Breaking Down Barriers: What is “This” Assistive Technology All About?

1. Breaking Down Barriers:What is “This” Assistive Technology All About? Dr BJ Gallagher June 26, 2008 Frostburg State University Special Education Summer Institute

2. A few questions… • Ever used a curb cutout? • Ever used an automatic door opened? • Ever used a handicapped bathroom? • Ever used an elevator? • Ever used a trackball? • Do you wear glasses? • Have you ever thought about making your cursor on your computer a tad bigger? • How do you spell Alleghany? Allegany?

3. There are… • 54 million Americans with disabilities.

4. Employment Rate • for the disabled is 52% • It plummets to 26% for those with severe disabilities -U.S. Bureau of the Census

5. Institute of Workplace Studies • Over the next decade, 55-to 64-year-olds will increase by 41%, while participation of 45-to 54-year-old workers will increase 20%

6. Are you among these statistics? • Number of adults with hearing trouble: 37.2 million • Percent of adults with hearing trouble: 17 • Number of adults with vision trouble: 21.2 million • Percent of adults with vision trouble: 9.6 • Number of adults unable (or very difficult) to walk a quarter mile: 15.7 million • Percent of adults unable (or very difficult) to walk a quarter mile: 7.1 • Number of adults with any physical functioning difficulty: 32.3 million • Percent of adults with any physical functioning difficulty:  15

7. Summary Health Statistics for U.S. Children: National Health Interview Survey, 2006 Statistics for: ADHD Asthma Learning Disabilities

8. ADHD • Number of children 3-17 years of age ever diagnosed with ADHD:  4.7 million • Percent of children 3-17 years of age ever diagnosed with ADHD:  7.4

9. Asthma • Number of children who currently have asthma: 6.8 million • Percent of children who currently have asthma: 9.4

10. Autism • The latest studies, however, suggest that as many as 1 in 150 kids — a total of nearly 560,000 children in the U.S. alone.

11. Learning Disabilities • Number of children 3-17 years of age who have ever been told of having a learning disability: 4.7 million • Percent of children 3-17 years of age who have ever been told of having a learning disability: 7.8

12. How can we solve learning challenges in the classroom? UDL = DI+RtI+AT (Open Source Software)

13. What is UDL? Universal Design for Learning (UDL) is… A “Makes Sense” Approach to a Differentiated Classroom

14. UDL calls for… • Multiple means of representation, to give learners various ways of acquiring information and knowledge, • Multiple means of expression, to provide learners alternatives for demonstrating what they know, • Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

15. UDL is …. • A blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences. For more information and examples visit http://www.cast.org/teachingeverystudent

16. How can we solve learning challenges in the classroom? UDL = DI+RtI+AT (Open Source Software)

17. What is Differentiation? • Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. • It involves teachers using a variety of instructional strategies that address diverse student learning needs.

18. Learning Preferences… • Visual • Auditory • Kinesthetic • Tactual • Olfactory • Gustatory

19. Multiple Intelligences (Gardner, 1983) • Logical Mathematical • Verbal Linguistic • Visual Spatial • Bodily Kinesthetic • Musical Rhythmic • Naturalist • Interpersonal • Intrapersonal

20. Personality PreferencesKeirsey (1978) • Sensing Perceivers - Artisans • Sensing Judgers - guardian • Intuitive Thinkers - Rational • Intuitive Feelers - Idealist

21. How can we solve learning challenges in the classroom? UDL = DI+RtI+AT (Open Source Software)

22. What is RtI? • With the passage of the Individuals with Disabilities Education Improvement Act (IDEA), students can now be classified as learning disabled based in documentation of how they respond to interventions in the classroom. • For the purposes of determining eligibility, districts can implement a procedure to document how a child responds to research-based interventions as part of the evaluation process.

