A Human Voiced Communication Tool or I Never Knew I Could Do That with the LiveScribe Pen

I've been suffering from "Blogger's Block" of late which is surprising considering I just got back from NECC 09 and have "written" many posts in my head. Unfortunately, getting them from my head to the fingers has been especially challenging. I'll ease back into writing with a quick post about a truly innovative way to use the Livescribe SmartPen. I learned about this at the Livescribe booth at NECC09.

If you are new to the SmartPen technology, it is a phenomenal computerized pen that links audio to whatever you write "so you never miss a word!" Great for students who struggle with notetaking or benefit from repetition and review when they need it.
But, here's the incredible part. The Livescribe SmartPen is also an affordable communication support tool! With a human voice no less! Read all about it here - "Augmentative Communication: A Low-Cost and Lightweight Communication Device with Natural Speech."

Here's one way to create image or text-based pages:

1. With the smartpen turned on, but with Paper Replay Record off, write a word on the page.
2. Tap the Paper Replay Record button.
3. Write a check mark (or other small symbol) next to the word.
4. Speak the word.
5. Tap the Stop button.
6. Repeat steps 1-5 for the list of words.
7. To use the page, the nonspeaking user simply taps on the mark next to each word to hear it spoken.

It is possible to create a communication book with laminated pages.

Additional points to consider:

• The pen that created the pages is the only pen that will work to play back the audio. So, velcro may come in handy here.
• The device user will need to be able to manipulate the pen to touch the keyword or symbol for playback.

Another portable, affordable and cool way (see also the Proloquo2Go which is more full featured) to provide communication support for people who have difficulty speaking.

"The Textbook Industry Deserves to Die"

When marketing guru Seth Godin enters the fray, people listen. His Textbook Rant blog post today focuses on the expense, impracticality, and lack of engagement textbooks provide and stresses how quickly they become outdated. He declares, "As far as I can tell, assigning a textbook to your college class is academic malpractice."
And he concludes,

This industry deserves to die. It has extracted too much time and too much money and wasted too much potential. We can do better. A lot better.

What didn't he say?

He never mentioned that textbooks are inaccessible to many students - those with physical, vision or other print disabilities.
But he offers a digital solution that offers accessibility at no cost to the student.

The solution seems simple to me. Professors should be spending their time devising pages or chapterettes or even entire chapters on topics that matter to them, then publishing them for free online. (it's part of their job, remember?) When you have a class to teach, assemble 100 of the best pieces, put them in a pdf or on a kindle or a website... and there, you're done.

Teachers, professors are you listening?

Special Education and ARRA Funding

We have an unprecedented opportunity to wisely invest in "high-quality" assistive technology and the professional development necessary to ensure effective integration and implementation due to the ARRA funding for special education. The Ed.gov site includes this information in the fact sheet American Recovery and Reinvestment Act of 2009: IDEA Recovery Funds for Services to Children and Youths with Disabilities:

Some possible uses of these limited-term IDEA ARRA funds that are allowable under IDEA and aligned with the core reform goals for which states must provide assurances under SFSF include:

• Obtain state-of-the art assistive technology devices and provide training in their use to enhance access to the general curriculum for students with disabilities.

The Center for Implementing Technology in Education (CITEd) has created a comprehensive resource to guide technology investment decisions using ARRA funds. They offer:

1. Tech Matrix: Technology Supports for Learning - Align your technology to the struggles of your students (math, reading, writing and assistive technologies. Generate a matrix of all 261 software products that are detailed at this site. Read the research that supports each area.
2. EdTech Locator - Use this tool to help your colleagues, Technology Coordinators, Professional Development Coordinators and administrators determine where they stand with their knowledge about technology integration. Take a self-assessment, score yourself on the rubric, develop a strategic plan and then review the resources that will help you implement your plan depending upon your roles and responsibilities.
3. Archived Webinars - Watch the online "just-in-time" pertinent professional development. Registration is required to view or download.

Need additional background information about ARRA and Special Education? Click here for answers to a multitude of questions.

We MUST make wise, informed decisions to meet the needs of all our learners with special needs. IDEA 1997 and 2004 both include the need to consider Assistive Technology for all students on IEPs. The appropriate assistive technology is rarely available. Stimulus funding provides a unique opportunity to ensure that students with special needs have access to the technology they need to obtain a free, appropriate education and make effective progress.

Get involved in the decisions your special educator leaders are making as they spend the ARRA funds. Advocate for the needs of your students. Ignorance of available AT is no excuse. Spend time exploring the CITEd Tech Matrix to become knowledgeable about the possibilities. And explore the STAGES Curriculum Software Search Charts which align with the seven stages of cognitive and language development. These are incredible resources for just this purpose.

Remember, too, assistive technology can be free - refer to the Free UDL Tech Toolkit for additional tools and strategies.

