BIG HITS

• buy an ipad!!
• use AT and UDL approach for supporting teachers and students in my school
• apps:
• imovie
• 3D shapes for exploring solds and nets and properties of shapes
• sock puppets for enenagement and social stories e,g, how to greet someone for an ASD student
• Book creator and ibooks for presenting understanding in a book form. Summative assessment of undserstanding.
• Iris
• ixl
• khan Academy
• sticky notes for brainstorming notes in class
• inspiration for creating mind maps for reluctant writers and readers
• mental math: flash cards with timer and deselect timer for students drilling math facts
• tellagami: for those who are relauctant writers and another form of presentation
• itunesU
• garageband
• raz kids
• periodic table
• Educreations: great for students to share understanding and for me to share concepts with them to be viewed as many times as they need. (see how it can work:
  1.http://www.educreations.com/lesson/view/mz-adding-fractions-with-different-denominators/17943430/?s=jLkhlJ&ref=link
• may math app
• itunes store
• camera
• the settings on the ipad

Here is a post on my website on UDL and using apps to teach Dyscalculic students.

https://sites.google.com/site/brhsseniorresource/home/learning-disabilities

itunesU

This was a great experience. I could see myself using this for information and a link to apps. I think I will create an AT course or even one on UDL and attach it to my website. This is a great method of communication and a good resource.

The learning curve was quite steep but now that I have been through it once i think I can attempt it by myself.

imovie

I have used imovie extensively in the past but it was on a laptop and was quite different from this experience. Since this assignment i have created a trailer with my kids at home. I have explored a number of apps with them and they are liking the ipad (this new thing that has eneterd out home).
The program was very user-friendly and with very effective results. I could use this for assessing student understanding of a concept. I could use it to show highlights of a school day (e.g. grade 8 transiton to grade 9). I have big plans for the use of imovie trailer.

Simon

Providing new access to the general curriculum: UDL
Hitchcock

The core group usually consists of 3 grade levels and outcomes are directed towards this core group for any grade level. Anyone outside of that group has to be programmed for specailly.

 Trying to cater for every possible need in a class is flawed. There are 25-30 students, each with a need and learning style. There are differences in cognition, intelligence, talent, etc. teachers are not able to cope so a new approach is needed. Either we teach to the core or do something else. It is this something else that i want to be able to present to my teachers in working from grades 9-12.

It was easier in the past because segregation could attempt to cater for groups of needs. inclusion places too many demands to meet needs and when meeting needs of students becomes the focus (along with curriculum outcomes) disaster looms.

In my own experience I have seen segregation at its worst. As I moved to high school in UK (grades 7-12) students were put into group 1,2,3,4 or 5. 1 was the highest and 5 the lowest. i noticed that any students put in group 4 or below (even those who wanted to do well and be successful) were doomed. They had no way out. I saw their motivation die and I hated it.

AT is an intervention that has made it easier for all people but in education is something lost or negotiated when things get easier?

'Building to support learners from the beginning' is the essnece of UDL.

What does it mean when it refers to 'all learners' or 'diverse learners'. Who are they? How do they differ in their learning? On refelction and adding to my notes at the end of the course I can recognise these differences and how UDl and ST can cater for them. I want to stress that a strength recognised in a psycho-educatinal assessment may not be a learning strength. exploration into learning styles still needs to be sought for struggling students.

Segregation in order to 'catch up' did not work so students were included but with littl eor no support. the came the role of the resource teacher but along came segregation again. now, with UDL, we are looking at integration with support through the use of AT.

Is the school environment a true environment of society. i.e. if we set up systems and modifications in school are they available outside. If printed material is not to be the main source of information in school will it not be the main source outside?

Advocacy is a huge barrier to support. Talking of learning support, a friend of mine who is a college learning support teacher claims that her students do not know their strengths and challenges and how to advocate for themsleves. This makes it more diffciult to provide for their needs. It at least means that more time is spent in exploration instead of learning.

So deciding on the goal is paramount for UDL.

Adaptations:
There is a great concern at my school where adaptations are numerous and very few teachers are following them. It is an exercise in paperwork.


For me the focus is having access to a) the technology and b) the resources within that technology e,g, the right apps and how to use them. When ipads are introduced the appropraite PD is essential.
 

Through UDL would it be possible to produce a student graduating with knowledeg in e.g. history of Nova Scotia and not be able to write it down? In a history class I guess the focus is on the history understanding and not on the essay composition. Although composition can be achieved without pen to paper. If this skill is not learned will the student be disadvantaged after graduation?
On refelection, I have focussed on the 'writing' and not on the 'recording'. This is something this course has taught me. Writing is not the only form of record knowledeg and understanding.


The Math example has the varied approach but in my eyes fails to capture the curiosity of the students in that they are not inspired to think deeply about the concept. A better approach would be to pose a situation or problem or question that will get the students thinking. (enquiry appraoch)
 

Is UDL the approach asking teachers to aim their instruction and planning to the learning disabled and therefore making it accessible to everyone? Has disability become the core group? What are the implications for this on everyone? Focus on the group and you get some being segregated, focus on the minority and all will be caterd for?
 
Is enough flexibility provided to ensure that all students can learn?

Again identifying the goal is key in making sure skills are acquired and info learned.

UDL is a remarkable method of approaching teaching. All learners are planned for at the outset, in the planning stage.

Simon

E5163 Reflection

It seems that every course i take of my Masters program I think is the best one.Some are fascinating and others are practical. This AT course is fascinating beacuse it covers many issues in education, at all levels, all subjects and all agaes of students. It is one of the most practical courses. i have learnt so much about AT, ipads and apps that I can use tomorrow in my school.

