This is a video poem I made on imovie. It is Yeats' "Second Coming." Kind of a depressing one, but it was written right after WWI, when many had lost hope for the "civilized" world.

ReadWriteThink

I came across a great site called readwritethink.org while working on various unit plans. It's great it has tons of lesson ideas, and web resources for teachers. The best thing I found was a whole page of interactive educational activities, and interactive graphic organizer templates. These can be completed online and then printed. Many of the templates have steps that the student follows. Check them out, they can be found at:

http://readwritethink.org/student_mat/index.asp

Kurzweil

Kurzweil 3000 is the most popular text-reading tool out there. It's great for students who have physical disabilities that prevent them from accessing books, or for students with reading deficits. I found it very intuitive and easy to use. Students can change the speed at which text is read, and alter the voice that is reading the text. Additionally, teachers and students can place notes on the text as they read.

However, the process of scanning and preparing text is longer than one would expect. While the program is mostly accurate, it sometimes misread words or symbols on the page. Scanning entire chapters or books, and ensuring that the text is read correctly can be extremely time-consuming.

More information can be found here: http://www.kurzweiledu.com/

Classroom Suite

Classroom Suite has many different possible uses and purposes within the classroom. The program provides an alternate means of completing schoolwork, participating in classroom activities and demonstrating knowledge. For writing, math, and reading activities, teachers can create customized activities for students that match what the rest of the class is doing in particular subject areas. Rather than writing on paper, which is hard for some students with fine motor difficulties, or spelling and mechanics problems, students can complete writing assignments on Classroom Suite. The program provides various templates (autobiography, letter, book reports, science reports, journals) for assignments that students might be asked to do in class to demonstrate their knowledge of certain topics across all disciplines. Students can choose to write without these templates, to create stories and other documents with and without pictures. Some students may be motivated by being able to design paintings on the program, or by adding fun pictures to their work. Students can choose to use an on-screen keyboard in both QUERTY and ABC formats, with large letters to input information. Word prediction software is also available for students with spelling difficulties in order to allow these students more independence in the creation of their works.
Additionally, there are math and reading programs available on Classroom Suite. Teachers can make worksheets on the program, whose paper equivalents students are completing in class. Students will be able to manipulate objects and perform calculations on the computer with large number and symbol representations. The program ensures that place value is maintained throughout the students’ operations, promoting success and independence for students who struggle with the concept, or with writing skills.

Classroom Suite is generally intuitive and easy to use. All action buttons are labeled, and dialog boxes can be read aloud. In many cases, instructions for activities can also be read aloud. Teachers can easily customize any activity by changing the content, or starting from scratch. One criticism I have is that the picture library is not the easiest to access. It comes up on the bottom of the screen, but there is no search box to search for a specific picture. It seems as if students must look through all of the pictures in each category first. This might be difficult for students with attention problems, who might be distracted by all the options. Also, students who cannot conceptualize categories, or may not be able to categorize certain objects may have difficulty using this particular feature.

Accessibility on Google

I don't know how many people realize the incredible number of features Google has. I was looking through some of the newer ones I hadn't checked out yet, and discovered that Google has developed a browser for the visually impaired. You can also access it by typing in http://labs.google.com/accessible/.

you type in your search topic as you would on regular Google. The results page is modified for the those with visual impairments. Only one result is highlighted at a time, in a different color, and the print is significantly enlarged. As you navigate through the results (by pressing the down arrow, or clicking on different results) a clicking sound occurs to indicate that a new result is being selected!

TRY IT!

How-To Manuals for Popular Technology

This website from the High Tech Center Training Unit (HCTC) has how-to manuals and tutorials on how to use a lot of the technology found that can be found in classrooms.

This includes:

JAWS
Dragon Naturally Speaking
Kurzweil 3000
Captioning tools
Web accessibility manuals
Alternate media manuals (e-text, braille, etc)
Web evaluation tools.

I have to thank Jade for providing me with the link for all these great resources!

RSS Feeds

This page Feedage, has tons of RSS feeds that have to do with special education. Within the page you can search any and every topic, including "assistive technology," and get the most popular feeds on the topic! So helpful!

Ergonomics

So, after going through this blog I realized that I never posted about my ergonomics self-assessment. Needless to say, I have a horrible computer setup, with equally awful ergonomic habits. Using the guide and checklist from Cornell University, found at:
http://ergo.human.cornell.edu/ErgoTips2002/home.html

I assessed my workstation with some of the following results.