Scaffolding Supports

A post that Paul Bogush wrote last week continues to resonate with me. How do we reach those kids who experience school as a daily struggle, who are challenged by traditional methods of instruction that utilize a "one size fits all" approach to learning?

We spend a lot of time forcing kids to do things when they are not ready. Their first experience with a great many things is failure. I think teachers believe that it is just part of the process to fail something when you start, and slowly build up to success.

He shared how he helped his daughter learn how to ride her bike, initially holding the bike tightly then gradually reducing the amount of support he provided until support was no longer necessary. Within a short period of time, she felt completely confident and successful. I can envision her beaming with pride at her accomplishment. Paul used that experience to wonder,

Do teachers fall into two groups? One who never let go of their kids, and one that never holds on and lets them fall and expects them to get back up with out any help?

Can you imagine what it must be like to spend seven hours a day, everyday, in a place with people that label you a “D” or an “F,” a loser, a failure. Everyday entering a race and never winning, never even knowing what the race is for or which direction to run? And if you even decided one day to try your best you would still not be labeled a success?

His post emphasizes the importance of providing the right amount of scaffolded support to ensure the success of all the students in our classrooms, especially those who encounter daily struggles.
Over the weekend, I came across this video which perfectly juxtaposes with Paul's post. It is a wonderful example of what happens when we provide the tools necessary to ensure success. We may not identify the tools correctly the first time, but with our encouragement students (or baby squirrels!) may persist in spite of obstacles that seem impossible to overcome.

Give A Squirrel A Helping Hand @ Yahoo! Video

Treasures of the Week

It's the weekend - time to catch up and take advantage of the opportunity to review what's in my reader. So many treasures to share with you, in no particular order!

1. Do you work with students who may benefit from speech recognition software? This topic frequently pops up in IEP team discussions about students with written expression issues. Who are the ideal candidates? What are the necessary prerequisite skills? Use the Custom Typing comprehensive online form to guide your decision about the effectiveness of speech recognition for a student. (Explore their resources under the Special Needs tab for a wealth of additional information).

2. Facilitating Online Class Discussions: the Why and the How - Many struggling students fear participating in class discussions for a variety of reasons. Will they give the "right" answer? Do they have enough time to formulate a verbal response? Will they humiliate themselves in front of their peers? (My son told me he prayed his entire sophomore year that his English teacher would never call on him. Guess what? She never did, and he lost the opportunity to contribute to class discussions for one full year. Wonder how much he actually learned that year, but that's another post). I'm resurrecting a blog post from Instructify (Teach Smarter not Harder) called How to Stimulate Class Discussion Using Discussion Forums. He describes two key advantages and the process for promoting worthwhile discussions.

Tired of blank faces when you ask the class for their thoughts on Tom Sawyer? How about when you ask if there are any questions about the long division lesson, not a single student raises a hand? You can hardly get kids to pipe down when the morning bell rings, but ask the class a direct question and the first thing you hear is an awkward pause.

In-class discussion is an art, and you’ll probably spend most of your teaching career wondering how to keep kids engaged. Fortunately, in this age of the interweb, you can take advantage of online discussion forums to get the dialogue flowing.

Read the rest of the post - it's excellent and details an alternative method to support struggling learners.
3. Searching for a comprehensive resource for Project-Based Learning (PBL)? Your search has ended - check out PBL Online.

You'll find all the resources you need to design and manage high quality projects for middle and high school students. You can learn how to Design your Project. Plan rigorous and relevant standards-focused projects that engage students in authentic learning activities, teach 21st century skills, and demand demonstration of mastery.

4. Finally, thanks to Kevin Jarrett who I continually learn from, here is another powerful, free educational resource. Gcompris offers a high quality interactive educational software suite for students who are developmental ages two to ten. There are different levels for a variety of activities including keyboard and mouse navigation (great for those new to the computer), reading practice, strategy games such as Connect 4, math activities, telling time, tangram puzzles, create animations, even chat with your friends in a safe environment. All the activities are listed here with a screen shot and description of each.
You can use it in full-screen mode with your Interactive Whiteboard or Touch Screen computer. In the free version, you have access to 46 of the 108 activities. The user interface is visually pleasing and easy to use. Surprisingly, it also includes an Administration Module which allows you to collect data on each student. (how awesome is that for when we need to compile objective data!)
This software is distributed under the GNU GPL V3 License and works with GNU/Linux, MacOSX, Windows and other Unix versions.


Graphic attribution: http://www.leehansen.com/clipart/Themes/Pirates/images/treasure-chest.gif

Asking Great Questions

Borrowing a page from David Warlick today. He was recently asked by a retired educator to identify the most controversial issues facing education today. So he asked his readers:

What do you think — in as few words as possible — are the greatest questions facing education in this digital age?

