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.

Technology and Communication Impairments

After visiting the websites for this week it absolutely amazes me the impact technology can have from people with communications impairments.  Through my studies this far in the Educational Technology Specialist program I have been able to learn a lot of new technologies. However, the technologies that are able to allow people to do things they have never before truly inspire me.  Even if these technologies can’t allow people with hearing loss to hear again it provides them the opportunity to live a mostly normal life.

Reading the article, Assistive Devises for People with Hearing, Voice, Speech, or Language Disorders, I was able to learn that there are three types of assistive devices. Theses consist of; Assistive listening devices, augmentative and alternative communication devices, and alerting devices. All of these devices provide alternatives to help people with hearing and other disorders. Although I have no experience working with any of these systems I can see the impact they might have in the classroom. However, I can also see how the classroom may be a difficult place to use these devices to the fullest capabilities. For example, the article Hearing Assistive Technology, talked about the challenges that one may face using these devices. Using UDL, as a teacher it is important that I do my best to plan ahead. This would mean doing everything I can do to limit any of the complications that may arise using the devices. I would make sure that the distance between me and the learner using these devices would be minimal. By placing that student near me during lessons so they can always hear me.  However, one issue that these devices may have is competing noise within the environment. This is one thing I can do is make sure competing noises are limited. However, I have no control of computers humming and the unexpected overhead announcements.

Overall, this week has opened my eyes to even more technology that can be used to help students with communication impairments. I am continuing to learn that technology is more than using the Smart board in your classroom or using iPads during reading centers. There are many other technologies that are allowing students to communicate when they weren't able to before.

Technology and Autism

I have always been interested in the use of technology in students with learning disabilities. It is absolutely amazing how much technology can help these students. This week’s focus was on the use of technology with students that have Autism.  One major thing I took away from this week’s readings was the power of giving students with no voice a way to communicate.

I watched the Webinar that focused on PECS. It was very interesting to watch the beginning uses of PEC’s. For example, they showed a video of a young child who was just learning to use PECS. The child wanted to listen to music, which was her preferred activity, in order to get that she had to take the card that said music and put it in the hand of the adult. There were two adults working with her and she did not get her preferred activity until she gave the card to the adult. It was amazing to see how quickly she was able to learn what she needed to do in order to listen to music. I have never used PECS I have only used them images as a schedule tool. When looking at what I my students to complete at the end of the lesson I make sure to incorporate some type of preferred activity at the end.

When looking at UDL and technology with children who have Autism is the importance of making sure students have the tools they need to be successful. I observed in a life skills classroom and the teaching staff needed to always make sure that their students had the right phrases and words they may need to communicate clearly. If they didn’t have the correct pictures it often made it difficult for the students to express their wants and needs.  With technology growing students can continue to use these tools when they are at home. Often it is hard for students to communicate effectively at home. Being able to use information on smartphones is now opening up a new world.

Diverse Learners

            After reading the two articles for this week I have gained a greater understanding in make sure that my lessons are reaching all of my students. My theme for my blog is the Universal Design for Learning. I always think of looking at what I want me students to get out of a lesson and working from there on what tasks they will complete. In the district I am currently working in we are following the modules so I often find it very difficult to cater to diverse learners within these lessons. Yes, the modules offer suggests for ELL learners however there are a variety of other diverse learners that the modules don’t accommodate for. However, after reading the two articles I now have more strategies that I can use during planning my lessons in order to reach all of my students. When using UDL I am always looking at the three different ways to get information to my students. This means allowing them multiple means of expression, engagement, and representation. For more information on UDL you can visit http://www.udlcenter.org/aboutudl/udlguidelines. This website provides information on what UDL is.

           

In Chapter 2: Diverse Teaching Strategies for Diverse Learners by Marietta Saravia-Shore I was reminded that I need to get to know your students as a way to meet their needs. When I am planning lessons for my 5^th grade class I try to think of what my students will need to get through the lesson. For example, if I teach the whole math lesson and just expect them to follow along they are not going to learn as much. However, if I randomly call on students to come up to the Smart board they become more engaged in the lesson. I also add in a kinesthetic component to my lesson to get them moving. I have also found a way to incorporate support for my students who may not get much at home. In my classroom I will have a few students eat lunch in the classroom and we work on their homework together to help them get started. A majority of these students that have lunch with my come from a single parent household where there is not a lot of support. Also, within our school there is Grandma’s room. This is a room that students can get a little more “TLC” that they may not always get at home. I have an assigned time that I send students down to work on math facts or reading to help them. This additional resource really helps students succeed in the classroom.

            After reading Using Flexible Technology to Meet the Needs of Diverse Learners, there were two things that really stuck with me that I am currently doing in my classroom. One huge component was adding graphics to lessons. Most of the module lessons that I teach have a Smart board Notebook or a PowerPoint that goes along with them. After reading through the lesson and seeing what my students need to learn then I am able to go back and add images and often sound bites to help my students. Currently my students are studying the Rain forest and I am able to pull up images of Rain forests as well as sound clips of the Rain forest. My students have to write field journals as if they were in the Rain forest. Using technology I am able to immerse my learners in the Rain forest within my own classroom. Another important component is the arrangement of questions and information on a piece of paper. As a grade level before teaching a unit we go through and look at what the Mid and End Module assessments are asking the students to do. We then go through and alter the layout of any of the questions. For example a lot of the Math assessments are one or two questions that have many parts. The students need to use the information from prior parts to complete other parts. However, they way the tests are laid out that can be confusing. By going through and indenting the parts students are now able to visually see that the one problem has many parts. I am also able to go back through and change or scaffold any of the graphic organizers my students are going to use. One thing I have learned about my students is that they base their response on the number of lines they are given to answer. If I want my students to give me a deep answer I know I need to add more lines to that question.

            Overall, both of these articles provide a deeper insight into how I can continue to use UDL in my planning in order to reach the needs of all of my students. When working with the modules I feel like I am getting so stuck teaching to the script that I need to remember that this way of teaching is not going to work for all of my students. As I contemplate why I am having so many behavior issues within my classroom I continue to look into how I can meet the needs of all of my learners in order to control these behavior issues.