Literacy Technology for Struggling Writers in Inclusive Classrooms

1. Literacy Technology for Struggling Writers in Inclusive Classrooms Patricia M. Barbetta, Ph. D. Linda Spears-Bunton, Ed. D. Florida International University Miami, FL

2. Technology Can Make A Difference For people without disabilities, technology makes things easier; for people with disabilities, technology makes things possible. (IBM, 1991) This is true for writing too!

3. Two General Areas of Technology Learning Support • Assistive Technology (AT) • Universal Design for Learning (UDL)

4. Assistive Technology (AT) • ATs are often highly individualized • ATs emphasize the need for the students to change or improve to succeed with curriculum • ATs often require planning, implementation, and continual adjustments by a specialist • Examples: speech synthesizers, adapted switches, wheelchairs. • ATs are needed for some students with disabilities--those needing highly specialized systems

5. Assistive Technology (AT) ATs help students overcome barriers on a student-by-student basis (not the focus of this presentation) Go to www.abilityhub.com to review ATs

6. Universal Design for Learning • Premise of UDL is that a curriculum should include alternatives to make it accessible & appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities. • UDL reflects an awareness of the unique nature of each learner and the need to accommodate differences (Center for Applied Science and Technology website, www.cast.org)

7. Need for UDL in Inclusive Classrooms • Wide-range of student diversity including • Cognitive, physical, cultural and social • In a diverse classroom, no single method or strategy can reach all learners. • Research estimates that up to 40% of students in any one classroom would benefit from adjustments to the “standard” curriculum. (Male, 2003) • Multiple methods are needed to achieve curricular goals. These must • bridge for ability gap • access different learning strengths

8. Need for UDL in Inclusive Classrooms (cont.) • When teachers apply universal design for learning (UDL) principles to curriculum, they • present concepts in multiple ways, • offer students multiple forms of expressing learning, and • provide a variety of options for learning.

9. Technologies that Adapt the Curriculum • may be utilized by a wide range of students with varying needs • have the capacity to adjust and modify the curriculum in a multitude of ways, making it accessible to students with diverse cognitive, physical and behavioral needs. • are easily implemented and regulated by general and special education teachers With UDL, the curriculum is changed to meet the needs of a more diverse group of students.

10. Basic Writing Skills Curriculum • Identify topics • Find and use relevant sources and identify relevant information (which involves reading and/or listening skills) • Organize/outline thoughts • Fill in the details of an outline • Write drafts • Proof and correct drafts • Complete and present the final version

11. Technologies Useful for Adapting theWriting Curriculum • Digitized-text Technologies • Text is digitized to allows adaptations to printed materials (e.g, font size, color,background colors) • Text-to-speech (TTS) technologies • Typed text is read by computerized speech • Word Prediction Technologies • Software that “guesses” the word a student wants to type on the basis of the letters already typed • Word prediction can assist with “word finding” problems and spelling.

12. Technologies Useful for AdaptingLiteracy Curriculum (cont.) • Organizational Technologies • Tools for prewriting processes (e.g. brainstorming, organizing, outlining) • Speech Recognition Technologies • Dictation-- spoken word translated into written text • Computer Control-- control of the computer, and software applications by speaking commands • Alternate Writing Technologies • Computers • Adaptive keyboards

13. E-Reader • Digitized text • Electronic text read aloud, including Web pages.  Text is highlighted as it reads e-text aloud  Control the way the electronic text looks  Enter any text and have that text read aloud as you type www.cast.org

14. Reading Pen II • TTS technology • Reads aloud a word or phrase passed over printed text. • Words are heard through a small, built-in speaker or through earphones. • Pen’s software dictionary has definition 200,000 words. • Useful for library research. http://www.wizcomtech.com

15. InfoScan Electronic Note Taker • Mobile device takes notes from almost any printed document, creating fully editable MS Word documents on the PC, PDA or any Windows application. • User scans and transfer printed text directly into a PC or scan (up to 500 pages) • Scan and put in TTS software http://www.wizcomtech.com

16. Write: Outloud • TTS Technology • Easy-to-use word processor that gives immediate speech feedback as students type words, sentences and paragraphs. • As students draft their writing, they see and hear if their writing makes sense. • Can speak words and sentences, read whole entries, and repeat text as often as users desire. http://www.donjohnston.com/

17. Write: Outloud

18. Co:Writer 4000 • Word prediction Technology • Co:Writer 4000 works on top of any word processor or program that accepts text. • As students type, it predicts words for the sentence, even if they use phonetic spelling. • Predicted words are read aloud to help students reveal their word options. http://www.donjohnston.com/

19. Co-writer 4000 Sample Page

20. Draft:Builder • Organizational Technology • Used in creating a first draft: organizing ideas, taking notes and writing the draft. • It models the logical, progressive steps of draft-writing and displays a visual representation of the process. • The display gives students a framework to generate, manipulate and connect ideas and information.