Refer to the many comments to read what's on the minds of educators.

My question to you is, what do you think are the greatest questions facing SPECIAL education in this digital age? (Do you believe it is necessary to differentiate between general education and special education or are the issues similar?)

I look forward to reading your thoughts.

To Test or Not

A distraught mother called me the other day. She wanted to know what she should do. Her third grade son is struggling in school, inconsistent performance, doesn't always "pay attention," not enjoying school at all. She's wondering, based upon conversations with the current teacher, if her son needs testing and has ADD. The only problems they see at home are related to homework completion.

I asked her some questions - how did he do in first grade? There were some concerns but they got through it. Second grade? No problems at all.

The red flags go up. What would you say to her? I'm interested in your thoughts before I share mine.

Mandatory AT Consideration - A Refresher

It is a federal mandate that every student on an Individualized Education Program (IEP) MUST be considered for Assistive Technology.

Do you know when this was written into federal law? Based upon what I hear from special educators, some of you might answer, "Recently." Actually, this was added in IDEA '97 - TWELVE YEARS AGO! I know this is still not happening at all IEP team meetings.

IDEA ’97 added the requirement that each IEP Team consider the need for assistive technology as part of the Consideration of Special Factors.
300.346 (a)(2) Consideration of Special Factors.
The IEP Team shall ....
(v) consider whether the child requires assistive technology devices and services.

Is it happening at every IEP meeting you attend? If not, choose to be the catalyst for compliance.

And what conclusions are reached following AT consideration? There are only four possibilities:

1. The first is that current interventions (what ever they may be) are working and nothing new is needed, including assistive technology.

2. The second possibility is that assistive technology is already being used either permanently or as part of a trial to determine applicability, so that we know that it does work. In that case the IEP team should write the specific assistive technology into the IEP to insure that it continues to be available for the child.

3. The third possibility is that the IEP team may conclude that new assistive technology should be tried. In that case, the IEP team will need to describe in the IEP the type of assistive technology to be tried, including the features they think may help, such as “having the computer speak the text as the student writes”. The IEP team may not know at this point a specific brand or model, and should not attempt to include a product by name, since they do not know if it will perform as expected. Describing the features is the key step for the IEP team in this situation.

4. Finally, the last possibility is that the IEP Team will find that they simply do not know enough to make a decision. In this case, they will need to gather more information. That could be a simple process of calling someone for help, or going to get some print, disk, or online resources to help them better “consider” what AT might be useful. It could also be an indication that they need to schedule (or refer for) an evaluation or assessment of the child’s need for assistive technology. ( WATI Assessment Guide, pages 7-8)

For additional information, access these Assistive Technology Consideration Resources to make informed decisions that serve the needs of your students.

Proloquo2Go - Affordable AAC is Now Available

Check out the latest affordable and super COOL communication device available for the iPhone and iPod Touch at the iTunes App store, the Proloquo2Go or P2G for short. Read more about it's release at Sam Sennott's blog.

Sam had a dream when the iPhone was first released. He envisioned an affordable AAC tool that would capitalize on the touch screen application of the iPhone and would allow students to have a dynamic communication device in their pockets. Now, his dream has been realized because he never stopped putting kids first. He partnered with David Niemeijer from AssistiveWare to develop the software and go throught the process of iPod/iPhone App approval.

To purchase the app, click here. It is currently offered at an introductory price of $149, far below what is typical for a dynamic communication device.

Congratulations to you both, Sam and David. This is an example of a dream fulfilled.

Celebrating the 25th: Nominations Due

A new opportunity to highlight the best in education is now available.

It’s CAST’s 25th anniversary! To celebrate, we feature great UDL implementation in the field through the UDL Spotlight. Want to nominate a Spotlight?

Then nominate people or programs that embed UDL (Universal Design for Learning) principles in their classrooms.

When UDL is effectively incorporated, it transforms learning, engages everyone and allows all learners opportunities to successfully demonstrate what they have learned.

When we call attention to the best engaged, active learning and provide the tools that promote it, (UDL Guidelines, UDL Curriculum Self-Check, and Learning Tools), then we will start a ripple effect that spreads throughout our schools for the benefit of all our students.

Look around you. Is there anyone or any program you believe is nomination-worthy? Head over to the CAST website and spotlight the achievement so that we can all learn from each other.

And Happy 25th Anniversary, CAST!

Reaching for the Brass Ring.....of Independence

Independence.
Too often, independence is an elusive concept in our schools.

Why?

Because we believe we are accomplishing more when we provide students on IEPs with one-to-one adult supports who scribe for students and read the grade level material when the student is unable. What results? Unfortunately, learned passivity and DEPENDENCE.

Is this FAPE, Free, Appropriate Education? If a student doesn't get it when the adult reads the material to him, how likely are they to ask the adult to repeat it? How appropriate is it when a student never has the opportunity to produce written work independently?

