Fifth Class: Webinar and Assistive Technology Presentations

Tonight's class continued with a Webinar Presentation titled, New Apps for Learning Disabilities. This is a great topic, because currently I am working with several students who are diagnosed with learning disabilities. Prizmo was an app highlighted by this group. Prizmo is a universal photo-based scanner app that lets you scan and recognize text documents, business cards, and images, and then export them as PDF/Text, vCard, or JPEG/PNG. Prizmo is made for everyone, and is thus fully compatible with VoiceOver. It provides voice guidance to help position your iPhone when taking document pictures, and will find the text orientation automatically if it's turned left, right or upside down. This app is great for students with reading and writing disabilities. Prizmo's accessibility can be used to allow students to create unique, creative, and innovative presentations. Another highlight of this presentation was the video recording of a student explaining his use of technology in the classroom. It is so amazing to see the knowledge and awareness this student has related to assistive technology. Also, it was encouraging to know teachers are incorporating a variety of assistive technology in the classroom. Being part of this course gives us the power and privilege to advocate for Universal Design for Learning. Throughout this course we have been given the awareness and knowledge related to ensuring ALL students have accessibility to learning, so we need to use this information and inform other educators. 

The evening continued with our instructor presenting on Assistive Technology: Past, Present, and the Future. The past classroom consisted of traditionalism and rigidness. In the past so many skills and a complex variety of prior knowledge was a requirement for completing tasks. Rarely were differences recognized in the past and deficits were ignored and not acknowledge. What a shame individuals were not valued for who they were and expected to conform to the traditionalist ways of teaching. The present is moving towards more inclusive teaching. Those in power and privilege are beginning to recognize diversity and differences in ways students learn. Assistive technology is being incorporated into the classroom to enhance accessibility and students ability to complete tasks. I am glad I am part of an era that promotes learning for all and normalizes diversity. We still have a long way to go! Subsequently, a highlight from this presentation was related to Assistive Technology and Assessment. Skill set, milieu, the task, characteristics of technology, and time are components which need to be considered when assessing the effectiveness of Assistive Technology. The future involves change and the need for consistent assessment of Assistive Technology is crucial. Near the end of our presentation our instructor showed a picture of Alexander Graham Bell (past) and Steve Jobs (Present). How is this inventor and entrepreneur similar? In addition to the telephone, Bell introduced a system of deaf-mute instruction to enhance accessibility and inclusiveness for deaf and mute individuals. In comparison, Jobs enhanced the accessibility of technology by incorporating "i" products into Apple products. Both individuals have contributed to the incorporation of assistive technology and have invested their time into enhancing our daily lives through the introduction of innovative technology. 

Fourth Class: Webinar Presentations

This evening our class consisted of presentations related to different webinars associated with apps supporting Universal Design for Learning. The purpose of this post is to reflect on the presentations and express highlights from the presentations.

The first presentation was titled, New Apps for Learning Disabilities. This group started the presentation by defining learning disabilities and explaining how this disability affects reading, writing and organization areas. Next, the group introduced a variety of apps supporting learning disabilities. One app which I am excited to

incorporate into my classroom is the FREE app iBooks. This is virtual library and will enhance students engagement with regards to reading. Students have the ability to choose a virtual book related to personal interests and appropriate reading level. Another app thoroughly discussed int this presentation is Book Creator. This app supports individuals with written language expression and organization by allowing individuals to create ebooks using text, graphics, and audio. Furthermore, individuals can publish the books they create onto iBooks. This is a great tool for formative/summative assessment because it fosters multitude means for representing knowledge and understanding. What a great tool educators can use to incorporate differentiation and Universal Design for Learning.

A highlight from the Apps for students with Autism presentation was the "Sing 4 Me" app. This app includes a full-body avatar providing sign language instruction in 3D! This app is so innovative because it provides individuals with non-verbal communication skills the ability to communicate without a sign-language translator. This tool defiantly supports Presumed Competency. Why? Individuals who have non-verbal communication skills need and should be provided with access to learning and a means for representing their knowledge and understanding. We as educators have a responsibility to recognize the needs of the individuals, who we encounter throughout our profession, believe they are capable of learning and provide them with necessary tools to support their success. Is there any reason to say, “I can’t teach this person”, or “This person can’t learn”. The answer is simple, absolutely not! The tools are available and the tools need to be used.

