Marsha Harper and Sherida Gentry Educational Consultants West Ky. Educational Cooperative

1. Yes They Can Learn!How to…Use Low Tech to High Tech, Teaching Students Using Universal Design for Learning Marsha Harper and Sherida Gentry Educational Consultants West Ky. Educational Cooperative

2. Objectives for This Session • Participants will have access to multiple examples of Differentiated Instruction for students with complex needs. • Participants will learn about current UDL practices and other forms of Assistive Technology. • Participants will gain awareness of current tools to provide access to the general curriculum for all students.

3. Universal Design for Learning calls for … • Multiple, flexible means of representation, to give learners various ways of acquiring information and knowledge. • Multiple, flexible means of expression, to provide alternatives for demonstrating what they know. • Multiple, flexible means of engagement, to tap into learners interest, offer appropriate challenges, and increase motivation. CAST, 2008 www.cast.org

4. Why Do We Have to Provide Access to the General Curriculum? • The re-authorization of IDEIA mandates that all students should have access to the general curriculum • How student’s access the curriculum is what is different.

5. “Low Tech,” “Mid” Tech, “High Tech”-What’s the Difference? • Low Tech -Visual support strategies which do not involve any type of electronic or battery operated device (i.e. dry erase board, clip board, binders, folders, PECS, photos, highlight tape, etc) • Mid Tech -Battery operated devices or “simple” electronic devices requiring limited advancements (i.e. tape recorder, Language Master, overhead projector, timers, calculators, and simple voice output devices) • High Tech -Complex technological support strategies-typically “high” cost equipment (i.e. video cameras, computers, adaptive hardware, complex voice output devices) Written by Susan Stolkes under a contract with CESA 7 and funded by a discretionary grant from the Wisconsin Department of Public Instruction

6. Multiple, Flexible Means of Engagement

7. Various types of technology that enhance visual processing should be incorporated into every aspect of daily living to assist individuals with autism in overcoming their barriers, because most individuals with ASD are visual learners. Accessing the Curriculum“Low Tech” to “High Tech”

8. Multiple, Flexible Means of Engagement (Visual Schedules)

9. Multiple, Flexible Means of Engagement (Visual Supports)

11. Instructional Materials/EngagementProvide alternatives for recruiting and sustaining interest Use a personal area of interest to recruit attention. A clickable puzzle created using Classroom Suite (IntelliTools), maintains student interest through physical movement with auditory feedback, contrasting color, music, and animation at completion. Fat Bits

12. Teaching Methods/EngagementGraduated supports for developing self-regulation A mini-schedule supports a student who engages in learning with a predictable schedule broken down into increments. The system is flexible to individualize the expectations and supports. A choice of rewards is available for completed work as well as a selection of sensory supports.

13. Additional Examples of Multiple, Flexible Means of Engagement • Turn taking cards, objects, stick, etc. • “When____ then____” visual

14. Multiple, Flexible Means of Representation CAST 2008 www.cast.org

15. Multiple, Flexible Means of Representation (Visual Supports)

17. Instructional Materials/RepresentationSupport background knowledge Make a connection to the student’s life that can be related to the new targeted knowledge. Google Earth

18. Instructional Materials/RepresentationProvide perceptual and linguistic options through multiple media and formats Environment, biomes, geography Removable graphics Sand http://www.thinkfinity.org/home.aspx http://www.unitedstreaming.com/index.cfm?

19. Video Self Modeling and Scheduling • Luke • Jami

20. Teaching Methods/RepresentationMultiple Examples

21. Teaching Methods/RepresentationHighlight Critical Features • Character in a play, story or novel – The Giver by Lois Lowery • Use Spark Notes for character summary http://www.sparknotes.com/lit/giver/characters.html

22. Teaching Methods/RepresentationHighlight Critical Features Read & Write Gold, TextHelp Systems)

23. Teaching Methods/RepresentationHighlight Critical Features Writing with Symbols 2000, Widgit

24. Teaching Methods/RepresentationHighlight Critical Features AbleNet, Inc Jonas is a boy. Jonas is sensitive. Voice output Story Bag containing objects representing critical elements of character Jonas is a boy Jonas is sensitive

25. Teaching Methods/RepresentationHighlight Critical Features Visual Thesaurus: http://www.visualthesaurus.com/

26. Assessment Methods/RepresentationPresent options to accurately measure knowledge Do you Which representation is an accurate measure of wants/needs?

27. Additional Examples of Multiple, Flexible Means of Representation • Social Stories and Comic Strip Conversations • “Wait” Cards • “Help” Cards • Social “rule” cards (quick reference for visual reminder) • Various visual symbols for attending skills (i.e. go, almost done, stop) • Highlighter tape • Video Taping (i.e. language comprehension, social skills, expressive language, self help skills, emotions and academics)

28. Multiple, Flexible Means of Expression CAST 2008, www.cast.org

29. Mid Tech Voice Output Devices Cheap Talk 4 Available through Enabling Devices Big Mack Switch Available through AbleNet Step by Step Communicator Available through AbleNet Voice in a Box Available through Frame Technologies Talk Pad Available through Frame Technologies

30. Mid Tech Voice Output Devices Language Master Available through Drake Educational Associates Tape Recorder Available through various vendors

31. Multiple, Flexible Means of Expressive (Visual Supports)

32. Instructional Materials/ExpressionProvide tools and media for expression Scaffold learning to ensure success; increase the level of challenge as appropriate to facilitate learning of new concepts and content. Boardmaker (Mayer-Johnson, Inc.) Choose It Maker Choose It Maker 2

33. Instructional Materials/ExpressionMotor skills required for action IntelliTools, Inc Customizable instructional software can be accessed through a mouse, trackball, switches, alternate keyboard with custom overlays, and scanning. IntelliTools offers an Activity Exchange with free membership Jigsaw from Inclusive TLC

34. A plant has leaves ● Instructional Materials/ExpressionProvide tools and media for expression Tango! Blink Twice Graphic Organizer TechTalk Drawing Sentence strips Writing with Symbols 2000, Widgit Boardmaker, Mayer Johnson

35. Teaching Methods/ExpressionOptions in the contexts required for performance Grouping options Students studying weather patterns went outside as a small group to record data for an individual report.

36. Assessment Methods/ExpressionScaffolding options to optimally inform instruction Students are recording data while completing an experiment to determine conductors and insulators. The student has completed a Venn diagram to compare some things she does with that of a soldier from the Civil War era

37. Additional Examples of Multiple, Flexible Means of Expression • “Break Cards” • Choice Cards w/choice board (optional) • “All done Cards • Topic Ring/Topic Wallet (for initiation of topic not related to special interest) • Social Scripts • File Folder Activities

38. Additional Examples of Multiple, Flexible Means of Expression • Accessory Equipment • Digital Camera • Scanner • Adaptive Hardware for computers • Touch Window • Intellikeys • Big Keys and Big Keys Plus • Trackballs