How can we overcome this? A paradigm shift in how we view disability and accommodation must occur:

1. It is time to end the remediation vs. compensation battle and declare a truce. The emphasis on remediation at the expense of accommodation must stop. Instead, remediation MUST be COMBINED with compensation to accommodate for learning challenges if our students are to feel a sense of competence, mastery and independence.

2. Recognize the inherent disability that exists in the curriculum and instruction when students with learning struggles can not access the curriculum using traditional methods. Although no research exists that supports the superiority of textbooks, lecture based and paper based methods, the majority of classroom instruction depends upon these methods of instruction. Time to stop blaming the student when our methods disable their performance and participation.

3. Recognize that there is no better time to be an educator. Access to the tools and strategies are readily available as never before. Tools exist that remove the obstacles to learning, many are free, others are commercially available.

4. Understand that students learn differently, that a one-size-fits all approach does NOT work. Instead, incorporate Universal Design for Learning principles. UDL which proproses that learning occurs when there are multiple methods of engagement, representation and expression. Excellent resources are available at cast.org including the UDL Curriculum Self-Check that helps you apply principles that engage and support ALL learners.

Hand your students the brass ring of independence. There is no better time than today.

An Unprecedented Opportunity to Advance AT Integration in Our Classrooms

Did you know?
Recently, the US Department of Education released information about additional funding sources to support students with special needs under IDEA B and C.

The American Recovery and Reinvestment Act of 2009 (ARRA) appropriates significant new funding for programs under Parts B and C of the Individuals with Disabilities Education Act (IDEA). Part B of the IDEA provides funds to state educational agencies (SEAs) and local educational agencies (LEAs) to help them ensure that children with disabilities, including children aged three through five, have access to a free appropriate public education to meet each child's unique needs and prepare him or her for further education, employment, and independent living.

The IDEA recovery funds under ARRA will provide an unprecedented opportunity for states, LEAs, and early intervention service providers to implement innovative strategies to improve outcomes for infants, toddlers, children, and youths with disabilities while stimulating the economy.

This site provides preliminary information about what your state might receive.

The guiding principles include:

1. Spend funds quickly to save and create jobs (I'm not making this up.)
2. Improve student achievement through school improvement and reform
3. Ensure transparency, reporting and accountablility
4. Invest one-time funds thoughtfully to avoid the "funding cliff"

Additionally, guidelines are offered for IDEA Part B recovery funds.

The IDEA recovery funds constitute a large one-time increment in IDEA, Part B funding that offers states and LEAs a unique opportunity to improve teaching and learning and results for children with disabilities. Generally, funds should be used for short-term investments that have the potential for long-term benefits, rather than for expenditures the LEAs may not be able to sustain once the recovery funds are expended. Some possible uses of these limited-term IDEA recovery funds that are allowable under IDEA and aligned with the core reform goals for which states must provide assurances under SFSF include:

Obtain state-of-the art assistive technology devices and provide training in their use to enhance access to the general curriculum for students with disabilities.

Provide intensive district-wide professional development for special education and regular education teachers that focuses on scaling-up, through replication, proven and innovative evidence-based school-wide strategies in reading, math, writing and science, and positive behavioral supports to improve outcomes for students with disabilities. (refer to the site for additional allowable uses).

It's right there in the law - the very first recommendation! Acquire the appropriate Assistive Technology and provide the necessary professional development.

What a unique opportunity to assist our students in the acquisition of the assistive technology that they need to make effective progress in our schools. AND, as we well know, availability of the devices, software and hardware alone never ensures success. The guidelines suggest that LEAs use the recovery funds to provide the professional development required to promote curriculum access.

We are presented with an UNPRECEDENTED OPPORTUNITY to meet the needs of our students. Be a part of the discussion with your special education directors. Be an advocate for your students. Identify the assistive technology solutions that your students need and request the professional development required to ensure seamless integration.

Finally, we can consider our student's needs first. Be a part of the solution.

Additional Information: http://www.donjohnston.com/stimulus/
Economic Stimulus Package Webinar (from Atomic Learning)

Ideas to Inspire - Amazing Resource

Looking for inspiration today?

Here's an amazing resource that I learned about from Kevin Jarrett's blog. Ideas to Inspire is an incredible, interactive, collaborative resource comprised of Google presentations filled with exciting curriculum ideas.

It's difficult to highlight particular presentations since they are all informative and instructive. Explore "Inspiring Writing" or "Interesting Ways to use Netbook's" or "Pocket Video Cameras" or "Interactive Whiteboards" or "Google Earth" and "Google Docs."

There are ideas for all grade levels.

These ideas that inspire clearly support multiple methods of engagement, representation and expression and will support students with diverse learning needs.

