Technology and Universal Design for Learning

This image always comes to mind when I am thinking about UDL and my students. I always need to be reminded that everyone learns differently and I need to do my best to accommodate their needs. My decisions should be made on what is easiest for me. The students are always my main focus.


This weeks readings at videos was exactly what my theme for my blog has been and it continued to give me more information. When planning lessons I always try to plan them for diverse learners a head of time however, that is not always possible. When trying to plan using the modules it becomes very difficult to meet the needs of all learners. However, this is so crucial to making all students successful in the classroom setting.

The UDL website had a lot of good information and informed me of things I was unaware of. Being a new teacher I feel as there is always room for me to learn and grow. I found the UDL Examples and Resources page the most beneficial for me. Click here to find that page. This week I made the shift from a general education classroom to a 12:1:1 Special Education classroom. As I sat down this weekend to make my lessons plans for the week, I tried extremely hard to using UDL to increase diversity in my lessons a head of time. This week I gave my first assessment to my new students and realized that I did not plan enough for the diversity. Most of my students have testing modifications that all the test to be read to them. I figured I would give the test and they would take it. However, I needed to read every question to them as well as the reading passage. Had the questions and passage been at their level that wouldn't have been necessary. However, that was not that case. Also, when looking at UDL I now know that my students need to see the test many different ways. I need to display pictures and the text on the document camera as well as it being in front of them. Some students found it easier to look at the smart board while I read the passages a loud.

As I continue to plan and meet the needs of my students it will be important for me to include many different ways for students to show their learning and way to give them information. I know it is a bit of a stretch but ultimately, I would like for everyone lesson to include a hands on component, auditory, and visual. I know for me the hands on component is always the toughest. However, I am learning that activities and little as having students cut brownies to show fractions can help that tactile learner be more successful. Also, not every assessment has to be written down. I like when I can give an assessment like a conversation. Students are more open and can often share way more information than when the write.

Lastly, my students are studying the water cycle and they have fallen in love with a water cycle rap. It is constantly stuck in my head and the students beg everyday to listen to it. Click here to listen to this fun song.

Technology and Early Childhood Education

Unfortunately, I don't have any experience working in Early Childhood Education but after reading this weeks articles I found a lot of useful information. The first article, Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers, touched a lot on how teachers can incorporate technology. It is very true that the world is changing and students are introduced to technology sooner than before. Even at the Elementary level I have to remind myself that students have had years working with technology. I often find myself using very little technology in the classroom. Typically, I use the Smart Board for lessons and that is it. When thinking about that, I am keeping my kids without technology for most of the day. Most of my students have a phone or an iPod. Taking these technologies away from the students for the whole day is very difficult. When looking at technology with younger students it is important to find a good balance in the use of technology. During my time working in a first grade class the students were using iPads on a daily basis. They could read on them and play different type of math games on them. I completely agree with the article when it discussed the amount of technology all depends on the teacher. Being a long term substitute I am usually stuck using the technologies that the  regular teacher is using. However, having my own classroom I can not wait to find a way to incorporate technology in all of the daily activities.

The second website Earlychildhood NEWS had a variety of links that were very useful. One blog I found very interesting was information on Activities for Indoor and Outdoor play, At the Early Childhood Education level play is a huge part of students growth and development. A teacher is able to gain great insight into your students. This blogger had a lot of information on both indoor and outdoor play. She also went in depth about the learning outcomes for the activities. It was great to get the backing as to why these activities are good for younger children. I was most interested to read about the bean bag activities and all of the benefits they have for children. Also, from the website I was able to get a better understanding of making sure the programs are ready for the students. When looking at UDL it would be important to make sure the programs and uploaded and easily accessible. It should be as easy as hitting a button for the student to gain access. A lot of time can be taken up trying to get students on to a program. Having them already up and ready to go will take away a lot of the wait time. We all know that wait time is the perfect time for students to get into trouble so it is important to minimize that.

Technology and Teaching English as a Second Language

The fear the comes with being an English as a Second Language learner is unimaginable. Having grown up with English as my first language, it would be extremely difficult to learn the new language while trying to go to school. There are times where the English language is tricky for me and it can only be more challenging for an ESL student. I have worked at two different districts that have had ESL students and seen different ways districts have helped these students.