21. Draft:Builder Sample Page

22. SOLO • SOLO™ combines Co:Writer®, Write:OutLoud® Draft:Builder®,— and introduces Read:OutLoud™! • One completely integrated solution to differentiate instruction and assist in the learning process http://www.donjohnston.com/

23. Kurzweil 3000 • A a scanning, reading and writing solution for students with learning or reading or writing difficulties. • Scanned reading materials can be modified and be TTS delivered • Also had word prediction and integrated reference tools such as dictionary, synonyms, syllables, spell word, audible spell checking, and vocabulary list features. • Digitized text can be modified and read. www.kurzweiledu.com

24. IntelliTalk III • IntelliTalk III is an innovative word-processing program that • combines speech, graphics, and text in ways that allow for flexibility of presentation and response. • Has digitized text, text-to-speech and word prediction technologies and more. • Spell check with auditory aid • Auditory feedback for letters, words, sentences • Ability to add recorded speech • Website: www.intellitools.com

25. UDL Features of IntelliTalk III • Visual Features: Digitized text can be programmed for different visual presentations • Easily adjust font size/style/color • Easily adjust background color • Include pictures for visual representation • Allows for highlighting words as it speaks or reads • Can select flash scanning highlights

26. UDL Features of IntelliTalk III • Speaking/ Reading Features • Can be programmed to speak each letter, word or sentence as it is typed. These settings can be mixed and matched. • Ability to add recorded speech • Can be programmed to read what has been written previously. • Reads original text and/or text scanned or cut-and-pasted from secondary sources: textbooks, websites. • Will also read word choices in spell check • Has integrated word prediction to assist in writing fluency. • Has built-in pronunciation editor (e.g. Baja = “baha”) • Can be programmed to read menus, dialogue boxes, palettes, text

27. Speech Recognition Technology • Students can create, edit, and revise documents and e-mail-even surf the Web by voice. • Free users from dependence on the mouse, keyboard and stylus for many applications. • Useful for students with writing challenges and those who have physical challenges http://www.scansoft.com

28. Inspiration 7.5 • Organization technology • Integrated diagramming and outlining environments • Over 50 curriculum-aligned templates that inspire classroom quick-starts. • Visual and audio to support multiple learning styles including text-to-speech. • Templates include: Language Arts, Social Studies, Science: Planning

29. Brainstorming Webbing Diagramming Planning Critical thinking Concept mapping Organizing Outlining Inspiration Can Be Used Across the Writing Curriculum

30. Inspiration Lesson Page Diagram and Outline View

31. Autobiographical Event Book Comparison Character Web Comparative Analysis Definition Literary Comparison Literary Web Persuasive Essay Poetic Analysis Story Triangle Textual Analysis Vocabulary Mythic Journey Inspiration: Built-in Language Arts Templates

34. Autobiographical Event Outline View

35. Inspiration for Palm OS • NEW organizational technology • Similar to Inspiration software-- integrated diagramming and outlining environments • Can sync with computer

36. Computers for Writing • Writing with a computer allows a student to concentrate on his or her ideas and leave the editing and/or re-writing for later.

37. How Computer Support the Writing Process • No more handwriting problems • Proofreading is easier because text is more legible • Less frustration with the tool's limitations • No more re-writes • Spelling and mechanics can be de-emphasized and moved to the end of the writing process • Organization can be dealt with easily by cutting and pasting and/or using outlining programs Adapted from: Wanderman, R. (1990) Tips on Writing for People with Learning Disabilities http://www.ldresources.com/articles/writing_tips.html

38. Alphasmart 3000/NEO/Dana Wireless • Alternate writing technology • Aphasmart is a portable full-size, full-feature keyboard • Useful for taking notes in class and/or writing first drafts • Different models with different features including wireless, run Palm OS software, internet capabilities www.alphasmart.com

39. Final Suggestions • Careful planning should precede technology purchases • General and special educators along with computer and technology specialists (and others as needed) should be included in making the curricular decisions. • Purchase software that provides many options (e.g., text-to-speech, word prediction, student assessment and tracking) • Download and use trial versions of software to assist in decision considerations

40. Final Suggestions (cont.) • Implement UDL literacy software/devices schoolwide • Install software on each instructional station. • Whenever possible, choose printed instructional materials that also have digitized options • Have students work in cooperative writing groups using UDL software/devices • Provide options for presentation of written paper

41. Final Suggestions (cont.) • Identify resources for any necessary scanning and OCR. • Use paraprofessionals or parent or student organizations • Develop a system to maintain scanned materials • Time to Learn • Teachers need instruction and time to learn how to use software and adaptive devices • Students need to time to learn how to use software and adaptive devices. • Students with special needs may need more instruction and guidance