Day #9:  Tuesday, July 15th

Today's Class:

During today's class we worked on our iTunes U course to add descriptions of each of the 20 apps that we're including, as well as videos, images, webpages, a podcast and a range of articles to support the topic.  Overall, the process of creating the course has been quite smooth.  I have found the iTunesU course manager interface fairly easy to navigate, and I have found it beneficial to be able to access the course on the ipad after inputting changes into the course manager.  In preparing the course for a group of teachers that are unfamiliar with the topic, we have been putting ourselves back into "teacher mode" where we look at a multitude of ways to present the material through the course.

Take the Pencil Out of the Process:

This article gives a comprehensive overview of how writing can be a labour-intensive process for many students, including those with Autism.  By focusing more energy on the handwriting process than on actually reflecting upon the content of their writing, many students write as few words as possible so that the process of writing is shortened.  I have worked with many students who fit this profile.  By the time they read high school, they have developed coping strategies for use with their writing.  For instance, if they are required to write a reflection or answers to comprehension questions, they typically write a minimal amount so that the actual writing task is as short as possible. In working one-on-one or in small groups with these students, I have found that they often understand more than they are demonstrating in their writing in order to avoid the pain-staking process of getting the words on paper.

As mentioned by Broun, there is significant and long term impact on academic achievement for students who are not given opportunities to develop their writing in creative and imaginative ways.  Students who consistently form printed or written letters incorrectly should be given opportunities to express their thoughts using alternative means such as word processing programs or other assistive technology. By altering the means which students record their thoughts, we are implementing UDL practices so that all students have the ability to demonstrate their understanding.

 Assistive Technology and Writing

I appreciate how this article reviewed the two distinct aspects of writing (physically producing the text, and written expression) and how either of these aspects can be a barrier that prevents a student from demonstrating what they know.  This article presented a well developed overview of low, mid, and high tech options for students with writing difficulties.  Since it was published in 2009, further developments have been made in the assistive tech that is used with students, especially in the area of high tech options.  However, since my current school has limited access ipad and other mobile technology, many of the strategies mentioned in the article continue to be used by our students.  A few students use Fusion Writers to record answers to questions or complete other writing that is assigned in their courses.  While this technology has been replaced by more user-friendly tools, the Fusion has been effective for students as they are able to take the device to class with them, so that they are not removed from the learning environment.  

Diagnosis and Intervention Strategies for Disorders of Written Language

This article describes the complex processes that are involved in developing written language.  While I was reading through the processes, I drew many similarities among the processes used for reading with those used for writing. However, the kinetic processes involving both gross and fine motor coordination and motor memory cause this process to be more complex that those required for reading. 

Kay mentions three subtypes of dysgraphia (poorly legible text, motor clumsiness and defects in understanding of space).  While Deuel (1994) defines these subtypes are distinct, it seems as thought the subtypes often overlap in the diagnosis of dysgraphia.  I work with many students who demonstrate all three subtypes within their writing.  It is clear that the students with dysgraphia benefit from by-pass (or compensatory) strategies described in the article, such as shortening assignments or extending time for completion.  

A presentation about Dysgraphia