Wednesday, September 17, 2008

Empathetic Instruction

Is it possible to be an effective educator and not feel empathy for the struggles that many of our students experience? Have you ever put yourself in the shoes of the students who avert their eyes when you are ready to call on someone to read text out loud? Have you ever wondered why some of your students have such a difficult time following the class discussion?

I do hope you have.

And if you've wondered what to do next, then you must read Melinda Pongrey's article, "Dyslexia and High School,"

This article will help you gain some perspective on the challenges facing students with learning disabilities in your classroom. Melinda was allowed to observe what was happening in a high school Literature class as part of her work with a particular high school student. What she found was typical, yet disturbing, as it revealed the use of instructional methods that prevented her student's success.

Fortunately, she included numerous alternatives for the following commonplace classroom activities:
First task: Copy the definition of a vocabulary word from the overhead
Second task: Note the date of the upcoming vocabulary
Third task: Read a paragraph aloud from the overhead

Fourth task: Read To Kill A Mockingbird silently for 15 minutes

Fifth task: Listen and write four dictated questions on a piece of notebook paper
Sixth task: Listen to class discussion, then hand write the answers to the dictated questions
Need alternative ideas? Look at these wonderful options to the fifth task, "Listen and write four dictated questions on a piece of notebook paper":

Because listening and writing are not accurate and automatic for many students who have dyslexia, the seemingly "simple" task of copying dictated questions is NOT EASY. Processing difficulties could be bypassed by using the traditional format of handing out a paper with the questions printed on it.

Or, more interestingly, the teacher could post the questions on a classroom blog or website for students to access in the class or in the library or the cafe or when at home. Even more engaging, would be to text message the questions to the student's cell phones. Students could text-message the answers back to the teachers e-mail using the free software Jott? Cool? Even cooler is the word prediction support on cell phones, which aids spelling and writing.

And you may find what helps your students with LDs and/or IEPs, benefits all your kids.

Paradigm Shift Ahead....Well, Um, Possibly

Have you heard the news? Well, it's not really breaking news, considering it was mandated back when IDEA 2004 was passed as federal special education law.
I came across this information, written by Skip Stahl, that was posted on the TRLD site (Technology, Reading and Learning Diversity). Skip proposes that education will undergo a profound shift as a result of IDEA 2004 which mandated accessible instructional materials. When materials are presented in print only, they are inherently inaccessible to students with disabilities. State and local educational systems must now provide materials in alternative specialized formats. Here, he describes the impact for educators:
Moving beyond the statutory policy and implementation challenges, what does all this mean for the practice of education? It means a profound and fundamental shift in the status quo.

Administrators and teachers will need to increasingly incorporate networked and mobile (cell phones, PDAs, laptops, computers, etc.) technologies into their day-to-day educational practice because that is where the instructional content will be. Not to do so is not only absurd, it is fundamentally discriminatory since it presumes that only an elite subset of students will need to have access to the predominant tools of the culture. Increasingly, core instructional materials will be remotely delivered to these devices. (emphasis mine)
Skip describes this as the tipping point. That education will change for all students due to the mandate requiring accessible instructional materials for all.

This is great news for those of us who advocate for accessible materials for all our students, not just those who do well with print-based materials. This is important for anyone involved in education. Are you ready for the shift? Do you realize that the shift happens not just because it's good practice but because it's mandated by special education law?

BUT.....What I wonder is, since the special education law requiring access to instructional materials for all students was passed four years ago, why hasn't the profound shift already occurred? What are the obstacles that persist? Why are so many of our students on IEPs still denied access to instructional materials in a format (audio, digital text, Braille, large-print) that removes the obstacles to access for them?

We need more Skip Stahls trumpeting this information on federal, state and local levels.

Shortcut Keys

A practical post:

I'm often asked for a copy of the "Keyboard Shortcuts" list I've created and hand out at presentations. Courtesy of Scribd, here's a link so that you can print it out yourself and disseminate to your students and colleagues. (Click on the image). There are two copies per sheet. It's best printed on card stock.
I hope you find this helpful.

I'm also grateful to my Professional Learning Community who came to my rescue via a Twitter shout out. I needed a way to post this so that anyone could access this to copy and print and I got the following responses:

Wednesday, September 10, 2008

The Most Important "R" Word

"Sticks and stones may break my words but names will never hurt me."