CHAIR: My chair is wooden and not adjustable in terms of height, or ability to recline. I am very low while my desk and keyboard are very high. The chair does not allow me to use proper form when I am typing. To get comfortable, I tend to sit with one leg underneath the rest of my body rather than with my feet flat on the floor. Also, armrests would be beneficial so I could rest my arms in a comfortable and ergo-friendly position while typing. I like some of the chairs found at http://www.askergoworks.com/category/41/Ergonomic+Chairs.aspx

KEYBOARD: I use a laptop, so I cannot move my keyboard away from my screen, as is suggested. My laptop usually sits on my desk, and I tilt my wrists and arms up to type rather than typing with my arms parallel to my thighs. One product that I found that would allow me to adjust the position and height of my laptop rather than my desk, is this Ergo T340 adjustable laptop workstation: http://www.askergoworks.com/products/1293/Ergo-T340-Adjustable-Laptop-Workstation.aspx. Another advantage is that this product comes with a built-in document holder. An additional problem with my keyboard is that the little bones in my wrists start to hurt after I type for long periods of time. I thought some palm pads like the ones found here http://www.askergoworks.com/products/326/Notebook-Palm-Pads.aspx might help.

MOUSE: In considering placement of the mouse, the Cornell website suggests placing the mouse on the side of the hand that is most comfortable to you. Because I use a laptop, I prefer not to connect an external mouse. Rather, I have become accustomed to using the mouse pad on the computer itself. This is in the middle of the keyboard, so when I use it, my hands are not in a relaxed position to the side. What is beneficial though, is that on my new Mac I do not have to click and scroll at the same time. Rather, I can use two fingers to scroll up and down, and from side to side. However, I would not mind using a roller-ball mouse like the ones here: http://www.askergoworks.com/products/986/Logitech-Marble-Mouse-Trackball.aspx

WORKSTATION: I had never really considered other items in my workspace, or my phone. I use my cell phone, and always have it within easy reach, consistent with the recommendations. To avoid resting the phone between my neck and shoulder, I could benefit from a headset like the ones sold here: http://www.askergoworks.com/category/44/Telephone+Headsets.aspx. Other objects, like a stapler, pens, post-its, etc are usually not in an organized place where they are easy to reach. Rather, these items are typically scattered around the desk, or on another table, causing me to strain my body by reaching over, or to have to leave my workstation altogether.

Some other great websites for ergonomic-friendly products, for kids and adults alike include:

http://www.askergoworks.com/kids.aspx

Rifton Equipment
Manufacturer of widely used equipment for children with physical disabilities.

Laptop Laidback
This is a product for people who must use a computer in a reclining position.

Heads Up
With certain kinds of disabilities, the person has great difficulty holding his or her head in a functional position. This manufacturer offers an interesting solution.

Wenzelite Re/hab
This manufacturer offers a variety of equipment for positioning children with disabilities at home and in classrooms.

Adapt-a-Cut
The purpose of Adapt-A-Cut® is to provide an ergonomic means of cutting sheet material by small children, the elderly, or people with limited dexterity or loss of fine motor skills.

Onion Mountain Tech
Tons of products! They have tons of low-tech aids for classrooms. This page is a set of different easy to grip pencils and pencil grips, but do look around all the other products as well.

Make your own Smart Board

In an ideal world, every classroom in America would have a Smart Board. They allow students with multiple abilities and disabilities to access and present content. However, these are very expensive pieces of technology. Many schools do not have the extra funds to even equip one or two classrooms with Smart Board technology.

BUT this teacher in NY has discovered a way to use a Nintendo Wii to make his own "interactive white board." Check out this video!

http://link.brightcove.com/services/link/bcpid1243570743/bclid1815835555/bctid1900229747

Facebook at work!?!

I stumbled upon this article in one of my RSS feeds.

"Bosses Should Embrace Facebook" http://news.bbc.co.uk/2/hi/business/7695716.stm

It's from the BBC, and talks about how Facebook and other social networking sites could be beneficial to people at work, and why bosses should allow their use. I know many of my friends who have full-time office jobs are on and off Facebook, or their blogs all day, but still operating under the idea that it's not appropriate for work. Could that all change? What would that mean?

Diigo

So I just downloaded the bookmarking tool Diigo and it is awesome! After exploring numerous bookmarking sites, what attracted me most to Diigo was the fact that I could highlight text and add "sticky notes" to any part of a webpage. This way, I can hone in on the key parts of webpages that are important to me. Another site, Clipmarks, allows you to take "clippings" off of pages, but to me this is too disjointed. I prefer to have the entire page and highlight the stuff I want. I thought this could be incredibly helpful especially when reading articles online for research papers, etc. In Diigo, you can make a list for a specific class or paper/project and include the highlighted articles. Another great feature is that you can search within Diigo for different topics rather than having to go through a separate search engine first.