Try them all under each category and have your class rate their favorites. There are enough ideas that can last you the entire school year. Have fun exploring your favorites with your students!

My Webspiration

Just an FYI - My Webspiration is temporarily closing beta sign-ups on March 18th. It's highly recommended that you sign-up now so that you don't miss out on this opportunity. My Webspirtion is a free online graphic organizer/concept mapping tool/visual outline tool by Inspiration and is included in the UDL Tech Toolkit wiki under graphic organizers. I don't know of any other free online graphic organizers that allow you to easily switch from diagram view to outline view with one click. This is a must have as part of your Classroom Toolkit.

Why Do We Use Textbooks?

From my reader this morning - Joe 1.0 - Joe's Non Netbook by Chris Lehmann



The improv video is a brilliant illustration of the textbook as the disability and the need for Universal Design for Learning! How engaged were those students? How able were they to work with the material? How accessible is a textbook?

It's clearly time to review our curriculum purchases as we enter another budget cycle.

UDL Conversations

Can education be transformed or is it just a dream?
I may be idealistic but I believe that it is possible to transform education. Not only do I believe it is possible, I believe it is essential especially when considering students who are struggling learners.

One way to achieve transformation is to incorporate Universal Design for Learning (UDL), a framework based upon neuroscience research which promotes multiple methods of engagement, representation and expression to benefit all students in our classrooms. The book Teaching Every Student in the Digital Age: Universal Design for Learning (2002) by David Rose and Anne Meyer elucidated the research, the framework and the principles.

Sarah McPherson is using social networking tools to encourage interested educators to join an online discussion of the book. The discussion began yesterday and continues through July 1. Join the Teaching Every Student ning and participate with other educators in grasping UDL principles that will transform the teaching and learning that occurs in your classroom. Sarah describes the Ning this way:

This ning is designed to support our learning community based on the book discussion initiated by ISTE SigTE. It is not a closed ning. Feel free to invite your colleagues, students, and teachers to join the community. We chose the ning because of its flexibility to host discussion forums, blogs, videos, photos, live chat, links to other resources, etc. It is quite robust and useful for all levels of participation. We look forward to you sharing your thoughts and experiences with the community on the book and topics it introduces.

It's easy enough to join the ning. Be a lurker or better yet, be an active participant and contribute to the conversation.

Cutting the Clutter

Do you notice the visual clutter on websites? Homepages filled with junk, unnecessary visuals or information that makes reading what is important difficult?

For people with print disabilities, this can be especially challenging. Enter Readability. Readability describes itself as a free, simple tool that makes reading on the web more "enjoyable" as it reduces the clutter on the screen. I think it also makes reading the web easier. Throw in a screen reader or Click,Speak and listening to text for content is easier then ever.

Check it out here:


Add it to your toolbox and share it with your students. Equip and empower them to develop their own toolbelts for success and independence beyond the walled gardens in their classroom.

The Kindle 2: The Good and the Bad

Does Amazon realize what it makes possible for those who struggle with print access? Apparently not.

Too bad, because the Kindle 2 truly is a "revolutionary wireless reading device."

First, the bad news: Amazon has caved to the Author's Guild and backed away from the Text-to-Speech feature available in the newest Kindle. According to the NY Times, Amazon has released this statement, bowing to pressure, partially excerpted here:

Kindle 2’s experimental text-to-speech feature is legal: no copy is made, no derivative work is created, and no performance is being given. Furthermore, we ourselves are a major participant in the professionally narrated audiobooks business through our subsidiaries Audible and Brilliance. We believe text-to-speech will introduce new customers to the convenience of listening to books and thereby grow the professionally narrated audiobooks business.

Nevertheless, we strongly believe many rights holders will be more comfortable with the text-to-speech feature if they are in the driver’s seat.

Therefore, we are modifying our systems so that rights holders can decide on a title by title basis whether they want text-to-speech enabled or disabled for any particular title. We have already begun to work on the technical changes required to give authors and publishers that choice. With this new level of control, publishers and authors will be able to decide for themselves whether it is in their commercial interests to leave text-to-speech enabled. We believe many will decide that it is.

Many of us working in the AT field were thrilled about the possibilities with this device for those we work with or know who struggle with print access. Since it is the publisher's decision to allow TTS, we ask that all publishers recognize the service that the feature offers and remove any restrictions to TTS. People who do not need the feature will find the computerized voice challenging to follow and will not use it. It is in your commercial interest to leave TTS enabled.

Don't believe me? Check out what Tim O'Brien, a blind photographer has to say in his post entitled, "One Small Step for Amazon, One Giant Leap Backwards for Access."

Now the good news: Read this review posted on the Amazon site from a 29 year old man who is quadriplegic. He describes how the Kindle 2 has restored his ability to read books independently. Ben Hobson's concluding comments follow:

If I knew the e-mail address for Jeff Bezos I would happily send him this review that I will also be posting in the forums so he would personally know that he has truly changed one man's life for the better, that this device for some of us will not just be incredibly convenient, but that it will be life altering.