The next presentation was related to Apps for students with Learning Disabilities. A common theme articulated throughout the introduction of this presentation was advocacy. One of the presenters indicated the importance of giving our students the skills to advocate for themselves. In addition to providing students with access to tools supporting their individual learning disabilities, we need to provide them with the skills to advocate. One teacher may provide them with the tools necessary to make learning accessible however another teacher may not offer similar tools supporting Universal Design for Learning. Students need to learn how to advocate for themselves and ask for the tools they have previously used to support their learning. Thank you for bringing about this awareness! Overall, how do we ensure the students we encounter are provided with the tools necessary to support lifelong learning?  We show them the tools, allow them to use the tools, and teach them the skills to advocate.

Another presentation offered tonight was associated with Apps for Executive Functioning. I enjoyed the beginning of this presentation because it clarified the term “executive functioning”.  Thinking, planning, and prioritizing are associated with executive functioning and several apps were discussed to support these abilities. One of my favorite apps introduced in this presentation was the Sock Puppet app. Sock Puppets lets you create your own lip-synched videos and share them on Facebook and YouTube. Add Puppets, props, scenery, and backgrounds and start creating. Hit the record button and the puppets automatically lip-synch to your voice. This app would be excellent for my all of my Severe Emotional and Behavioral students because they often struggle with expressing their feelings and/or emotions. Providing a student with a virtual sock puppet to articulate their emotions may aid in supporting their ability and/or willingness to effectively communicate their frustrations. Also, what a great way to allow a student to present their knowledge! A new form of assessment I will defiantly incorporate into my classroom.

The final presentation of this evening was also related to the Apps for students with Learning Disabilities webinar discussed previously. A highlight from this presentation was the TED talk we were asked to watch. Please click on the video to view an inspirational, engaging, authentic, and educational TED talk related to learning disabilities and in particular, Dyslexia. This video truly promotes empathy and understanding. Hearing an individual speak about their challenges and struggles with a learning disability would be beneficial for administrators, educators, parent(s)/guardian(s) and students. Awareness and understanding supports the possibility of change. If this video encourages one educator to modify their approach when working with students with disabilities, what a powerful tool.

Overall, this evening was filled with authentic, meaningful and useful tools to support Universal Design for Learning. A component of our presentations was to design and facilitate a survey related to mobile use among our colleagues. One alarming aspect indicated throughout the evening was the lack of accessibility to mobile devices within the schools. Some of the reasons for lack of mobile devices are associated with funding. How can we put a cost on Universal Design for Learning? Why isn't their enough funding available to ensure every individual is provided with the tools to support the way they learn? Why do the individuals who have power and privilege fail to recognize the importance and value of Universal Design for Learning? When will all people have access to learning. Isn't that what we want our education system to be?

What an awesome course so far! I continue to learn about so many tools I can use in my classroom. It is so great to be part of a course that is authentic and meaningful to my teaching.

Third Class: Free Special Education Apps Webinar/ Group Presentation

For the purpose of this course I was assigned to a group of three colleagues and asked to view a Webinar related to Free Special Education Apps. This webinar was insightful and provided a variety of free Special Education Apps. Throughout the Webinar several apps were highlighted to support Universal Design for Learning. These apps enhance learning accessibility for individuals with physical disabilities, written output difficulties, sensory processing disabilities, self regulation limitations, anxiety disorders, learning disabilities, verbal comprehension difficulties, visual impairments, and individuals on the Autism Spectrum. Next class we will be presenting the knowledge provided in the Webinar to our colleagues via Blackboard Collaborate. I look forward to this presentation because I am blessed to work with such an organized, dedicated, and insightful group. I am also eager to listen to other groups presentations and I hope to learn a variety of knowledge and tools I can add to my educational tool kit.

