Class Participation 2.0

I'm not sure where the practice to grade students on class participation originated. But it seems a common and accepted practice in many classrooms. For some students, it's a way to improve that 89% to an A-. Other students aren't so fortunate.

Have you considered the reasons why students do not participate? It's not necessarily because they don't have an opinion or know the material. Instead, it could be due to fear of humiliation, social anxiety, need for more time to process and produce, expressive language issues, shyness. But is the "raise your hand, get called on by the teacher" the only way to participate in class discussions?

Not in 2009.

What are the options?

In class options if you have a laptop or netbook cart, or are in a computer lab:

• EtherPad - synchronous collaborative word processing, the ability to use the TimeSlider tool allows students to see how the document evolved
• Wallwisher - synchronous collaborative "wall" creation - limited to 160 characters of text, can generate several Walls in response to prompts. Need to refresh to see inputted text.
• Google Forms and Survey Monkey - Students answer questions or prompts, no limit to the amount of text or the number of students who can participate synchronously. Need to refresh to see inputted text.
• Back Channel Tools - TodaysMeet (read how Richard Byrne used it with his students while they watched a historical movie), Cover it Live and Chatzy. You can consider occasionally recording your instruction using UStream or Livestream. Then encourage students to use the back channel to ask questions, participate in discussion. Ustream and Livestream are bandwidth hogs; you may choose to try this to determine it's effectiveness as an alternative to traditional hand raising. (If you want to learn about BackChanneling as an educational tool, view the embedded SlideShare below, created by Vicki Davis).
• Twitter - use a specific #hashtag

After class options:

• Class Blog
• Class Wiki - can tract student's participation using the "history" feature
• Class Google Doc
• Create audio messages and share with class - Vocaroo (simplest audio recording tool ever),
• Create video messages and share - Tokbox, or Eyejot
• Create collaborative VoiceThreads - one idea is to offer a discussion prompt and have students record their responses. They can type, text message or record their responses.

Backchannel Basics

View more presentations from coolcatteacher.

An innovative example of how this can work is the Alice Project, a creation of Christian Long, 10th grade English teacher who used new media tools to extend learning as his students studied Alice in Wonderland by Lewis Carroll. Class participation extended well beyond the four walls of the classroom.

UDL Learning Tools

Some parts of the country have an unexpected Snow Day. Do you need something to do?

I encourage you to explore the redesigned "CAST: Learning Tools" resources. CAST continues to offer invaluable resources that make our jobs as educators easier.

For the first time, they have created a resource targeted toward Science teachers called Science Writer. It is a free web-based writing tool that supports middle and high school students in the science report writing process using principles of Universal Design for Learning.

Not a Science teacher? Then explore the other FREE Learning Tools which are appropriate for all grades. These tools include embedded prompts which guide students through the learning process. Once you have created an activity, such as when using the UDL Book Builder tool, it is available to all students from one school year to the next.

Add these tools to your Educator Toolkit to reach all your students.

Distracted by Differentiation

Last week, the topic on the Twitter #edchat was differentiated instruction (archived here). Steven Anderson did a great job summarizing the discussion in his post, What Exactly is Differentiation?

A few tweets in particular resonated with me. One said, "I have 130 students - how can I differentiate for all of them?" (Good question. You can't). Another said, "Differentiated Instruction requires differentiated assessment." (Absolutely!) A third tweet pointed out the need to have students determine their own learning styles through the use of surveys or inventories.

Unfortunately, this was another missed opportunity to explore the tenets of Universal Design for Learning. Everyone knows the buzzwords of Differentiation Instruction, DI for short, or Understanding by Design, UBD, or Multiple Intelligences Theory. Where was the conversation about UDL?

When UDL principles are embedded proactively into the curriculum, differentiation occurs seamlessly. UDL is about multiple methods - of engaging kids, of presenting material to them and then giving students multiple ways to demonstrate what they have learned. When it is incorporated in the curriculum, there is no need for learning style inventories. There's no need for a teacher to feel overwhelmed because they have 25, 50 100 or even 130 students. It's part of the presentation, the engagement, the expression. It's all about offering choices to reach all the students in your classroom, every period of every day. The one size fits all approach never worked. Now there are more resources than ever before to help your students succeed.