I can offer no higher praise so with that in my review ends. Thank you...... thank you Kindle team.

Now that is a ringing endorsement! Wouldn't it be wonderful if those with vision impairments and reading disabilities were also able to benefit from this tool that potentially removes barriers to access?

Please, publishers, do the right thing and leave the Kindle 2's Text-to-Speech enabled!

Thanks to Sam Sennott's blog post which alerted me to the Kindle TTS decision.

Seeking Information from Educators Who Work with Students on the Autism Spectrum

We would love to hear from you if you work with students on the Autism Spectrum. Please click on this link to complete a short form about the use of technology with this population of students.

We would be grateful if you would pass this along to your colleagues as well.

THANK YOU!

Tech Tips from an Assistive Technology Specialist

In my work as an Assistive Technology specialist, my vision is to work myself out of a job. When I am no longer necessary, that will mean that all students have access to the technology that they need to make effective progress. Unfortunately, I don't see this happening anytime soon.

In the meantime, it has never been easier to share knowledge about tools and strategies. First of all, there are so many free social networking tools that allow effortless sharing of information. Secondly, the companies themselves have provided us with many extension resources that extend our capabilities with their products. Here are a few assistive technology resources that I'd like to share. My hope is you will find them of value as you begin another week.

I have fallen back in love with IntelliTools Classroom Suite, which is now up to version 4. Yes, it is now easier than ever to use. But, the true strength of this program is the incredible activities that other educators upload to the Activity Exchange. Anything by Cindy Kerr (have you seen her In My Classroom or Treasure Hunt activities? Definitely explore these!), or Byron Wilkes from Learning Magic is worth exploring. And Region 5 just added a "Three Choice!" Activity! - They modified the Two Choice template for all of us - we now have two distractors which is awesome! Here's a quick video I created that shares some tips that help me use the Activity Exchange:


Thanks to a tweet from Dave Hohulin, I know now about the Dynavox-Mayer Johnson Implementation Toolkit. Watch the video on their website to learn about all the resources they have compiled and how easy it is to access them. This site is an incredible resource for those who are new to AAC as well as those who have a great deal of experience in the augmentative communication field.

Another great resource is provided by AbleNet, Inc. They have created the AbleNet Wiz with a numerous curriculum ideas covering a variety of content and skill areas.



The last resource I will highlight in this blog is all the extension activities that are available through Inspiration, a graphic organizing, visual thinking and learning tool. Inspiration has numerous resources available at their website. They also have created the Inspired Learning Community where you can quickly sign up to become a member, download and share lessons and ideas.

Extension activities make us look smart. And they help to integrate and implement the tools in ways that engage and help our students succeed. Are you taking full advantage of the resources?

(Please feel free to share additional resources as this is just the tip of the iceberg).

WordTalk- Better Than Ever

If you have been reading this blog, you know how much I love WordTalk, a FREE text-to-speech plugin for Word on the PC, that highlights every word as it reads it. Well, WordTalk has been improved and has two new features that make it even more valuable for classrooms. It's also easier than ever to use.

Click on the picture below to see the new features in action.

Is there any reason why this program is not loaded on the computers in your classroom? Show all your students this tool for reading and editing their work. It is fantastic!

The Power of Images: Twitter Version

Thanks to Beth Knittle for teaching me about Twitter Mosaic. Now I have a visual representation of my PLN, the people on whom I depend for making me look smarter than I actually am.

Get your twitter mosaic here.

iPods in Math Class

Need another reason to use those ubiquitous iPods in class?

Scroll down to read this middle school math teacher's description of how she used iPods in her math class in a blog post entitled, "Plugged in Students." When the lesson was completed, she asked her students what they thought of it and their responses attest to the success of the assignment.
This one speaks volumes:

Here is the best quote and an insight into my reluctant learners: "I don't really like to learn but this was fun."

A vital part of the success was the students' ability to control how they received the information. Those who needed repetition could review the video as often as needed. The teacher spoke about how there was silence during the lesson (the first time all year) because these kids were ENGAGED!

The applications across all content areas are unlimited. The point is that students were engaged and in control of their own learning - they could set the pace that worked best for them, review the material as often as necessary and it was an innovative way for them to see a tool used that promoted their learning. We call this generation the plugged-in generation but they still need to be guided in how to use the tools and devices to facilitate knowledge acquisition.

Just had to share another example of success that I came across today via Twitter.

Ten Tips for Tuesday

You may have noticed the dearth of posts lately. I'll try to make up for that with this post, Ten Tips for Tuesday.