While preparing for this presentation I was searching Free Special Educational apps to gain further insight on the topic. I came across an App called, i.AM Search. Below is a brief description about the app:

Using the i.AM search app, you can create a customized profile related to a specific individual. Some of the questions about the individual include: age, grade, gender, symptom domain, lifestyle domain, independence level and skills that may be supported or developed. Once the profile on the individual is created, a search option is provided, once you click search, a list of several apps will be formulated. These apps are tailored to individuals specific profile. 

What an exciting app! I am defiantly going to use this app and create an individual profile for each of the nine students in my Special Education classroom. It will be nice to be provided with resources and tools specific to an individual student. When researching strategies and tools for students with Attachment Disorders or Attention Deficit Hyperactive Disorder for example, a variety of strategies appear. However, are these strategies specific to "John Doe"? No, the tools provided are often general to the disorder. I like how this app provides tools necessary to support the specific needs of the specific student. This is a great Universal Design for Learning app and I look forward to utilizing in my classroom. 

Second Class: Presumed Competency

Presumed Competency is a termed we discussed further during the introduction of our second class. Below is a video, titled Amanda Baggs (In My Language) which was selected for the purpose of a task. I watched the video and now I will reflect on the videos relativity to Presumed Competency.

Amanda Baggs starts the video by speaking her "native language". Initially my naivety assumed she was creating sound, however later in the video she uses assistive technology to explain she was interacting with her environment and communicating. Amanda's use of assistive technology gives her a voice. Access to assistive technology breaks down barriers and educates others. She aids in eliminating assumptions and naivety.  When she used assistive technology, something she stated was so enlightening and eye-opening. Baggs (2007) states, "I find it very interesting by the way that failure to learn your language is seen as a deficit but failure to learn my language is seen as so natural". Not learning how to interact and communicate with all individuals is our deficit. Especially when the resources to allow all individuals to communicate and express themselves is available. We need to eliminate any assumptions related to a persons inability to communicate and express their knowledge. We need to believe all people can communicate and all people can learn. We need to normalize diversity and provide/accept multiple means of representation. 

When caregivers and educators display presumed competency and believe every person is capable regardless of their abilities and provide the means for expressing themselves, every person is given a voice. Every persons right to being heard is acknowledged and addressed.

For the second part of our class our instructor provided a presentation on "Accessibility" options on SMART products, such as iPads and iPhones. I use iPads in my classroom to support leaning and was unaware how I could make the iPads more adaptable to meet the needs of my students. In other words I did not use my iPads to their full potential and failed to fully promote Universal Design for Learning (UDL) in my classroom through the use of Assistive Technology. One of my favorite "Accessibility" features I learned about this class was "Guided Access". When "Guided Access" is enabled, students are "locked" into the chosen/selected iPad application. In my classroom this has been useful because while students are engaged in centers, I don't have to ensure the students on the iPads are doing what they were asked to do. Rather they are locked into the application and are unable to choose other applications. Click on the video below for steps on how to enable "Guided Access"

Video showing the Steps to enable "Guided Access" on the iPad/iPhone.

The presentation on "Accessibility" also showed me how to active the "Speak Selection" option on iPads/iPhones. Some of my students struggle with reading therefore when they are using the iPads they can highlight the text they want read. Once highlighted students can click "Speak" and the selected text will be read to them. This Universal Design for learning option is activated by doing the following: 1) Clicking on "Settings" 2) Clicking on "Accessibility" 3) Enabling "Speak Selection".

Overall, this presentation on "Accessibility" truly demonstrated how we can support learning for ALL students. The tools are right at our fingertips and I look forward to learning more ways to support UDL in my classroom throughout this course. 

First Class: Introduction

The purpose of this post is to elaborate on the first class of this course and discuss terminologies, presentations, activities, videos, and conversations. In particular, examine the terms Assistive Technology, Convergent Technologies, Universal Design of Learning, and Presumed Competency. Also discuss Barbara Welsford's (our class instructor) keynote presentation. 