It's so much easier than differentiation. And it reaches all learners. Why aren't you using UDL principles to reach every student?

Additional UDL Resources:
What is UDL?
UDL Guidelines (presented using UDL principles)
UDL Lesson Builder
UDL YouTube Channel
UDL For All Ning
Free UDL Tech Toolkit

It's All Greek to Me

Do you ever wonder what it's like to struggle with reading, spelling or writing? When I was visiting my daughter in Greece a few years ago while she spent a semester studying abroad, I had the chance to experience what it may be like for students who struggle with reading.

It had been many years since I had studied the Greek language as part of my heritage, and although I remembered the names of the letters, the sounds of the letters were not automatic. One syllable words were fairly easy; multi-syllabic words were painfully slow and difficult. It struck me that this may be what it's like for students who finding decoding challenging. Fluency and comprehension were out of the question.

I believe it's important to understand the struggles our students experience. Is it possible to put ourselves in the shoes of our students, even for a brief time? Trying to read an unfamiliar language, especially when it looks completely different ("It's all Greek to me!") is one way to simulate the experience. The PBS.org Misunderstood Minds website offers another way to experience learning challenges, specifically reading, writing, attention and mathematics firsthand .
When you get to the site, click on the text pictured to the left. You will have the opportunity to explore the challenges for yourself by choosing activities related to the skills. Next click the "Try It" links. It just might help you feel a bit more sympathetic to the attentional, reading, writing or math difficulties faced by your students. Understanding (potentially) increases awareness; awareness (potentially) improves instruction; instruction (potentially) improves learning.

What do you think? Which activity helped you to appreciate the struggles faced by your students?

New UDL Resources

It's easier than ever to learn about Universal Design for Learning (UDL).
Check these out -

1. A new Universal Design for Learning YouTube Channel


2. Two online instructional modules about UDL available here and described here:

These two online modules introduce the theory, principles and application of Universal Design for Learning (UDL) to teacher candidates and in-service teachers. They provide higher education faculty with a multimedia, interactive online-learning environment that can be embedded in instructional methods courses. They are designed to be flexible enough to be used as part of an online, hybrid or face-to-face course.

Please share this information with your colleagues.

A Success Story

One of my dreams is to work myself out of a job as an assistive technology consultant. Today, I came one step closer to realizing that dream.

Allow me to explain.

Last week, I offered a two hour workshop to a team of special educators. We talked about assistive technology consideration, guiding principles for technology integration, universal design for learning and free technology resources to support struggling learners. They had a chance to explore the Free Technology Toolkit Wiki. At the conclusion of the workshop, they were given an assignment to identify at least one resource to support their students, use it and then report back when we met again.

We reconvened today and our follow-up workshop started with small group discussions. Educators shared what worked and what didn't (because we know there are always obstacles). They heard each others ideas and got excited hearing how some of the tools effectively reached learners in new ways. A student who hated to write and typically avoided it, used Make Beliefs Comix and had FUN writing. Another student who has signficant spelling issues and can not correct his own work used Ginger Spelling to help him edit his work. Others shared their experiences with Voice Thread, UDL Book Builder and Wacky Web Tales.

The enthusiasm in the room was building. They needed the opportunity to continue to explore, collaborate and think outside the box.

It seemed the perfect time to introduce Word Magnets which I had recently discovered and blogged about. What would this group of K -5 educators do with Word Magnets? It was incredible watching them think up all kinds of creative activities for their students which they then added to an EtherPad, a collaborative, synchronous online writing space.

As we were reviewing the session, one participant asked if there was a way they could continue to collaborate. (Be still my heart!) There was uniform agreement that they needed and wanted to continue to share their ideas, successes and triumphs. Together they came up with a plan for how they could build upon the foundation they obtained from these two workshop sessions. It was incredible for me as the workshop facilitator to see how they were motivated to extend beyond these two workshops to make learning real for them and ultimately for their students. They recognized the skills they brought to the workshop and wanted to prolong the sharing and collaboration.