• Dave Edyburn's annual round-up of the best Special Education Technology Literature (What Have We Learned Lately) is worth a read. Check it out. We all benefit from his work. Thank you, Dave!
• The need to equip and empower our struggling learners has never been more critical. Fortunately, the availability of tools and strategies makes this easier than ever. If you haven't already read it, read, Toolbelt Theory for Everyone, by Ira Socol to understand the urgency of empowering every student for success. Tools matter.
• Now that you understand the importance of offering tools to your students with learning challenges, head over to the UDL Tech Toolkit Wiki. It's constantly updated and links to a number of free tools that improve access to the curriculum and remove the obstacles to learning. If Glogster is blocked in your school, you can navigate to the categories on the left side of the home page.
• Bookshare.org has improved it's website to create a more intuitive user interface for students with print disabilities. Check out the Newberry Award Winners List. Watch the testimonial videos of students who benefit from the services that Bookshare provides. Learn abou the new reading tools available including free access to higher quality Acapela voices for Bookshare members and Read Outloud by Don Johnston. To withhold this free service from your students with print disabilities should be illegal!
• Accessible Book Collection now offers free subscriptions to assistive technology professionals. This is great news so that you can now demonstrate how to use this site and to evaluate it's effectiveness for your students. You must meet the following qualifications: you work for a school system or similar entity

• you have responsibility for students in more than one school

  you train teachers in the use of assistive technology

  your email address is associated with a school district or similar entity

  you are a resident of the United States
  

• Did you know that Recordings For the Blind and Dyslexic now offers the ability to download their audio books directly to a Windows computer? Many districts have subscriptions to RFBD so check out this new feature. No need for their proprietary listening devices.
  
• Check out Vocaroo, the easiest online audio recording tool ever. You can send the recording via email or post it on the Internet. This has so many applications for kids with print or written expression struggles.
• A great resource for using ubiquitous iPods in Education can be found here in a wiki developed by Lisa Thumann. And then tell your kids about this article 100 Ways to Use Your IPod to Learn and Study Better and let them use the tools that work best for them.
• Google For Educators continues to expand it's resources. Check out the fantastic, new Google Earth 5. Have you tried Google Sketchup for your students on the autism spectrum?
  
• This last tip is for you. Please leave any new tips you must share in the comments section.
  

Obsolescence

On Saturday, my son and I were watching the G4 TV shows he DVR'd about the Consumer Electronics Show held in Las Vegas last week. One of the segments questioned what the viewers believed would be the first thing to become obsolete. The list included:

1. Gas-powered cars
2. Desk-top computers
3. Landlines
4. DVDs

Well, that got me thinking about what will be the first thing to become obsolete in the classroom?

Here is my list. What do you think?

1. Whiteboards
2. Paper
3. Textbooks
4. Overhead Projectors
5. The six hour school day

Photo credit - http://www.flickr.com/photos/thefrankfurtschool/252074409/

Mistake Tolerant Tools

When I was in grad school, one of my professors, Richard Wanderman, an adult with learning disabilities, brought up the concept of "mistake tolerant" in the classroom. He specifically spoke about mistake tolerant vs. mistake intolerant materials and described clay as mistake tolerant (you don't like what you've created, you slab it back on the wheel and start again). Conversely, sculpting with stone is an example of a mistake intolerant medium (you make mistakes and may ultimately end up with a small pebble).

Look around your classroom. Are you paper/pencil dependent? Do your students sometimes erase so much or so hard that there are holes in their paper? Mistake intolerant.

Do you offer students multiple ways to demonstrate what they know using tools other than paper/pencil? For example, if they are required to write a book report, do you allow them to use a word processor or use multimedia to express their thoughts in more creative ways? Mistake tolerant.

Don't make the mistake of being mistake intolerant. Offer a variety of tools and methods that support your learners and that allow for errors. After all, it is through making mistakes that we learn some of life's greatest lessons.

Photo credit - http://www.flickr.com/photos/karpov85/2368271412/

Twitter Love

You've heard about Twitter but still wonder, "What's the point? Why do I care what others are doing?"

This Twitter Love Song explains the point better than I ever could. Twitter provides instant access to the collective wisdom of my professional learning network. I never leave home without it.



Thanks to Angela Maiers, a member of my PLN for sharing this Youtube video. Her post shares additional Twitter resources that you may want to explore.

Successful Inclusion: Not Just an Illusion

It's not often you come across a teacher like Lisa Parisi. Lisa co-teaches in an inclusion classroom where there is no distinction between regular education and special education kids. Kids are valued without labels. And success happens here.

Lisa's most recent blog post, "A Perfect Storm?" details what successful co-teaching in an inclusive classroom looks like. There are four components:

1. A shared philosophy
2. Universal Design for Learning embedded throughout the curriculum
3. Project Based Learning
4. A belief that children work better in small groups

Additional factors that promote success:

We both work very hard to make our classroom engaging, fun, and supportive. We spend a great deal of time teaching the children acceptance and respect for each other.