When I was working in Williamson we had an ESL teacher that worked with the students in small groups or one on one. She was also a very useful tool to teachers when they were looking for ways to help their student. There was a computer program that she would use to help her students. I believe it was Rosetta Stone. During guided reading and down times throughout the day students could gain access to the computer to help them. Additionally, she would create alternative center work and independent work to help the students. These resources helped students transition and become more comfortable while they were learning. Another very useful tool was a communication sheet that the student and teacher could use. The sheet would have pictures as well as English and Spanish sayings on it. This would allow the student or the teacher to point at the saying and the could each understand each other. When I had to substitute in a class with an ESL student it was very useful to help communicate with students.

When looking at UDL it would be very useful to have more of those words and phrases sheets to help students. I can go in and look at what words or phrases the student may need for that lesson in order to help them engage in the lesson. Eventually, a transition would be getting the student to say the phrase in their native language and then begin working on saying it in English. The only problem I have with most of the computer programs used to help ESL students they are not able to be edited. I would like to be able to go in and have the students working on words that are relevant to the work we are doing that week. It is extremely important for them to get a foundation but they will also need to know words connected to the weeks learning.

Technology and Emotional Behavioral Disorders

This weeks reading focused on technology and Emotional Behavioral Disorders. I have seen many of the emotional behavioral traits within the classroom I am currently working. One very important component that I have experience with is speech to text word processors. Throughout this week, I have been working on getting a program like this for one of my students to use. I have seen the amazing impact that it can have on students through my own sister. One difficulty she was faced with was typing and writing. Using the speech word processor she was able to say what she wanted to type and the program would type it for her. The program my sister uses is called Dragonfly. She talks into a headset and it types out into her word processor. She also uses the speech to text option on her phone when she is texting.

With my own student I have noticed many behaviors he shows when he is faced with a task that requires a lot of writing. He begins to disrupt other students by making silly comments, getting upset, walking out of the classroom or refusing to do his work. I have found that when he is able to use the computer to complete his work it is a lot easier for him. We are currently working on graphic organizers to help him through the lesson. Recently when I look at UDL for my lessons each week, I look to see what I can modify to help this student that way his disruptive behavior doesn't continue. When looking at the module for the week, I pull out all of the organizers and worksheets that we will be using and modify them. I create scaffolded worksheets where he only has to fill in a few words. When faced with work that requires a lot of writing my student shuts down and refuses to work. By creating sheets with a few fill in the blanks I am able to keep him engaged and willing to work. Also, once he has completed an organizer for an essay I allow him to type the essay for his final. He tries his best to write neat on his organizer so he can read it to make his final copy. Being able to plan ahead of time to avoid his refusal to work allows for him to have success.

One challenge I am constantly faced with is still explaining fair does not mean equal. I often have other students that get upset if a student is getting services that they are not. I try my best to remind them that everyone needs different things in order to be successful. It is my job to provide those tools for all students that need them. Any advice on how to continue help my students understand this is greatly appreciated. Have a great week!

Technology and Funding

As we enter the time of year where schools are getting ready to release their proposed budgets it is perfect timing to learn about assistive technology funding. In my eyes, I think assistive technology should be a crucial part of any special education budget. Funding should be available to purchase technology as well as to hire people who can teach how to use the technology. After reading this weeks articles, I want to find a way that I can advocate for assistive technology and its funding. I was unaware of many of the resources that New York State offers and I am sure that other people are also unaware of this.

When looking at why claims are denied most of the reasons appear to be clerical or time errors.

• The request supplied incomplete or inaccurate information. 
• The equipment or service was deemed not medically necessary. 
• No diagnosis was indicated on prior authorization forms. 
• The claim exceeded filing time limit. 
• The equipment would not lead to an increase in self-care. 
• Another device would be less costly, with no justification for the higher cost. 
• There were typographical errors in the request.

It is important to make sure that if you are going for the funding to be sure you are turning in a complete document. It may be extremely time consuming but it is better to do it once and do it right. Even though the process may take a while the benefits that come from it can be outstanding. Also, it amazes me that is is very common for at least one denial. I can see why assistive technology isn't used that much. The process of obtaining funding for assistive technology is grueling.

In Building an Initial Information Base: Assisitve Technology Funding Resources for School Aged Students with Disabilities, had a lot of useful information on what resources can by used and reimbursed to students with disabilities. I was not aware that often time Medicaid is being used to fund assistive technology. I always thought the financial responsibility fell on the school district. It is important to remember that these devices will eventually need to be used outside of the classroom setting. In the classroom we are teaching students how to prepare themselves for life. Being able to get these technologies for students to use once they are out of school is extremely important as well.

