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Assistive Technology Tools for Inclusion

Assistive Technology Tools for Inclusion

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Assistive Technology Tools for Inclusion

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  1. Assistive TechnologyTools for Inclusion Kathy Chotiner, ESE Program Specialist Karen Hancock, FDLRS Technology Specialist 3/16/2012 & 5/14/2012

  2. Objectives • Understand the role of school Assistive Technology (AT ) contacts • Identify the basic concepts of Universal Design for Learning (UDL) and Accommodations • Recognize the difference between UDL and Accommodations • Identify the steps in the Assistive Technology referral process • Define accessible instructional materials and Assistive Technology • Learn to use various tools to increase accessibility

  3. By law all students must have access to the general education curriculum. All students must have an opportunity to receive instruction in the least restrictive environment. • In Florida, this means: • Sunshine State Standards • Basic, career, and technical education courses

  4. How Do We Provide Access to Instruction? • Effective instructional practices based on research • Differentiated Instructional Methods • Universal Design for Learning (UDL) • Accommodations and supports to enhance learning • Modifications to requirements or content for very few students

  5. Effective Instruction: Instructional Strategies Based on Research • Differentiated Instruction (Tomlinson) • Multisensory Instruction (Fernald) • Multiple Intelligences (Gardner) • Bloom’s Taxonomy of Learning • Marzano’s Nine Effective Teaching Strategies

  6. Teachers Can Differentiate Content Process Product According to Students’ Readiness Interest Learning Profile Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

  7. Civil Rights Neuroscience Technology Universal Design for Learning Emerges

  8. UNIVERSAL DESIGN FOR LEARNING (UDL) means a scientifically valid framework for guiding educational practice that provides flexibility • in the ways information is presented • in the ways students respond or demonstrate knowledgeand skills • in the ways students are engaged; and *Higher Education Opportunity Act of 2008 (P.L.110-315)

  9. reduces barriers in instruction • provides appropriate accommodations • provides supports and challenges • maintains high achievement expectations for all students, including students with disabilities and students with limited English proficient. UNIVERSAL DESIGN FOR LEARNING (UDL) http://www.udlcenter.org/resource_library/videos/udlcenter/udl *Higher Education Opportunity Act of 2008 (P.L.110-315)

  10. The 3 Principles of UDL • Multiple Means of Representation –To increase recognition • Multiple Means of Expression –To expand strategic output • Multiple Means of Engagement –To enhance involvement

  11. Accessing the General Curriculum with a ... Continuum of Accommodations Least Restrictive Most Restrictive Effective Low Tech High Tech Instruction Accommodations Accommodations

  12. TECHNOLOGY SUPPORTS ACCESS • Offers alternatives for access • Supports multi-sensory instruction • Supports greater personal independence • Educational technology & assistive technology together –a continuum of access to learning!

  13. ASSISTIVE TECHNOLOGYin Action

  14. Make Sure You Have the Proper “Tools” • Try Low tech tools first • High tech tools • Assistive technology • Request an Assistive Technology Referral form from guidance

  15. Building UDL into Instruction Tiers of Instruction & Support (Abruzzini & Dalton, 2010)

  16. (Abruzzini & Dalton, 2010)

  17. (Abruzzini & Dalton, 2010)

  18. An RtI Model that Embeds UDL & AT Individualized & intensive includes AT and UDL Supplemental includes UDL and some AT Core includes UDL for all Basham, Israel, Graden, Poth, Winston. LDQ, 2010

  19. Wiki: http://atcontacts.pbworks.com

  20. References Dalton, Dr. Elizabeth Dalton, (2011, June). Universal Design for Learning and Teacher Preparation. [PDF Document]SETSIG ISTE Webinar. Retrived 3/16/12 from http//setsig.iste.wikispaces.net Bashram, James D.; Maya Israel; Janet Graden; Rita Poth; Markay Winston (2010, Fall) A COMPREHENSIVE APPROACH TO RTI: EMBEDDING UNIVERSAL DESIGN FOR LEARNING. Learning Disability Quarterly;33, 4; ProQuest Education Journals National, 249 “Center for Universal Design for Learning Website” (April 2012). Retrived from http://www.udlcenter.org/ Tomlinson, Carol Ann, (1999) The Differentiated Classroom: Responding to the Needs of All Learners, Association for Supervision and Curriculum Development.