listening checks with the equipment and follow a maintenance routine/schedule. 

“Being able to communicate your thoughts, feelings, and ideas is absolutely critical to being successful in school and the workplace.” (Dell, Newton, Petroff, 2012, p. 139)

Helpful UDL Sites

Fast Facts for Faculty PDF is extremely user-friendly, a quick-reference page,
and gives a lot of valuable information.

- Common Teaching Methods (with strengths, limitations, and preparation),

- Implementation of strategies,

- Essential Qualities that align to the three UDL guidelines.

The Guided Notes Fact Sheet PDF is also valuable for teachers who lecture, or do
guided notes in class.  This PDF is designed for collegiate level, but I think can be adapted to any level.  

- Pros and Cons of Lecture

- Why to use Guided Notes

- Guidelines for Constructing/Using (including how to incorporate symbols)

CAST’s website also has a section on Learning Tools.  There are multiple games, apps, and software that is accessible through this site.  Also included are: book builder, curriculum self-check, lesson builder, strategy tutor, and science writer.

One of the branches from Learning Tools is UDL Exchange.  This is very similar to SMART Exchange, where you can browse UDL lesson plans, activities, et cetera.  This is great!

CAST Professional Learning is dedicated to educators.  One of the best features is their free Webinars – you need to register for the sessions, and space is sometimes limited, but it is a great [free] resource to utilize.

I also found this video, which is a great introductory tool and explanation.  It is a visual and auditory presentation of material, which may be helpful for individuals who learn that way.

UDL Strengths and Weaknesses

After completing my own Curriculum Barriers and assessing my math lesson based on UDL guidelines, I took notice of the following:

Strengths	How I Do This:
- Supporting executive functions:	My students always need everything chunked, checklists, and/or visual reminders of their tasks to complete
- Recruiting student interest:	This project is individual and independent, so students have a variety of options
Weaknesses	How to Change:
- Offering physical action:	I’m unsure…this is difficult for me, but something I definitely need to incorporate
- Provide options for language, mathematical expression, and symbols	I need to incorporate various types of technology to reach all learners when providing instructions/steps to follow

A specific UDL objective I want to focus on is a greater variety of technology resources.  My greatest challenge will be the technology problems we are having at my school.  I’m a traveling teacher, which means I’m in different rooms. I am currently experiencing SMART Board connectivity issues, inability to post student documents on our new platform, and other tech issues.  This affects my teaching, the class time spent trying to trouble-shoot, and the student behavior while I’m preoccupied. 

Curriculum Barriers Template - math

Alicia (not real name) is an 8^th grade student, who is very shy and quiet, but engages with adults easily.  She needs a strong relationship with her teacher in order to feel comfortable to ask for help.  I have taught Alicia since she was in 6^th grade, and we have developed a good relationship.  She is involved in extra-curricular activities including: crafting, music lessons, traveling, and running. 

Curriculum Element	Student Characteristics	Barrier in Learner Environment for Student
Subject Matter	- poor self-confidence regarding math	- math is not Alicia’s strong subject and she needs reassurance
Discussion	- often engages with other students in a one-on-one setting, but not in a group setting	- Alicia probably feels uncomfortable when speaking in front of the whole class
Instruction style – auditory (lecture)	- will often misinterpret information	- she is unable to quickly process steps to a math problem verbally, needs additional wait time
Instruction style – examples (visual)	- very attentive student who will follow teacher examples - will diligently write down what is on the board	- none
Seat work and homework	- hard working student - she will try to work through problems, even if she needs help	- if she does not have teacher check-in, she will often complete problems incorrectly
Textbook	- she has never used a textbook before middle school (always worksheets/workbooks)	- she does not transfer math problems from book to paper correctly
Chapter test	- studies with parents and teachers to prepare - easily distracted by others	- needs extended time in a quiet room

Review of CAST website

The CAST website sheds a light on UDL with various stories, activities, videos, and guidelines.  

One case story that piqued my interest was how to teach probability in middle school.  Math + middle school = happy me, unhappy them. My favorite part about it was the different supports it offered:  recognition, strategic, affective.  That was very beneficial to read about. 

This website also hosted a few activities, one of which can be found here, and while it was meant to get me thinking about how my brain works, it actually got me thinking about my students.  I had to identify my strengths and weaknesses, surrounding something I had zero background knowledge in - cooking formal Indian food.  (I also am unable to climb a mountain or garden...) It made me realize that my students come to me with little math confidence and limited background knowledge/math skills, and they must feel the way I did: incompetent and wanting to give up on the activity. 

 

Three primary brain networks

Under the umbrella term, Universal Design for Learning (UDL), there are three networks of how the brain works: recognition networks, strategic networks, and affective networks.

The recognition network is how we gather facts and categorize it in our brain. This is based on: the learner’s perception, the language, expressions and symbols used to convey information, and how to effectively comprehend the information.

Strategic network is the “how” of learning and includes how we organize and express ideas.  This includes: providing physical action, using multiple ways of expression (expressive skills and fluency), and executive functioning ability.

The affective network includes how to engage and motive students.  Recruiting interest, sustaining effort and persistence and self-regulation are three key components.  

Incorporating UDL into classroom planning and instruction can help educators reach more students in a meaningful way.

Online UDL gold

There are many helpful apps, websites, software programs, and games that are available to help teachers facilitate UDL in the classroom and a useful tool for differentiation.  This website is a great resource for teachers with any experience or knowledge about UDL.  I teach students with LD, and this was gold for me!

I found a very basic and easily navigated website for mind-mapping, here.  Text2MindMap is a visually-appealing way to have students brain storm, without needing too much knowledge of coding or HTML on a website.  You are able to save and download your MindMap when finished.   You can use for free, but accounts open up more options.

Brainingcamp is a great resource for aligning fun, instructional videos with Common Core.  You do need to pay for a subscription, but it would be well-worth it.  Each taught skill includes: lesson, manipulative, questions, problems, and challenge.

National Library of Virtual Manipulatives, NLVM, is for PK-12 teachers to use as additional visual support.  This website offers hundreds of different manipulatives to use. (I used the "function machine".)

 

Introduction

Hi, my name is Jess Dunbar and welcome to my blog regarding learning about assistive technology.  I teach 7th/8th grade math at a private school for students with learning disabilities.  There are two things I love about my job: the math part and the middle schoolers part!  I have been told that I should see a doctor because of that...

I am almost done obtaining my Special Education certification at Cabrini.  There are only a few more classes left to take, along with the PECT test.  Any helpful tips or tricks for that test would be greatly appreciated - I'm a little apprehensive!

Please join me as I navigate through the assistive technology world and find new, exciting tools and websites to implement in my classroom.  Anything math related definitely gets two “thumbs-up”, in my opinion!