Overall, I spent a great deal of time reading all of this weeks readings. However, I am sure that I will need to read these documents many more times in order to retain all of the information they hold. There was so much information this week that I didn't know.

Technology and the Law

This weeks readings I found very interesting because it is very important that I follow the law to make sure my students are getting what the need to be successful. Having witnessed the IEP process with my youngest sister I realize how important it is to fight for what is legally yours. I have also witnessed my Uncle move from my grandparents home to his own apartment in an group home. At this building he has his own room but there is workers to prepare food and make sure that all of the housemates receive any medications. My uncle has also been able to obtain and keep a job at a local business. Most of the time he make applesauce variety packs but this is something that he loves to do and makes him feel apart of society. Without laws to protect people with disabilities many of the freedoms my Uncle has would not be possible.

When looking at assistive technology it is important that I give students technologies that are legally allowed to them. After reading about assistive technology law I see how the main responsibility falls on the IEP team in order to determine what technologies students need in order to be independent and successful. This can be a tough call for the team especially with tight budget cuts in past years. On The Family Center on Technology and Disability, I was able to find a lot of information on assistive technology. This website http://www.pacer.org/stc/ gives a lot of information on how to use assistive technology. When looking at the next steps, it is crucial that teachers provide the technologies mandated to students. However, once this is enacted it is important that teachers know how to use the assistive technology.

Through the readings this week the information I found the most useful was the following.
Assistive Technology Act
Public Law 105-394 [29 USC 2201] 
The Assistive Technology Act is intended to improve the provision of assistive technology to individuals with disabilities through comprehensive statewide programs of technology-related assistance.

The statewide activities include:

• State finance systems - activities to increase access to, and funding for, assistive technology devices and services, including development of systems to provide and pay for such devices and services.
• Device reutilization programs - activities that provide for the exchange, repair, recycling, or other reutilization of assistive technology devices, which may include redistribution through device sales, loans, rentals, or donations.
• Device loan programs - activities that provide short-term loans of assistive technology devices to individuals, employers, public agencies, or others seeking to meet the needs of people with disabilities.
• Device demonstration programs - activities that demonstrate a variety of assistive technology devices and provide assistive technology services.

With budget cuts a huge problem within districts I often wonder if students aren't always receiving the assistive technology they deserve because of cuts. I found it very insightful that there was information about obtaining devices. That includes rentals and donations.

Technology for Gifted and Talented Students

This was a very interesting topic for me to read and learn more about this week. Often we get so wrapped up in helping students who are falling behind that we often forget to challenge the students that are gifted. I am lucky that they school I work at is still able to have an enrichment program for gifted children. However, the programs that are offered at my school only pull students once a week. Also, these programs are usually for 6 weeks and then a new program starts. This makes it very difficult for me to find ways to provide a challenge for my talented and gifted students.

Often when looking at UDL i can forget to look at how within my lessons I can adapt for my gifted students. Also, using the modules, I caught up in just following the script which isn't always what is best for my students. Most commonly, I have my gifted students help me work with other learners who may be struggling. I have noticed that quite often they are able to explain the process of something better than I can. I have been trying extremely hard in my lessons to incorporate some type of technology program to create a virtual learning environment. I am able to search and find online programs that fit into my units. For example, as we are beginning test prep reading comprehension is something my students are working on. I have found a website where they read an article and then answer the questions online. Some of my talented students are able to work on this program during guided reading and they love it. It gives them an opportunity to use the computer and do something fun. Also, the site that I have found has a wide selection of articles for them to choose from. Lastly, this website can help my struggling readers as well. With many different articles, I can tell my struggling readers they need to choose 3+ because those are readings at their level,

I have never worked with a student that has a disability, but is also a gifted student seeing as it is something that is very rare. However after reading I would be very interested to work with such a student. When looking at this information from UDL it is important to be able to help your gifted student overcome any barriers they may be preventing them from showing their gifts. For example, having the tools to allow someone who may have a difficult time writing. Being able to provide students with voice recognition software could help them tremendously.

Overall, I am extremely happy that I am able to learn more about how to help gifted and talented students and continue to hope for an opportunity to work with such students. In the mean time I will continue to use the information I read this week to help my current students when looking at UDL.