Assistive Technology Blog: June 2014

Definition of Blindness:

1. Definitions for the condition:

a. A medical condition of the eyes that involves a severe impairment in vision, not corrected by glasses. (http://www.teachspeced.ca/blind-and-low-vision?q=node/673)

b. In Canada, a person is legally blind if his or her best eye has less than 20/200 vision with the help of glasses or contact lenses. Having 20/200 vision means that a person cannot be more than6.1 m (20 ft) away to see what a person with normal vision can see from 61 m (200 ft) away. Legal blindness does not mean that a person cannot see at all. People who are legally blind often have some vision, but their field of vision may be very narrow or blurry. Or they may have blind spots that glasses cannot correct. (https://myhealth.alberta.ca/health/pages/conditions.aspx?hwid=stl17646&)

Assistive Technology for blind students-low tech to high tech

Low tech-Braille-is writing system which enables blind and partially sighted people to read and write through touch. It was invented by Louis Braille (1809-1852), who was blind and became a teacher of the blind. It consists of patterns of raised dots arranged in cells of up to six dots in a 3 x 2 configuration. Each cell represents a letter, numeral or punctuation mark. Some frequently used words and letter combinations also have their own single cell patterns.
There are a variety of different formats of Braille:

Uncontracted or Grade 1, which consists of the 26 standard letters of the alphabet and punctuation. It is only used by people who are first starting to read Braille.
Contracted or Grade 2, which consists of the 26 standard letters of the alphabet, punctuation and contractions. The contractions are employed to save space because a Braille page cannot fit as much text as a standard printed page. Books, signs in public places, menus, and most other Braille materials are written in Contracted Braille.
Grade 3, which is used mainly in personal letters, diaries, and notes, and also in literature to a limited extent. It is a kind of shorthand, with entire words shortened to a few letters. There is no official standard for this version of Braille

The white cane is just one of many tools used by people with vision loss – from toddlers to seniors - to assist with safety, mobility and independence. The cane is used to check for objects in a person’s path, changes in the walking surface (from cement to grass, for example) and to check for dangers like steps and curbs.
A secondary function is identification: recognized around the world, the white cane clearly tells other pedestrians and drivers that the user is a person with vision loss.

Medium tech-eClipseReader EyeNet is an excellent downloading, conversion, and reading tool specifically devised for blind and visually impaired persons who wish to read books in the DAISY format using their computer. It combines all the features available in this well known DAISY reader with the possibility of browsing the Web and download text files, DAISY books, and DTB-DNA or DTB-RDNA files.

As the name suggests, a talking calculator's main feature is the ability to talk. The idea behind it is to make simple calculating tasks much more convenient and efficient to someone who cannot easily read a standard display. One does not need to give up any features and functions to get a calculator with talking capabilities

High tech-Braille Lite- which is a note taker that allows students to type notes in class using a specialized keyboard. A Braille display on the front lets students check what they've written, and an optional speech function reads the text aloud. Students can then hook up their note takers to a PC to print their notes on a standard printer in large type, or on an embosser in Braille.

The Perkins SMART Brailler® is the evolution of the Perkins Brailler® from a low-technology, beloved classic to a high-technology learning and teaching tool. It offers a new, more intuitive way for individuals, both sighted and blind, to communicate, teach and learn braille together. Now teachers can see what their students are brailling, sighted parents can help their visually impaired children with homework and students can take the lead in their own braille education. Sighted or blind, we can all share the learning experience!

Article #1: Expanding Horizons for Students with Dyslexia in the 21^st Century

I really liked this article as it focused on how as educators we can help to alleviate the stress and frustration our dyslexic students feel when dealing with reading and writing in the mainstream classroom. The article discusses the main principles behind UDL as providing multiple means for representation, engagement, action and expression in connection with the use of assistive technology, more specifically, mobile technology, for students who could benefit from it.

The paper focuses on how the use of mobile technology fits in perfectly with the UDL model. In our goal to provide all students of all abilities every opportunity to learn in a comfortable setting, we want to embrace any device or tool that allows for student engagement and achievement. By allowing dyslexic students the chance to utilize this technology we are customizing the learning tools to fit their needs. It motivates students to learn as it, “gives students with special needs something mainstream and non-stigmatizing that is still engaging and interactive for them” (p. 175).

The article shared various apps that could be used in a variety of learning situations, from reading, writing, notetaking, to organization. I was able to download many of the apps suggested and can certainly see how useful they would be in a classroom. We are so fortunate today to have access to these learning tools and their ease of use and portability make them a tool that will remain with students throughout their years in school. Although our school didn't have iPads available when I taught my last student with dyslexia, we did have text-to-speech programs and Dragon Naturally Speaking in place that allowed this student to achieve success in many areas of the curriculum. Now with digital textbooks and e-textbooks I hope she will be able to access more materials that meet her learning needs.

Article #2: AIM for Digital Equity

This paper examined the shift that has been happening in education to going from a print rich environment to a digital text environment, and the benefits this brings. As mentioned in the article, students who struggle with reading have often been frustrated with print materials that are offered to them. When they do have modified text, it often doesn’t look the same as the text other students are using and is obvious to all. By allowing students the access to a digital format, specifically one that could read the text aloud, the barriers to learning are taken down and the student is able to access the same material as their classmates. Digital technology is accepted and embraced by students, so the stigma would not be present as it could be with a modified text.

