Day #10- Wednesday, July 16^th

I enjoyed using blackboard collaborate for this morning’s class. I found it relatively easy to use, and the procedures used throughout the course were easy to follow.  I like how this type of online collaboration allows for both verbal and written interactions.  This allows different types of learners to provide feedback using the mode that best suits their learning style (another example of UDL!).  In the first activity, we reviewed the use of PollEverywhere and shared different ways that students can show what they know. This was a good ice-breaker activity as it got us thinking about alternative means of demonstrating knowledge and understanding. Following this activity, we received a file transfer (another useful strategy embedded into blackboard collaborative) that contained 100 UDL apps.  While this includes many of the apps that we have already explored, I am anxious to experiment with others to determine which ones might be applicable in my current practice.

During the next task, we were asked to write a letter to the school board asking for ipads for our school.  Then, we attempted to put together a task analysis of the writing process by reflecting upon all of the processes that we used when writing the letter.  As mentioned in the discussion, the first thing that I noticed was how similar the reading and writing processes are, as in order to be an effective writer, one must have a solid understanding of the reading process.  Barb shared a comprehensive version of a brainstorm of the processes involved in writing. While I was able to follow the graphic organizer that was being reviewed, I found that processing all of the information involved at each stage was quite overwhelming. I have found it useful to look at the apps that are highlighted in orange on the organizer and work backward.  For instance, DraftBuilder, Inspiration and Kidspiration are included in the section that relates to a person’s prior knowledge and experience; this shows that a student may use these types of AT to organize their thinking and previous experiences around a topic in preparing to write.

The videos that we viewed during the class introduced several ideas about the physical processes involved in writing.  In the “Pencil Skills” video, I was surprised to learn how the control of the trunk of the body influences how we control the rest of our bodies. I like the strategies that were mentioned by the OT in this video, including the “Pencil Olympics”, and the “baton twirl”. I can see using some of these tips in the resource setting to encourage students to look at their own pencil grips and how they may be improved.

We were introduced to several apps that may be used by struggling writers. Here are some of my notes from this part of the class:

Inspiration:

-value for students who have too many ideas to organize

-can use as a template for students who need a sentence starter or visual prompt in writing process

-comes with many templates

-easy to use

-lite version is free, full version 9.99

-can use voice-to-text (siri) on iPad

-Popplet, kidspiration, imap- other apps for brainstorming

Tools 4 Students:

-contains pre-made templates to organize thoughts

-easy to use

-may use as a whole class or individually

Clicker Sentences

-students with motor output issues

-selection sets that are subject specific

-allows teacher to individualize for each student (adjust word order, etc)

-errorless writing, provides words for students to build sentences

-easy to make new sentences (click “Add”)

-can email product to the teacher

LearningGrids.com

-pre-made grids available for immediate use that can be used with Clicker Sentences

-able to adjust setting for individual sentences

Clicker Connect:

-similar to Clicker Sentences

-you can use pictures in the cell

-provide choices with picture support

Co-Writer: (19.99)

-go- to word prediction software and app

-click (+) and start typing in words, and it starts predicting the words that are being used

-topic dictionaries: contains words relating to subject, there are existing dictionaries in co-writer that the user can access

-you can develop topic dictionaries to suit the students

-can change the main dictionary that is used when student is writing

-when student puts period in, it will read the sentence aloud (an option on this app/ software)

Assistive Technology and Universal Design for Learning:  Two Sides of the Same Coin

The primary focus of this article was a comparison of AT and UDL.  I had assumed that AT was included within the UDL approach because providing environments that accommodate a variety of learners means utilizing AT within that framework. After reflecting on this reading, I can see how AT and UDL integratr to provide effective learning solutions for all students.  While technology is included within the UDL framework; more specifically, assistive technology is used to increase, improve or maintain the capabilities of individual students with disabilities.  I liked the example of the architecture that was given to illustrate the difference between the approaches. Altering the environment in the building to include ramps and elevators makes it more accessible to all users (UDL) while providing electronic wheel chairs, wheeled walkers and other supports for those with physical challenges addresses the individual needs of the user (AT). 

I can relate to the scenario where the student with the reading disability is having difficulty with their text-enriched history class.  In my experience as a resource teacher, I provide supports for students like the one mentioned in this scenario.  For example, he or she is having difficulty understanding concepts in their history class due to the amount of text presented as learning material, I assist the student learn the material, or provide he or she with tools to use to access the text that has been presented.  Some of the teachers at my school use UDL strategies, while others follow more traditional instructional strategies such as lecture and use of textbooks.  Time constraints and high volume of curriculum outcomes are often sighted for reasons that traditional methods are used in lieu of approaches that provide alternative representation of material.  The other resource teacher and I often work collaboratively with teachers whose students frequently receive support in Resource to implement strategies that are accessible to all students. 

 

AT	UDL
Specifically considered for an individual student	Makes the general education curriculum accessible to students with varying needs
Used by a student to meet the expectations of the general education curriculum	Used by all students with diverse learning needs
Monitored by special educators but also used by general education teachers	Implemented by general and special education teachers