They accomplished tremendous things. I was just the facilitator. I am so grateful to be a catalyst who can now sit back and watch how they integrate the tools and strategies to support struggling learners in their district.

It was truly a great day. This is why I do what I do, so that teachers and students will no longer need assistive technology consulting because it is embedded in the culture of the school.

Word Magnets - Great Tool for Inclusive Classrooms

Jennifer Dorman (@cliotech) twittered about a resource she discovered today, which sounded intriguing. After spending a few minutes exploring it, I realized I had to share this cool, free online, interactive tool with my readers. Word Magnets is simple to use and perfect for Touch Monitors or Interactive WhiteBoards. How does it work and what does it do?

Word Magnets will take a piece of text and break it into individual magnets which can be moved around the screen, resized, removed, colour coded, grouped, sorted and so on. New magnets can also be added at any point.

You've probably used the low tech version - magnetic letters or words on your refrigerator. Try the new tech version with your students. There's an auditory cue every time you move, add or change the color of a word. Some students will benefit from the multisensory cues Word Magnet provides.

Here are some ideas to get you started in your inclusive elementary classroom.

1. Let your students take daily attendance














2. Categorize or sort - the example below shows sorting by parts of speech














3. Use as a Sequencing Activity














4. Use the Venn diagram background to help students understand relationships
5. Use the separated circles background to help students understand differences.
6. Explore the background options to take the tool to the next level.

I can't wait to recommend Word Magnets and see what ideas other teachers think of. One request for the Word Magnets creators - Please add the ability to save your work. Otherwise, I give this tool two thumbs up!

A Giant Step Forward?

It continues to confound me how few educators have heard of Universal Design of Learning (UDL) principles which promote student success and competence. Even earlier today, Lisa Parisi and I were discussing the lack of UDL awareness in education circles and how surprised we both are by this fact. Sometimes I wonder if it's because the term is typically (and erroneously) connected to special education and assistive technology. If it is connected to special education, do general educators believe it's an educational concept they do not need to understand? If that is the case, we need to correct the misconception.

And then I read this....

"A Monumental Step Towards Promoting UDL for All" (via the Assistive Technology Blog)

The post described what feels like a watershed moment, a recent event at the National Education Association's main headquarters. The NEA sponsored a symposium entitled Universal Design for Learning and Inclusive Practices with over 200 participants in attendance.

Symposium participants heard from experts who presented information on best practices and highlighted the most recent developments in UDL theory and implementation. Attendees also had the opportunity to engage with those on the leading edge of research and program development. In addition to gaining a greater understanding of how to create inclusive schools, participants walked away with a framework for promoting UDL and developing policies in their own organizations at the national, state and local levels. They also screened the award winning documentary, Including Samuel, which examines the educational and social inclusion of youth with disabilities.

Is this the breakthrough that we have been waiting for? Looking at the list of sponsors (American Association of Colleges for Teacher Education, American Federation of Teachers, The ARC, CAST, Council of Chief State School Officers, Emily Hall Tremaine Foundation, IDEA Partnership, Institute for Educational Leadership, Mitsubishi Electric America Foundation, National Association of State Directors of Special Education, National Center for Learning Disabilities, National Down Syndrome Society, and the Virginia Department of Education Training and Technical Assistance Center at George Mason University), I am hopeful.

UDL principles are not an afterthought. When curriculum is designed well, multiple methods of presentation, engagement and expression are embedded throughout the instruction and learning. UDL reinforces the fact that one size does not fit all. I do believe many educators acknowledge that reality. It's the application that remains challenging.

If that is the case, excellent resources are available here, here, here, here, and here.

Be a part of what Lily Eskelsen, VP of the NEA calls "a deliberate design for success."

Writing Prompts May be Obstacles to Quality Writing

Writing prompts are ubiquitous in this age of high-stakes testing. The belief is if we allow students to respond to (daily) prompts, their writing will improve. But this doesn't always happen.