Issues:

• I need to purchase ipads!!! To do this I will need to search for grants. This could be a good addition to the course (where to look for grants). I know I can purchase 2 or 3 for resource but a class set is a dream at the moment...it will happen!
• Access at home. Many of my students are ow income and AT is not the priority. Accxess at school is essential.

The things I take away from this course are:

• The range of apps that we have explored
• The use of the ipad in assisting students in their learning. I was quite amazed by the versatility of the ipad. It is more expensive than other tablet but you get what you pay for. Apple is the leader in computer tech and they have hit the big time with the ipad. I was laid up in bed for 3 days during this course. I had to continue to read and work whilst lying down and the laptop didn't work. This forced me to get to know the ipad quite well. It was a kind of blessing in disguise.
• the opporunity to explore issues and the process involved in reading and writing was brilliant. Although I was aware of the general process, the detail was enlightening to see. I can understand that a students may have a difficulty in any one step of the reading or writing process and have reading or writing diffciulties.
• Clear assessment and diagnosis is very important in knowing the strengths and challenges of a students and where intervention can occur.
• Whilst remediation is important, it happens with me often and I don't have enough time with a student one on one or small group. Because of this, compensatory strategies are vital.
• The ipad is a stem of the UDL umbrella but it is a very important stem.
• It was great to explore UDL and to pull it apart and analyse the different parts of it. I had been an advocator for differetaition in th classroom and I still am but that was all for me. Now I have a more knowledegeable view of the entire UDL umbrella. I am more able to support my teachers and students.

A diagnosed strength may not be a learning style. Explore learning styles with struggling students.
https://www.educationalplanner.org/students/self-assessments/learning-styles.shtml

Overall, I have enjoyed this course and hope to take the AT: literacy and leisure course soon. This has been one of the most practical and interesting courses. I t was by far the most fun.

Thanks Barb!

Simon

The education of Dyslexic Children from childhood to Adulthood
Shaywitz

My major focus is on older students as a high school resources teacher and how to teach dyslexic students how to read and learn from text.

The Lovett et al program of phonological awareness, phoneme blends and meta-cognitive approach is one that I use with students; so this is good to identify with. The struggles that I have are with the following:

• students have been in reading intevention / resource for years and are very resistant to more
• the programs that is available is very time consuming and students are tierd of the long process
• the material is for students of a much younger age

Compensatory stretegies suggested: additional time, auditiory delivery of text, assistive technology. These are effective for independence. What we often see in schools is the dependency on an adult (teacher or EA).

In order for interventions to be successful, identification of Dyslexia needs to occur before grade 2. Pyscho-educational assessments occur in grade 4 in the public school system in NS.
With fluency, the Jamestown program is effective.

Simon

Learning from Text
Edyburn

A number of students struggle to read and this can be difficult for literate students and teachers to understand. The activities we have done in class have highlighted struggling reader difficulties. the reading process (teaching of reading) to struggling students has been made more fun and increased options and resources through the use of AT.

This is one of the first articles I have read in my Masters course that looks critically at inclusion and makes some attempt to solve the issues faced by struggling readers in general classrooms.

The IPP/IEP goes so far to help alleviate the struggles. Learning in class by struggling readers should be possible through programming and intervention but often they are still frustrated. They are often not independent and rely upon an EA or peers.

Whilst remediation is happening, compensatory strategies are essential if the struggling student is to be successful in class. AT plays a major role in compensating.

The article talks about compensatory strategies kicking in when remediation has failed. often remediation has not failed but is happening at the same time. Compensatory strategies are taking place so that the students continue to learn in class and do not fall even further behind their peers.

When does AT begin for students was a question that was raised in class. The answer was in elementary school but whenever it is needed and a student is showing signs of not meeting milestones. I still have concerns in intriducing AT too early. It is mainly because i think some skills are being forgotten or discarded because AT has easier methods. 'Nothing that is worth anything is easily gained'...a quote often heard!

I agree that remediation and compensatory strategies need to be balanced. Taught skills are necessary but compensation affords the students access to text and learning.

I really like the systems appraoch table and the taxonomy of text modification table. These are helpful for teachers who are new to the AT world.

In my own practice my students spend more time on compensatory strategies than remediation simple becaise they spend more time in class than they do with me. For struggling readers this is essential. I don't always get the balance right but the possibility ipads provide I hope to get the balance even better.

Simon

ipads as instructional tools
by Cumming

When I was at school AT was not really present at all. Computers were beginning to enter when I was in high school. Prior to this course I have used technology but mainly with desktops computers and laptops. I have used ipads for voice to text (Dragon dictat only). What I have witnessed the past 2 weeks has exploded the use of the ipad as the stand alone tool for AT.

Some issues in using AT for UDL appraoch is that not all the technology in schools is user-friendly (not mobile) and not all students have access in school or home due to cost.

With the switch to the use of ipads, I wonder if there are other AT devices that are also useful that are being forgotten about?

I like the list of Apps and their uses in this study.

findings:

• ipad made it easier to differentiate.
• more independent learners
• imporved writing
• more engaged
• transfer across subjects (mobility)
• greater communication
• teachers not locate all apps
• some content of apps for young children and not age appropriate
• reluctance on the part of all teachers to use the devices
• students could use alternative methods to explore and show understanding in class

Reflection
I have to agree with the study that whilst there are some limitations in using the ipad, it is a revolution in the classroom for learning. It is now one of the biggest tools for differentiation. The learning process in using the ipad is tough for some of us but it is a fun process that takes time.
Teacher must not forget the other possibilities for differentaition that are available also: task, choice, resources, outcome, groupings, etc.

Simon