I never did believe that childhood refrain. Words can be very damaging and hurtful. You've heard the name calling on the playground. Have you heard the name calling in your school? It's time to promote an accepting environment for all our students including those with intellectual disabilities. Please share this PSA produced by Blueberry Shoes Productions.

Tuesday, September 09, 2008

It's Not About the Tools; It's About the Possibilities

There are many conversations in the blogosphere repeatedly emphasizing how the tools are secondary to the pedagogy. Lost in the discussions is the reality that the tools make things possible. The tools allow:

1. Differentiation

In the previous century, instructional methods were limited to lectures presented by teachers at the front of the class, or at the blackboard; or worksheets and other paper-based presentations; or textbooks; or watching educational PBS programs as a class. There was no opportunity for differentiation. The belief was one size fits all.
We know this doesn't work. We understand that the one-size-fits-all approach ignores the needs of many learners - those with learning challenges, attentional and organizational issues, reading disabilities, physical disabilities and vision issues. Technology allows for multiple methods of presentation and allows students to access the material as often as necessary to facilitate understanding. Technology allows students to respond to the material in new ways.

For example, classroom participation is often factored into a student's grade. Yet how many students remain silent in class (for reasons as varied as they prefer to defer due to social anxiety, slower processing, or expressive communication issues) despite a great deal to contribute in a discussion if it was offered in a different format? Teachers have commented upon the fact that their quieter students now have a voice and an opportunity to participate in online discussions where they can edit their work prior to posting (See here and here). A survey conducted by the Pew Internet and American Life Project with support from the College Board and its National Commission on Writing suggests that student writing improves through blogging. (isn't that reason enough?)
The tools make differentiation possible.

2. Engagement

What promotes engagement -sitting at a desk, passively listening to a 45 minute lecture with limited opportunity for interaction, followed by a paper-based quiz or test? OR, exploring the subject, participating in online, interactive activities, engaging with the material and then creating a project that demonstrates authentic learning? The project could be anything from a word-processed essay (using all the tools that promote success) to the use of digital media or constructing using 3-D modeling software tools, or creating a podcast or video that demonstrates understanding and synthesis of the concept or content.
Tools make engagement possible.

3. Accessibility

When material is presented in print format only or is primarily lecture-based, many students are unable to access the information. Do you have students in your classroom with attentional issues? Denckla says that nothing a child does requires more energy than sitting still and yet that is what we require of our kids for hours during the school day. They are required to sit still and listen and attend and absorb the material. Is that possible? Is that how you learn?

Are there students in your classroom who are unable to hold paper due to physical disabilities? Are there students in your classroom who are unable to read grade level material due to reading challenges despite sufficient or even superior cognitive abilities?
The tools allow access to the curriculum in ways that were previously impossible. Students can access the text without adult support once they become proficient with tools such as text-to-speech or learn how to manipulate text by size, color, or font.
The tools make access to the curriculum possible for all learners.

And when differentiation, engagement and accessibility occur, so do the opportunities for student success and authentic learning.

Many educators may continue to declare that it's not about the tools. I say it IS about the tools because they make learning possible. AND because it is about the tools, it becomes all about the possibilities.

To explore available tools, please check the UDL Tech Toolkit wiki created by Joyce Valenza based upon a previous blog post.

Thursday, September 04, 2008

Getting the Word Out about AT and High-Incidence Disabilities

The Family Center on Technology and Disability, which operates through support from the Office of Special Education (OSEP) in DC, publishes a bi-monthly newsletter devoted to topics of interest to educators and parents.
The Family Center is a resource designed to support organizations and programs that work with families of children and youth with disabilities. We offer a range of information and services on the subject of assistive technologies. Whether you're an organization, a parent, an educator, or an interested friend, we hope you'll find information that supports you in your efforts to bring the highest quality education to children with disabilities.
I am honored that this month's newsletter includes a lengthy article about my work and my passion, providing assistive technology to all learners, especially those with high-incidence disabilities. While you are checking out the article, explore the website further for their extensive collection of resources, including AT Success Stories, AT Fact Sheets, and Family Information Guides to AT written in both English and Spanish.