This morning, via a tweet from Ira Socol, I came across a post entitled The Over-Prompting of Young Writers. The excellent points made in this article may cause you to rethink your use of writing prompts. What are the unintended consequences? Do writing prompts, in fact, stifle quality writing? What do we do when students are unable to make connections to the prompt because it does not relate to their life? The author, Heather Rader states:

Some teachers tell me their students respond to a writing prompt every day. Here are a few prompts I've read student responses to:

Write about your favorite TV program.

Write about a time you wished you could fly.

You discover a magic egg. Tell the story of what happens next.

While many kids will compliantly write to these starters, their responses are often formulaic, lacking both elaboration and voice. Because for every prompt there are obstacles. Maybe seven. Maybe three. Or if you are lucky, just one, and his name might be Zachary. When Zachary tries on the prompt it doesn't fit.

What the prompt says: Write about your favorite TV program.

What Zachary says: "I don't watch TV."

What the prompt says: Write about a time you wished you could fly.

What Zachary says: "I'm afraid of heights."

What the prompt says: You discover a magic egg. Tell the story of what happens next.

What Zachary says: "I think magic eggs are stupid."

The obstacle is that one prompt doesn't fit all because kids need to make personal connections to their writing topics. (emphasis mine)

How do you deal with the Zachary's in your classroom? Read the rest of the post to learn new strategies that help you create an environment which recognizes one-size-does-not-fit-all.:

Image attribution http://www.utsa.edu/today/images/graphics/writing3.jpg

Blasting Zone

As the new school year begins, it's time to blast certain long-held beliefs:

That one size fits all works when it comes to teaching our students. Isn't this just uninspired teaching? What are the long term effects on student's attitudes toward learning and school? The consequences are too great. Triple blast this one.

TTWWADI. Demolish the "That's the way we've always done it" pervasive and unwritten rules that permeate our schools, unless they are based upon sound, effective educational principles that work.

That paper provides the only way for students to demonstrate what they have learned. Multimedia tools (and I'm not just talking Powerpoint) provide new opportunities for students to demonstrate synthesis, application and understanding. Relying on paper-based methods (essays, quizzes, tests) present obstacles to success for too many students. it is imperative we offer choices.

That it's Ok to be a technologically illiterate teacher. Still in doubt? Review Karl Fisch's blog post from September, 2007.

That students on the autism spectrum have obsessions and perseverations. Let's reframe the discussion and recognize the fascinations, strengths and areas of expertise. Reframing the discussion allows us to teach more effectively. A great resource for implementing this model is the book, Just Give Him the Whale, by Kluth and Schwartz.

That it's either remediation OR compensation. This one's easy. It has to be both. When an eighth grade student is reading at a fifth grade level and needs access to grade level text the only way to do this independently is to use compensation techniques. If you are withholding this information as an educator, it's time to reconsider your profession. Every student must be shown the numerous text-to-speech tools which will compensate for their struggles with reading. The student can then decide which tools work best for them.

The term "digital immigrant." This term has been used as an excuse for resistance to change. I can state that as a could be a card-carrying "digital immigrant." (I remember the first moon landing, when JFK was assassinated, "breaking the sound barrier" and our first color TV. Do your credentials stack up?) Instead replace it with "digital ninnies," a term coined by Gary Stager in his blog post, "Tech Insurgents: Do Your Teachers Need a Computing IEP?"

That it's ok to scribe for a student with written expression difficulties. It breeds learned helplessness and passivity. Encourage independence using recording features in Word, online recording features in new media tools, use word prediction or speech recognition tools. (Talk to your local assistive technology specialist for additional ideas).

Are there any I missed? Absolutely. So feel free to add your own.

Sign photo credit: http://www.ricesigns.com/real_pictures/blasting_zone_construction_signs.jpg

Why Twitter?

For those new to twitter, and who are still asking the question, "why should I use Twitter?" read what Howard Rheingold writes in his article, Twitter Literacy.

I couldn't have said it better myself.