Initially, we began our class with introductions. We completed an online survey, answered questions about ourselves, and our instructor generated the results. The results were shared with the class. This was a fast and efficient way to display our interests, commonalities, and individual characteristics. Here is a link to the online survey: http://fluidsurveys.com/.
Furthermore, this survey could be used in a variety of ways. In a classroom this online survey could be used as an ice breaker, this survey could be incorporated into math class (statistics/probability unit), or presented to staff, parent(s)/guardian(s), and/or within the community to gain further insight.   

Later in the class we were asked to work cooperatively to research a particular term, formulate a Wordle about the term (see right side of blog related to Wordle) and share our information with the class. Below I have further reflected and elaborated on the terminologies discussed during this class activity. 

Assistive Technology is a term used to describe adaptive, assistive, and rehabilitating devices for people with cognitive, physical, social, emotional, behavioral disabilities. Some examples of assisitve technology I am currently utilizing in my classroom include: adapted tool grips, enlarged text, thesauruses, dictionaries, books on tape, e texts, picture symbols, standing desks, yoga balls, bean bags, seat discs, seat cushions, handheld magnifiers, speech to text software/text to speech software (WYNN), picture schedules,visual timers, fidget tools, sensory headphones, sentence strips, board maker, manipulative, math software (FAST math), calculators, number charts, flash cards, counters, and graphic paper.  


Convergent Technologies refers to the interlinking of different technology systems (voice, audio, video, data). Some examples of convergent technology include SMARTboard, iPhone's, iPad's, laptops, Blackboard Collaborate,  and Facebook. Convergent Technologies enhance our ability to complete a multitude of tasks on a single device.   

Universal Design of Learning (UDL) means learning for ALL. All students have different capacities and abilities and we as educators must acknowledge and embrace differences. Diversity is predominate withing our schools so we must differentiate. We must provide the necessary tools and resources to support the success of all students. Furthermore, Howard Gardner's (1983) Theory of Multiple intelligence refrains from
 viewing intelligence as one realm of knowledge/intelligence, rather suggests there are eight intelligence's. These intelligence include: musical–rhythmic, visual-spatial, verbal-linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic. As a result, we must provide a variety of means for representation knowledge and understanding. Currently, I am using an amplitude of strategies to incorporate UDL into my classroom. A few implementation UDL strategies include KWL charts, rubrics, PhotoStory, Lexia, PowerPoint, diagrams, posters, oral presentations, iPads, SMARTboards, and dioramas. Furthermore, I am looking forward to adding additional UDL applications onto my classroom iPads. Barbara Welsford, our class instructor provided us with a document displaying a variey of applications used to enhance the incorporation of  UDL into the classroom. I look forward to exploring these applications and blogging about the incorporation of these UDL tools. 

Presumed competency requires us to acknowledge and recognize the diversity and needs among learners, provide students with tools necessary for learning, and advocate to ensure their needs are consistently and constantly being met.  Presumed competency means giving students a voice and ability to advocate for themselves.
Students in my classroom have complex emotional/behavioral needs and require the incorporation of a variety of assistive technology tools. My students and  the school-wide milieu were introduced to some of the assistive technology tools we use in our classroom through the use of a short story called, Arnie and His School Tools. Initially I read this story to my students, then they shared this story with other students in the school and brought along their "school tools" . Allowing students to educate others about the use of assistive technology "school tools" enhanced students confidence to utilize these resources. Reading this story aided in eliminating stigmas and misunderstandings associated with why students were using these tools. I recommend reading this book to students to enhance their understanding of assistive technology and to support the existence of presumed competency. 

Later during our class, our instructor presented a Keynote presentation. A highlight from this presentation was watching a video related to Assistive Technology and UDL. In the video a student with physical disabilities was able to play a musical instrument using an application called Garage Band on the iPad. He was able to create music using his tongue. What an amazing learning experience for this student. This clip in the video is a true example of UDL.  This is an example of a strategy being employed to make learning accessible to all students.