We both are capable of showing our students that we are learners, too, and as such, have our own struggles to overcome.

We both believe in telling children the truth. We want them to understand their struggles so they can compensate. And so they can understand that others might also have the same struggles.

Read the rest of her post and think about how this model could be duplicated in your schools. I am so grateful that Lisa is part of my PLN as I have learned a great deal from her. In fact, without social networking tools, I'm not sure I would ever know about her work. Add her blog to your RSS so that you, too, can learn from her successes.

When Your Students Love Stories but Hate Reading

Struggling readers miss out on a great deal.

They miss out on opportunities to:

1. Imagine
2. Increase their vocabulary
3. Explore new worlds
4. Expand their knowledge
6. Develop a love for reading

That's a lot to give up. And research suggests that students who miss out on reading are adversely impacted across all curriculum areas.

Enter Story Nory, free audio stories for kids, captivatingly read by Natasha. Every week a new story is added, available at the website. From the site:

Listening to audio stories helps develop attention and imagination. It stimulates a love of words and books. But above all, it's superb form of entertainment.

The quality is excellent, engaging and enchanting.

Add it to your iGoogle home page, subscribe using your typical reader. Or, go to the iTunes store, click Podcasts > Kids and Family > Story Nory and then click subscribe so you never miss a new addition. Check it out. Your kids will thank you.

"I Just Want to be Treated Like Everybody Else"

Those words were spoken in a television special which aired last night, "Front of the Class," based upon the life of Brad Cohen, a gifted teacher who endured 24 rejections before someone finally hired him. The movie is based upon his book, Front of the Class: How Tourette Syndrome Made Me the Teacher I Never Had.

Brad uttered that simple plea at a school assembly when he was 12 after being called to the stage by the first compassionate educator he encountered, the principal of his school. Prior to that, for years he was ridiculed, humiliated and repeatedly sent to the office for his uncontrollable, involuntary tics and verbal outbursts which his teachers believed were attempts to get attention or be the class clown. Finally, due to the persistence of his mother, he was diagnosed with Tourette Syndrome but that didn't solve his problems. The event that altered his life was when he was called up to the stage following a school band performance by his principal who wanted to educate his students and faculty, to change ignorance to knowledge. It was as this time, after explaining about TS, that Brad said, "I just want to be treated like everyone else."

Those words so resonate with me. Some students in our classrooms have obvious disabilities; others have hidden disabilities. Some have cognitive disabilities; others have severe physical and language disabilities. What unites all our students is that they just want to be treated like everyone else. The message of Understanding Disabilities, a volunteer program in my community that serves to educate 3rd and 4th graders about differing abilities is, "we are all the same on the inside." Do you think that is true? Does your work in the classroom communicate value to all your students?

This week, as you work with your students, remember these two points: your students are all the same on the inside and they want to be treated like everyone else no matter their abilities, strengths and challenges.

Inclusive Schools

Did you know that Inclusive Schools week is just two weeks away?

December 1st through 5th has been set aside to celebrate Inclusion. This year's theme is "Together We Learn Better: Inclusive Schools Benefit All Children."

There are a number of resources available at the InclusiveSchools.org website. The American Federation of Teachers is hosting a contest, "Best Ideas for Inclusive Schools," highlighting effective inclusion models at the elementary, middle and high school levels.

A Celebration Kit is available as well as a wealth of materials to help increase awareness in your district,


A wonderful 12 minute trailer of the documentary, Including Samuel, is available. Share this link with your parents, teachers, administrators, and your entire community. Inclusion is a community effort, dependent upon creating a culture that values inclusion of all it's citizens.

Is your district taking advantage of this opportunity to promote inclusion in your district? If not, I encourage you to take advantage of the resources at the Inclusive Schools site, now.

Shortcut Keys - Pass These Out to Your Students and Staff

Efficiency - Dictionary.com defines efficiency as:

accomplishment of or ability to accomplish a job with a minimum expenditure of time and effort

In an effort to spread efficiency throughout classrooms, I offer you a "Shortcut Keys" handout for your use. Feel free to download and copy on card stock quality paper, cut in half and distribute as you see fit.

The fewer times we reach for the mouse, the more efficient we are. Spread the word!

Scratch Input: Another Method to Control Devices

Thanks to the Interactive Multimedia Blog for posting this YouTube video about the use of "scratch input" on various surfaces (including desks, walls or even pants!) as a potential input method to control technology devices. This is really cool! Can't wait to see how they use this technology especially for those who can't use traditional input methods such as a keyboard or mouse. This simple, inexpensive concept also has great potential for Environmental Control technologies.

What do you think? Will they consider exploring Scratch Input with those with disabilities?