What I Learned on Twitter This Morning

In the span of one hour, I learned:

• How to Make Interactive Videos via @zmanrdz

• Best Science Visualization Videos of 2009 via @jackiegerstein who RT'd @thecleversheep

• Back to School Intro to Social Media via @web20classroom (Steven Anderson)

• Useful Technologies for Dyslexics via @dystalk (Josh Pull). Found this especially helpful as it explored issues that are frequently overlooked.

• Sensory Responses, Anxiety and ADHD via @ytherapysource.

I also learned, once again, that Twitter provides the best free professional development for me as an educator. All this was all before 9:00 AM! What did you learn this morning?

The Hidden Curriculum: Don't Take it for Granted

You've heard a great deal about the social studies or the science or the math or language arts curriculum. But, are you familiar with the term, "hidden curriculum?" These are the unwritten or implicit rules we were never taught but just seem to know.

The stress of the "first day of school" attire is one example of the hidden curriculum. (Do you remember it?) It's so important to be seen as wearing what everyone else is wearing and not stand out in any way, at least initially.

Students with disabilities are often "left in the dark" when it comes to an understanding of the hidden culture within the school. I will never forget the graduating senior girl with whom I worked many years ago. It was the tradition for seniors to wear the same shirt on class day, a shirt that was purchased prior to the actual day. This student was unaware of the tradition and was the only one to attend class day not wearing the shirt. I saw her later that day and she relayed the story with sadness and humiliation. Why did she not know? How was she left out? Who's responsibility was it to ensure that all students were aware of the tradition (hidden curriculum)?

It's important to understand that the hidden curriculum is unique at every school. Do you and your colleagues acknowledge the presence of the hidden curriculum? How are you addressing this unwritten reality to meet the needs of all the learners in your classrooms?

Unfortunately, students with special needs are often ostracized as a result of their lack of insight into the hidden curriculum present at their school. The Autism Network addresses the unique challenges students on the autism spectrum experience:

Individuals who have ASD do not come equipped with the same ability to understand the hidden curriculum. As a result, they break a lot of social and behavioral rules without intent or even knowledge that they are doing so. This coupled with their difficulty in generalizing information from one situation to another leads them to making the same mistakes over and over again at a tremendous social cost.

Rick Lavoie addresses the topic in his book, It's so Much Work to be Your Friend, Helping the Child with Learning Disabilities Find Social Success.

“The Hidden Curriculum … consists of the unwritten, unspoken rules of school … its culture that includes shared norms, values, beliefs, traditions, rituals, and customs …In fact, success in the standard curriculum is often secondary to success in the Hidden Curriculum." (p. 253-255). “It is critically important that we teach the Hidden Curriculum to socially incompetent children with the same commitment and planning that we present the standard curriculum.” (p. 256).

How much do you know about the hidden curriculum and social success? Thanks to a recent post by Kate Ahearn at the Teaching Learners with Multiple Special Needs blog, I recently became aware of a resource, The 2010 One a Day Hidden Curriculum Calendar for Older Adolescents and Adults for those of you working with high school students. There's also a version for younger students, The 2010 Hidden Curriculum One a Day Calendar for Kids: Items for Understanding Unstated Rules in Social Situations. They retail for about $16 each or both for $22.

To learn more, check out these additional resources:

Council for Exceptional Children: The Hidden Curriculum - Unwritten Rules That Students with Disabilities Often Miss

Last One Picked, First One Picked On: Learning Disabilities and Social Skills DVD by Rick Lavoie (get it from your library)

The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations by Brenda Miles, et al

Recognizing Excellence - Cast UDL Spotlight

Note: This is timely considering my last post.

Great news to share!

Two incredible educators, Lisa Parisi and Christine Southard have been selected for recognition for their exemplary work at the Denton Avenue Elementary School in New Hyde, NY. Read about their extraordinary co-teaching model at the CAST UDL Spotlight site. (Full disclosure - I nominated them and am thrilled to see that CAST believed they are worthy of recognition as well).

What is UDL Spotlight?