I have found some really great groups on Diigo too. Some of personal interest, such as "Wholesale Replica Designer Handbags" and Web 2.0 Tools for Teachers. This one has great assistive/instructional technology resources!

Diggo also has a special free upgrade for teachers. Teachers can create a diigo account for each of their students. Everything is protected so "outsiders" cannot come into contact with the kids. This could be especially helpful for students as they gather information for projects and assignments. Those with organization problems, and even those without, are able to have all of their information in one place. They can even do internet-based research in different locations (i.e. school, home, library, friend's house, etc). This eliminates losing papers, or websites because they were accessed on different computers. Also, the highlighting and note feature allows student to interact with the information the way they would normally be expected to on paper.

FUNBRAIN!!

Funbrain (www.funbrain.com) is an awesome website for students of all ages. It provides games and activities for learning skills from every content area. One of the things that I like best is that it provides options for students up through grade 8. Many similar websites only deal with students up to grade 5. I played the multiplication baseball game, which my fourth graders would have loved! Many did not know their basic facts, so this would have been a fun way to practice. I also looked at some stuff for older kids. For eighth graders, there was a geography review that dealt with the U.S., different countries, or different continents, depending on the options you chose. I was having so much fun playing different games, that I hadn't even realized that I was on the site for more than an hour! Another great thing about this site is that for each game, students can choose their level. This allows the practice to be at their intellectual level, and also provides a way for students to challenge themselves with higher levels. Funbrain can be provided as an option for all students in the class to use so there is no stigma associated with it.

Second Life

Me. Holl, and Karamel on TC Island in Second Life!

Universal Design for Learning

A concept map that outlines UDL: Universal Design for Learning

UDL operates on 3 main principles:

"Principle 1:

To support recognition learning, provide multiple, flexible methods of presentation

Principle 2:

To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.

Principle 3:

To support affective learning, provide multiple, flexible options for engagement."

UDL suggests that educators exhibit 3 kinds of flexibility:

• "To represent information in multiple formats and media.
• To provide multiple pathways for students’ action and expression.
• To provide multiple ways to engage students’ interest and motivation."

Meyer, A. & Rose, D.H. Teaching Every Student in the Digital Age: Universal Design for Learning. 2002. ch. 4.

http://www.cast.org/teachingeverystudent/ideas/tes/chapter4.cfm


CAST is a fantastic organization. While navigating their website, I also stumbled upon some of their FREE products. These include:

UDL Editions by CAST™

UDL Editions by CAST are classic texts from world literature presented in a flexible online interface that provides just-in-time, individualized supports for struggling readers, and added-value features that engage novice and expert readers alike.

Learning features include leveled supports to build reading strategies and help readers understand the elements of the author's craft; a Texthelp Toolbar for accessibility and language features; context-specific multimedia glossaries and enrichment activities; and multimedia background resources.

Watch a Video about UDL Editions

Developed with support from Carnegie Corporation of New York. Introduced in partnership with Google Literacy Project for World Book Day, 2008. Copyright 2008, CAST.

CAST Strategy Tutor™

A free online tool to support students and teachers doing reading and research on the Internet, ages 10 and up. Strategy Tutor helps students read, research, collect and understand information better and more efficiently. For teachers, Strategy Tutor provides a way to easily create web-based lessons embedded with research-based, highly effective learning strategy and vocabulary supports.

Developed with generous support from Carnegie Corporation of New York. Copyright 2003-2008, CAST.

CAST UDL Curriculum Self-Check™

Free online tool that helps educators build options and flexibility into each element of the curriculum (goals, methods, materials, and assessments) in order to reach and engage all students. Developed with support from the Massachusetts Department of Special Education. Copyright 2007-2008 CAST. Please send comments or suggestions to UDLSelfCheck@cast.org.

CAST UDL Lesson Builder™

Free online tool that teaches educators to customize standards-based curriculum to meet individual learning needs. Developed in cooperation with the Access Center (American Institutes for Research). Copyright 2006-2008 CAST. Please send comments or suggestions to lessonbuilder@cast.org.

CAST UDL Book Builder™

Free online tool enables educators to develop their own digital books to support reading instruction for children aged 3& up. Teachers create, edit, and save resource-rich texts. Terry, an animated character, guides educators as they write text, choose images, and develop scripts for the prompts, hints, and models that will help build young readers' skills. Copyright 2006-2008, CAST. Please send comments or suggestions to bookbuilder@cast.org.

