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Removing the Stigma and increasing student use Of Assistive Technology

Removing the Stigma and increasing student use Of Assistive Technology. Teacher Models Assistive Technology as an Instructional Strategy. Connie Gray and Sue Watson Simcoe County District School Board. Our PD promotes….

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Removing the Stigma and increasing student use Of Assistive Technology

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  1. Removing the Stigmaand increasing student use Of Assistive Technology Teacher Models Assistive Technology as an Instructional Strategy Connie Gray and Sue Watson Simcoe County District School Board

  2. Our PD promotes… • The integration of assistive technology by the RCT (begin with modeling) • High, medium and low tech opportunities in the same lesson • Beneficial to all, essential for some (student with SEA) • Use program based on student and/or class profile

  3. Teacher Considerations before deciding on the Assistive Technology • What are the expectations/goals to be addressed by the lesson? • What will the learning look like? • What support(s) do the students need? • What challenges do the students experience (class profile)?

  4. Professional Learning Communities-support growth-create a school culture-enrich lessons-improve achievement

  5. Class Profile (or Student Profile Cluster)

  6. Pairing Student (or Class) Profile with Assistive Technology The LD Resource Guide was developed from the Accommodations and Strategies that work for me: A Self-Assessment Inventory, which was created by Pam Morel and Diane Berzins of Cambrian College (2003). This LD Resource Guide was created with further input from members of the LD Special Interest Group of the College Committee on Disability Issues (CCDI), Psychological practitioners from the Northern Ontario Assessment and Resource Centre (NOARC), and numerous Disability Service Providers from CCDI. http://www.disabilityissues.ca/english/Link_docs/LDResour.pdf Guide in Dropbox

  7. Features of the program uses as Instructional Tools: Kurzweil

  8. WordQ

  9. Dragon

  10. SMART Ideas

  11. Clicker

  12. What Modeling Looks Like? Teacher…

  13. Scaffolding Student Learning Transfer responsibility for learning from teacher to student.

  14. Just Beginning-teacher catching up to students

  15. Secondary Student Survey

  16. Teacher Encouragement vs Teacher Expectation

  17. Managing Use of SEA Laptops

  18. Where were we? • 3 SEA CST (2006-07) student training • 2 SEA CNT: equipment setup • 1 SEA Coordinator: claims • 1 Integrated Technology Consultant in Special Education (2009-10): school visits, after school sessions through Adobe Connect Pre2010-Before SEA Guidelines changed to include Teacher PD Approximately 1000 SEA computers

  19. Expectation: Student Use SAMR Model TIM Technology Integration Matrix Produced by the Florida Centre for Instructional Technology, College of Education, University of South Florida The SAMR Ladder Model: Ruben R. Puentedura, Ph.D. http://fcit.usf.edu/matrix/

  20. What changed? We were slow to readjust—not sure if we were interpreting the guidelines properly. We began to include specific teacher SEA PD. Link

  21. Who is supported post new guideline? Included in half day (teacher, student, parent, support staff) Full day for teachers AT Camp for students and parents After school partnership with LDAOSC EA PD on PD days Adobe Connect after school for teachers and support staff NTIP and other PD Link

  22. Barriers Identified from Teacher and Student Surveys Teacher Survey • Technical issues interfere • Student may need more training Student Survey • I’m fine without it • Takes to long to get, start up, etc • Awkward, different • Teacher not giving me electronic material to access

  23. Scan to Workflow

  24. Usage of networked programs County Survey (2011-20120 Link

  25. We are listening….

  26. Q&A

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