Final Wrap Up

I feel as though I have a whole new perspective on assistive tech and technology in general. From here on out, I will try to overcome my feelings of guilt about not using technology enough in my classes and try to make a concerted effort to integrate the iPad a little more. There are some wonderful apps out there to aid many students in their education journey and I hope I am able help enlighten some of them. In the meantime, they will continue to enlighten, surprise and impress me.  I look forward to seeing where technology takes us next!

A big thank you to Barbara Welsford who has done a phenomenal job with this course. Your technological expertise (and patience) has been greatly appreciated. Enjoy the rest of your summer :)

July 17th - Webinar

Ok she was right!  The Writing Process is H U G E! There is an overwhelming amount of information. I found the inspiration overview difficult to navigate. The sheer amount of complex information, combined with my naivete when it comes to the writing process made it hard to comprehend. Barbara's breakdown of the WP served as clarification for some elements but it left me wondering if there would be any major (or minor) variations in the WP when it comes to a different language. As a French teacher, I can only imagine the process would have some distinct differences. Perhaps these differences occur only when learning a second language.

file:///C:/Users/Angela/Downloads/Writing%20Task%20Analysis%20withAT%20gif%20(1)%20(1).pdf

20 Apps for Reluctant Readers

1)    Speak it to me – text to speech app. Great for students with reading disabilities. Also allows them to follow along with the text. Text can be copy/pasted into the app and read aloud. This could also potentially eliminate the need for scribes. The font size could be increased (for those with visual impairments) and the voice speed can also be altered.

2)    Dragon Dictation: Dragon Dictation works in the opposite way of Speak it to Me. Instead of reading text out loud, the app writes down spoken text. For students who struggle with writing, it can be a great way for them to jot down ideas or get help learning. Reluctant readers may be more apt to read if they know their answers to questions can be spoken instead of written.

3)    Merriam-Webster Dictionary: Spelling and or understanding of certain vocabulary is often a road block for reluctant readers. Readers can gain some independence through accessing this app quickly and easily.

4)    Prizmo: With Prizmo, users can scan in any kind of text document and have the program read it out loud, which can be a big help to those who struggle with reading.

5)    Flashcards for iPad This app makes it easy to study words, spelling, and other elements of reading that young and LD readers might need help with.

6)    The Writing Machine: designed to pre-literacy concepts. It is well known that developing concepts about print at an early age is invaluable to a child’s overall literacy development.

    

7)    First Word Sampler: Preschoolers with a reading disability can get a head start on improving their skills with this app that teaches them about letters and words using fun graphics and sounds.

8)    Sound Literacy: The app is incredibly useful, employing the Orton-Gillingham method ( http://en.wikipedia.org/wiki/Orton-Gillingham ) to help students recognize the spellings of English phonemes. It uses pictures, words, and sounds, and makes it easy for young students to practice and learn their ABCs. It is especially good for dyslexic children.

9)    Word Sort: This app helps kids to learn how to identify parts of speech, like nouns, adverbs, and verbs, as well as emphasizing grammar skills.

10)           ABC Phonics Word Families: Using analogy phonics (or word families) this application teaches young learners to see and hear the patterns of commonality in a set of words. With flashcards, spelling words, scrambled words, and games, this app is a must-have for helping students.

    

11)           Blio: Blio offers all the same features of any basic e-reader, and also a few things that make it unique. Through synchronized highlighting and a serial presentation view, the app helps those with reading disabilities make sense of the text, something many other similar apps don't offer.

12)           Read 2 Me: If you use DAISY (Digital Accessible Information System) books in your classroom, Read2Go is one of the best and most accessible ways to read those books on iOS.

  

13)           AppWriter: Designed with reading and writing disabilities in mind, this text editor for iPad integrates numerous accessibility features into standard text editing functionality.

14)           Audiobooks: Sometimes students with reading disabilities might just want a break from reading books the old fashioned way. That's why this amazing collection of free audiobooks can come in handy, offering access to classics like Romeo and Juliet and Treasure Island.

15)           iStoryTime: There are numerous titles to choose from in the iStoryTime series, all of which allow kids to have the book read to them or to get help reading it themselves.

16)           Reading Trainer: While this app is designed to help average readers boost their reading speed and ability, it can be useful to those who struggle as well, as many of the skills taught can help just about anyone become a more confident reader.

17)           Stories2Learn: Why use existing stories to help troubled readers when you can build your own? This application lets you develop your own text and audio stories, including messages, topics, and other things that can help keep kids interested.

18)           MeeGenius! Kids' Books: MeeGenius is another series that's perfect for practicing reading skills. Those with trouble reading can use illustrations and helpful word highlighting to get help, or just have the book read to them until they're confident enough to do it on their own.

19)           See Read Say: This application will help to ensure that young learners are familiar with all of the Dolch sight words (the most common words), using games, activities, and tons of practice

  

20)           Read Iris: Import images from your photo library and clipboard, or import PDF files received from other apps. Readiris for iPad automatically recognizes all text, graphics, images and tables in your documents. Select the content and pages you want to include in the final document.