The above can be viewed and explored in more detail at:
http://www.cast.org/products/index.html

$1 Design Challenge

When we got this assignment, to use $1 to come up with a new invention, I thought I would have a ton of crazy, creative ideas. This challenge was actually a lot harder than it first seemed, and apparently I am less creative than I originally thought. My understanding of the challenge was to take some object and use it as something that it was not intended to be. As part of our class discussion last week, we talked about technology in terms of problem solving. When we work with technology, we must be prepared to try new things, even if they do not work. Our thinking cannot be so rigid, and we have to be able to look at things in different ways. During this assignment, I kept reminding myself of this.

The other night I was drinking a 20 oz Diet Coke, as pictured above. When I drank enough that I was down to the top of the label, I suddenly saw this plastic bottle in a different way. I thought I could cut the top off to create a funnel. When I finished the soda and cut the bottle, I realized that the larger part of the funnel (where you pour the substances) was a little small. What if someone was pouring out of a large container? It is always easier to pour into something that has a wider circumference. Also, if someone had trouble with hand-eye coordination, or motor control issues, a larger opening would be beneficial. I went to the store and bought a larger 1 liter bottle to use instead.

I thought it might be helpful to keep the label on the bottle, or even paint around the rim of the funnel so the edge would be visibly noticeable for those that may have vision problems. Otherwise a clear, plastic funnel would not be much help. Also, this funnel is convenient because it can rest on the container to which you are transferring the substance. This benefits everyone by allowing the use of both hands to pour, while it also benefits those with motor control issues by allowing them to use two hands to steady and focus their movements.

This assignment definitely presented me with a challenge to think "outside of the box," and experiment with my materials. When working with students in the future, this kind of thinking will be integral to using, designing and adapting individual pieces of assistive technology.

Expectations and Initial Views

When I found out that I would be taking a class called "Computer Applications in Special Education," I was excited. In my undergraduate program, and during my summer job as a teacher assistant in a classroom for children with Autism, I was exposed to different types of assistive and instructional technology. I have seen firsthand how technology can create opportunities for all different types of learners in the classroom. However, I feel that I have only broken the surface in terms of the scope of technology available for students with disabilities. Mainly, I have worked with powerpoint and instructional websites. I used Boardmaker this past summer, but know that there is much more that I can do aside from choosing and printing pictures.

Looking at the syllabus and the text for this course, I can see that my knowledge of assistive and instructional technology will become more comprehensive. I am especially interested in learning about the different options available for students with communication difficulties and limitations. At the end of this course, I hope to be proficient using different technologies at every level - low tech to high tech. With this knowledge, I will be better able to serve the students entrusted to me. It is not enough just to know of technology that can help a child. I need to know how to use the technology so I can train the child, his or her parents or guardians, etc. I expect that with the knowledge base I build, I will be able to look at the case of an individual child, come up with assistive or instructional technology that can be beneficial for that child, and tailor that technology if necessary.

In this day and age, technology and education go hand in hand. Technology is a beneficial tool, not only for students with disabilities, but for all students, for parents, and for teachers. Technology can take students out of the classroom, allowing them to explore places and eras that are far removed. DVDs and interactive websites make learning fun, and allow students to take responsibility for this learning. Subject and skill-specific software is often free on the web, and can provide valuable tutorials and practice for students who are struggling with certain concepts. Parents who may not be able to help their children in certain academic areas can also take advantage of this sort of software. Technology such as electronic dictionaries, and word processors can make the daunting task of writing easier for many students. Books and textbooks are becoming increasingly digitized to provide support for those with reading problems. All of these technologies help students to access the general education curriculum. They provide different ways of presenting information, an important concept when children have such different learning styles.

Decades ago, there were not so many options for students with deficits in communication or mobility. Communication aided by switches, talkers, and even systems such as PECS allow students to have a "voice" regardless of their ability to speak. Students can participate in all classroom activities, and exercise their ability to make decisions for themselves. Electronic wheelchairs and gait-trainers allow for greater range of motion, so students can participate in activities with peers. Technologies such as those discussed above empower students, causing a greater sense of self-efficacy and self-sufficiency.

Teachers can also benefit from technology in many different ways. Assessment and progress-monitoring software helps teachers in screening students, and keeping track of those who are having difficulty. These programs also allow teachers to document educational interventions and see their effectiveness, thus making it possible to change or tailor their instruction for particular students.

I am looking forward to this course, and learning how to improve the lives and education of my students through the use of different types of technology. Technology will always be improving, so it is important for teachers to stay up-to-date with technological advances, especially as we continue to hold high expectations for all students.