23. RtI is …. • a process of implementing high quality research-based instructional practices based on learner needs, monitoring student’s progress, and adjusting instruction based in student responses. • 2 major RtI models: Problem Solving and Standard Protocol

24. Problem Solving Model with Tiers Tier One: Core Instructional Curriculum (all students involved) Tier Two: Core Instruction and Supplemental Instructional Resources (Students who need additional assistance-group or individual assistance) Tier Three: Core Instructional and Intensive Resources (students who need intensive interventions and specialized resources on an individual basis)

25. Four Componentswithin each Tier • Define the problem: What is the problem and why is it happening? • Develop a plan: What is going to be done about the problem? • Implement the plan: Is the plan being implemented as intended? • Evaluate: Did the plan work as intended?

26. Standard Protocol Model • The interventions occur in a natural progression for all students experiencing the same learning problem rather than being specifically designed for each student.

27. How can we solve learning challenges in the classroom? UDL = DI+RtI+AT (Open Source Software)

28. What is AT? • Assistive Technology (AT) is a generic term that includes assistive, adaptive, and rehabilitative devices. • There is a process used in selecting, locating, and using them.

29. SETT Framework(Zobala, 1995) • Student • Environment • Tasks • Tools http://sweb.uky.edu/~jszaba0/JoyZabala.html

30. The Student • What does the Student need to do? • What are the Student's special needs? • What are the Student's current abilities?

31. The Environment • What materials and equipment are currently available in the environment? • What is the physical arrangement? • Are there special concerns? • What is the instructional arrangement? • Are there likely to be changes? • What supports are available to the student? • What resources are available to the people supporting the student?

32. The Tasks • What activities take place in the environment? • What activities support the student's curriculum? • What are the critical elements of the activities? • How might the activities be modified to accommodate the student's special needs? • How might technology support the student's active participation in those activities?

33. The Tools • What no tech, low tech, and high tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments? • What strategies might be used to invite increased student performance? • How might these tools be tried out with the student in the customary environments in which they will be used?

34. CTE Video • Real teachers in real classrooms

35. Accessible Computer Input • ergonomic accessories with height-adjustable furniture, footrests, wrist rests, and arm supports to ensure correct posture • replace the keyboard and mouse with alternative devices: trackballs, joysticks, graphics tablets, touch pads, touch screens, a microphone with speech recognition software and switch access.

36. Keyboard • Keyboard shortcuts and MouseKeys allow the user to substitute keyboarding for mouse actions. Macro recorders can greatly extend the range and sophistication of keyboard shortcuts. • Sticky keys allows characters or commands to be typed without having to hold down a modifier key (Shift, Ctrl, Alt) while pressing a second key.

37. Software • Word Prediction • Spell checkers and grammar checkers • Text to Speech • Speech to Text • Scan and Read • Mind Mapping or Graphic Organizer Generating

38. Visual Impairments • Closed circuit television (CCTV) or video magnifier. Printed materials and objects are placed under a camera and the magnified image is displayed onto a screen. • Braille embosser. Embosses Braille output from a computer by punching dots onto paper. It connects to a computer in the same way as a text printer.

39. Software • Customization of graphical user interfaces to alter the colors and size of desktops, short-cut icons, menu bars and scroll bars. • Screen magnifiers • Screen readers • Self-voicing applications • Optical character recognition. Converts the printed word into text, via a scanner.

40. Hearing Impairments • Fire alarm paging system • Loop system (portable and fixed) for amplification • Hearing Aids • TTY

41. Augmentative/Alternative Communication (AAC) • Low-tech systems. Simple paper or object based systems, i.e. do not require a battery. • Light-tech systems. typically consisting of a digitized speech recorder with a touch sensitive display pad and sometimes switch access. Light-tech systems require a battery.

42. High-tech AAC systems… • Computerized VOCAs or SGDs that vary from single purpose appliance-like systems to multipurpose computer-based communication aids. • Typically high-tech systems require training and ongoing support to operate the devices.

43. Me and My Computer http://www.teachertube.com/view_video.php?viewkey=88a4a2ca3e8fea2c03ae

44. One Thumb to Rule Them All http://www.teachertube.com/view_video.php?viewkey=576e45d2feaf00d0e850

45. Please let us welcome… Jennifer Shook