The article discussed the materials presented in an alternate format as AIM (accessible instructional materials). The authors believed that the change in the format the material was delivered would allow success for students who previously had barriers holding them back. I know personally the impact these materials would have made with students that I have taught, especially in the earlier years of my career. I can remember the resource teacher giving me the modified text for books I was using and how students resisted the text. I can also relate to when I taught a Gr. 3 non reader about 7 years ago and the struggles I faced trying to find materials for him. I have been so pleased the last couple of years to find audio books for my students and include them in activities they would have found difficult before. We are slowly getting there and I can’t wait to see what the future holds for these students!

Article #3: Using iPads with Students With Disabilities: Lessons Learned from Students, Teachers, and Parents

This article focused on the increase in usage of mobile devices in schools and the positive impact they have had on the academic engagement and achievement of students with learning and physical disabilities.

The authors mentioned that these devices are unique in that they can be customized, through apps, to meet specific learning goals of individual students. Mobile devices have the flexibility that has been needed in the learning environment and that fosters growth in students in both academics and in self esteem. There is no stigma or shame attached when a student uses a mobile device in a classroom as they are so commonly used in schools by students and teachers for a variety of reasons. It allows students to feel connected in a way that they couldn’t before.

I agree with the authors when they mention the fact that these devices are simple to transport throughout the school and between schools. At my present school I have a student who just received an iPad Mini in Kindergarten and we have been told that this device (with newer models being used throughout) will travel with him his entire school career. This was something that made all of us excited and gave his parents a sense of relief as he loves using mobile technology and they could already see the benefits of its use in the school setting. As the article mentioned, it is important that all parties involved in the process see the value and that it is available in all environments.

Mobile devices offer so many options from, as the article mentions, transitioning, video modeling, to being used as a translator and dictionary for students learning English. The possibilities are endless and when implemented properly, the benefits for the classroom are far reaching.

Article #4: Take the Pencil out of the Process

This article discussed the important issue of handwriting difficulty for students with Autism Spectrum Disorder (ASD). While not all students who have Autism or Aspergers have difficulty with writing, several students do and the frustration and missed learning opportunities that result from it are not necessary if assistive technology is used. The authors suggest that keyboarding be taught and used by students with ASD who have writing difficulties.

The article mentions that a huge number of students with ASD have dysgraphia, and no amount of practice or effort will enable them to write correctly or quickly. I found it interesting that the research has found differences in the cerebellums of people with ASD in the areas that control movements and execution of motor tasks. Therefore, knowing this, how can we not allow them to use AT in their written work. As long as the product is the same, the way in which they create it shouldn’t be the issue. Another point the authors made that I liked was the fact that literacy was about the thought process and that the way you show your thoughts isn’t what is important, but as long as you are able to communicate them, that is what is important. By allowing our ASD students to only use pen and paper to express themselves is a huge disservice to them and limits their creativity and potential. I think we have all seen first hand how much time and energy it takes for these students to produce a single piece of work. They spend so much time worrying about the process of writing that their thought process is limited. I have also experienced the benefit of witnessing students who struggled with paper and pencil tasks, flourish when given the opportunity to use a keyboard or another AT device. The difference in their self-esteem, creativity, and overall engagement changed significantly.

Article #5: Learning From Text

This article, although somewhat outdated (2003) when we speak of assistive technology today, still raises some very important and worthwhile questions regarding students who are struggling with the reading process. The article looked into the debate over how much time should be spent trying to teach a child who has failed multiple times reading (remediation strategies) to read, versus allowing for compensation strategies to be implemented. I agreed with the author in the sense that sometimes no matter how much time we devote to remediation strategies, we are still going to end up with students in a middle school classroom that can’t read at the level of their peers, or can’t read at all. So as the author suggested, why not create a balance between the two, with more time being devoted to compensation strategies, involving AT, that would still allow a student to participate in many classroom activities.

One point that really struck a chord with me was the example of the student trying to complete a math problem, but being unable to due to the fact that they didn’t know their math facts. I am working right now with an intervention group of Grade 5 students who are still struggling with division. Many of them do not know their multiplication facts and this results in them taking much longer to complete the problems. While a few years ago I would have not allowed them to use a multiplication chart to aid in their work, I now do as I realize I want to know if they are able to complete the division problem and if they understand the process. While I still think it is important that they learn their facts, I don’t see the point in allowing them to waste 15 minutes trying to get started on the problem because they don’t know the answer to 7 x 8. There should be a balance in the learning of their facts (remediation) and the compensation strategies used to allow them to know how to complete a long division problem.

The same holds true for reading. If a child does not know how to read by Grade 3, then we need to put in place the supports that will still allow them to participate in the classroom. Luckily today we have so many options with text-to-speech and e-textbooks, that hopefully this will alleviate many of the problems these students are facing. When given the proper tools to flourish, these students will feel included and engaged in the learning process.

Article #6: A Unit Based Approach to Adaptations in Inclusive Classrooms

This article is very relevant in our education system today with many schools adopting UDL practices. I know my school has been focused on UDL practices for the last few years and the benefits we are seeing with progress have been remarkable.

There are a wide variety of adaptations that can be incorporated into any classroom to ensure students are learning at a pace that is age and developmentally appropriate for them. I know in my classroom, I work hard to ensure that the adaptations that are put in place for my students are going to fit their needs. In the last number of years I have had several students who have Autism and we have had success with many of the adaptations put in place. We have found out that there are many adaptations that seem to work for many of them, and others that are unique to the individual student. Incorporating the use of a visual schedule has been key for many of the students with Autism in my class. It has proved to be a crucial step in transitioning our students throughout the day, activities, and the year. The use of the iPad has also been a wonderful addition to the learning process. Even since starting this course I had added several apps to the iPad that have proven to be successful for this particular student. In fact our district resource teacher is adding these apps to all of the iPads in the district.

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