Educators around the world are applying key aspects of Universal Design for Learning (UDL) in highly innovative ways. CAST (Center for Applied Special Technology) is pleased to feature these examples of UDL features in teacher practice, in applications of technology, courses, tools and web sites to support teaching and learning. In each Spotlight, we highlight segments of the UDL Guidelines that are met by any implementation. We hope these exciting ideas will spark even more UDL innovation and serve as a forum for all of us to share best practices.

Each featured Spotlight illustrates some of the CAST UDL Guidelines. Taken as a group, the Spotlights build a vision for a future of learning environments that are truly universal.

It is essential to highlight quality teaching that seamlessly incorporates UDL principles and leads to success for all students. The August UDL Spotlight celebrates UDL and Co-Teaching. Check out the multimedia site to learn about Lisa and Christine's classroom practices which align with UDL principles. Well-deserved congratulations, Lisa and Christine. Let's replicate your model throughout the world!

Do you know of any educators deserving of recognition in your district? Nominations are always welcome at the UDL Spotlight site.

Image - http://eastbaycollegefund.org/gallery/d/371-1/spotlight.jpg

UDL - The Great Unknown?

When you discover something that is personally tranformative, you share it with others; it's too difficult to keep it to yourself. And because I repeatedly observe teachers struggling with the challenge of how to reach all the learners in their classrooms, I am on a mission.

I will do whatever it takes to teach others about UDL, or Universal Design for Learning because I believe UDL transforms teaching practices and makes learning possible for struggling learners. I can not keep this to myself.

Recently, I had the opportunity to share about UDL at both NECC in DC, at the interactive UDL Playground and at EdubloggerCon East at BLC09 in Boston. I'm continually mystified by the reality that so few educators have heard about UDL and even fewer are applying the principles of offering multiple methods of engagement, presentation and expression to tap into students' affective, recognition and strategic networks to reach all learners. The connection between new media technology tools and UDL makes it easier than ever to provide multiple methods of engagement, presentation and expression. Incorporating a UDL framework makes reaching all learners possible.

What is UDL?

Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all. (from the cast.org site)

It seems as though everyone has heard about Gardner's Multiple Intelligences Theory or about Differentiated Instruction and even about Understanding by Design. So, why do Universal Design for Learning principles remain the great unknown? Don't we want to ensure we are reaching all our students? What can be done to help educators understand and explore the principles further and then apply the concepts that will support and reach all the learners in their classrooms? How do we get the word out?

Any ideas?

To learn more about UDL, check out these resources:

CAST/Teaching Every Student
UDL Guidelines
UDL Online Classroom Tools
National Universal Design for Learning Task Force

How Do You Blog?

Most of my best blog writing occurs when I'm lying in bed, contemplating whether or not to finally get out of it. My mind wanders to pondering the great education issues of the day. Unfortunately, putting those thoughts to digital text rarely happens.

I have to get better at this, especially since I recently celebrated four years of blogging. You'd think I would have learned by now.

How do you do it?

I marvel at how prolific some bloggers are. Can you share your secrets? Do you record your ideas on your iPhone and then flesh them out later? Do you keep your computer next to your bed so that you can write your ideas as they come to you? Or do you have the self-discipline to sit and write when the ideas flow?

Curious minds want to know.

iPhone App: When You Have Difficulty Speaking

We've all heard about the numerous iPhone apps that are mindless distractions, keep us organized or productive, offer us 24/7 Twitter access or help us learn new languages. New iPhone/iPod Touch apps are released daily ("There's an app for that!") for every imaginable purpose.

Well, what do you do if you are someone who has difficulty speaking due to ALS, Traumatic Brain Injuries, Autism,or Down Syndrome? Yes, there's even an app for that! Augmentative Communication devices can cost thousands of dollars. Proloquo2Go is a $150 app that works with any iPhone or iPod Touch and makes communication possible. The enormous smile on the face of this 20 year old college student who sustained a Traumatic Brain injury as a result of a car accident belies the importance of the Proloquo2Go app. Watch this video to learn more.

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.