Article Response: "Assistive Technology and UDL: Two Sides of the Same Coin"

The authors of this article argue that UDL and AT work together to benefit students with disabilities, "Advances in one approach prompt advances in the other." I would argue that the two work in unison to help all students, not just those with learning disabilities or difficulties.

The idea that AT and UDL co-exist on a continuum. They each have their own clear distinctions, but there is some overlap in the middle. Both approaches to education are meant to reduce barriers for students. The others use history curricula to point out how AT and UDL might be used to reduce barriers and enhance learning. History relies heavily on written text to comprehend concepts. "Taking an AT perspective, the problem can  be considered and individual problem." A UDL perspective addresses the issue as an "environmental problem". History curricula's over-dependence on written text "raises barriers to engagement and mastery for many students.

In this specific case, a UDL approach with a "multimedia curriculum that provides digital, universally designed media that offer diverse options for viewing and manipulating content and expressing knowledge" would be more beneficial for all students. This is room in education for both approaches and we must start looking at the foundation of our curriculum to provide more comprehensive learning strategies for all and then individualize from there if necessary.

UDL AND AT WORKING TOGETHER

Article Response: "Diagnosis and Intervention Strategies for Disorders of Written Language"

"Since writing represents the last and most complex skill to develop, it is the most vulnerable to insult, injury and adverse genetic influences". Kay's article clearly outlines the brain mechanisms involved in the writing process. It is both overwhelming and intimidating when you truly begin to breakdown the process. "It requires the simultaneous and sequential integration of attention, multiple information sources, memory, motor skill, language, and higher cognition." It's truly a wonder anyone is even able to learn how to write and communicate thoughts, ideas and feelings on paper. The entire process is a beautifully complex combination of the mind and body. A "kinetic melody"

        

Requirements for Written Language  

"The primary requirements for written language include an intact central nervous system, intact cognitive ability, intact language skills (both receptive and expressive), motivation, skill development, practice, and emotional stability. Secondary written language requirements include concepts of organization and flow, writing skill, spelling skill, syntax and grammar knowledge, mechanics, productivity, accuracy, visual and spatial organization, simultaneous processing, revisualization, and automatization."  

I have included the above quote to aid when we look at breaking down the writing process in class. 

Article Response: "Assistive Technology and Writing"

Newton and Dell point out that there are two different aspects to writing. The first aspect is, "handwriting" and the second is "written expression". There are low-tech and high tech solutions for students with writing difficulties.

LOW-TECH:







MID-HIGH TECH:








These are just a few examples of mid/high and low tech solutions for students who struggle with writing.

The article is enlightening in that it reminds me that the focus should be on the quality of responses, not on the quality of handwriting. "For some students with learning disabilities, the process of handwriting or keyboarding text can command so much of their cognitive resources that they have little left to devote to the content of their writing. Given the opportunity to record their ideas digitally, students can think about what they want to say rather than how to handwrite, spell or keyboard it." If we allow struggling writers to create digital responses, then we are putting more emphasis on content rather than the act of writing. There are teachers who would argue, "what happens to these kids when they enter the 'real world ?"  I would argue that the "real world" is chalk full of assistive technologies (ie. iPads) and that we should be teaching kids how to use them in school.

Article Response: "Take the Pencil Out of the Process"

All too often teachers identify kids who struggle as lazy. This article forces us to think about writing as a physical act. Many of us take handwriting for granted and it is therefore difficult to imagine why so many of our students struggle to commit pen to paper. Broun points out that, "sometimes kids grow out of this," and she says, "sometimes, with extra practice, their skills improve." As a teacher, I struggle with the point at which you know for sure whether or not a child will "grow out" of writing difficulties.

From about grade four on, the writing process is crucial to learning. Kids are no longer learning to read and write; rather they are reading and writing to learn. I have a few students for whom the writing process is very labor-intensive. Perhaps this is the Cardinal Sin of teaching, but I struggle with drawling that line (so to speak) between "forcing" them to write and allowing them to use a computer or iPad. One particular student has ADHD, along with a myriad of other difficulties. Allowing him to do his assignments on the computer produces similar results to that of writing. He is easily distracted and spends more time fiddling with font sizes than putting actual answers down. I am often left wondering where am I going wrong?!

Another extremely important point made by Broun is when she says, "Fair is not giving everyone the same thing, fair is giving people what they need." She is referring to having computers in the classroom and allowing students with difficulties to use them as a writing instrument. I have two student computers in my classroom and I personally, find them cumbersome. I prefer the use of the iPads whenever possible as they are more mobile and it is easier to monitor student activity.

Broun states that, "Texting is now part of our culture". We should be embracing the shift from pen and paper to touch or keyboard typing. Technology will continue to change but it is not going away. Technology has made current-day information accessible via touch, so why then are we still reading to kids from outdated textbooks and having them copy pages and pages of notes from the board?