Using Learning Styles to Increase Effectiveness of AT

How do your students learn? Have you taken the time to analyze whether a student you are evaluating for AT is kinesthetic, auditory, tactile, visual, etc?
I was observing a student this week that has a cleft palette. He is a primary student learning phonics and sounding out words. As I watched the class drill sight words flashing on a screen, all reading out loud, this student had delayed response, listening to the class then trying to say the word. It didn't take long before he gave up and was looking around the room completely off task. Now I had sat with him all afternoon and saw that he was a hard worker and was able to focus and do good work - so he didn't have attention deficits. What I did see was a style of expressing mastery of a skill that was actually not his forte. In fact it was his main disability - pronunciation and expressive language. No wonder he gave up!
This prompted me to think about how I watched him learn skills and look at his learning style. After class I asked the teacher how he learns best, what his style of learning is. We discussed it and I challenged her to think of multiple modalities to express mastery and drill and practice. How will this student be able to be successful? If he can't say the word, is he missing a step in finalizing the process neurologically to build those neural pathways and connections? How can he " finalize the learning" in another modality so it seals the deal?
I would challenge you to look at learning styles, differentiated instruction, strategies for multiple intelligences, multi-sensory learning and apply AT that supports finalizing the learning so the concept becomes second nature.
Some resources can be explored at the CAST website where you can explore several self-paced modules that will help you think in this way.

All the best to you!
Lon

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Tools, Apps and Resources for TBI

There are so many tools and places to go online for help with traumatic brain injury. Below is a collection of websites, tools and apps to help support the TBI student.

Check out Papershow, which puts what you write on the screen AS you write. Very cool and according to Brian Friedlander's blog post about it was a BIG hit at MACWorld 2011 in SanFransisco.

Here is a website that has some great tools for families. There are some great videos on how to work through issues in IEP's and school meetings.
Brain Injury Partners: Navigating the School System

Print Disability Tools:

I have found a lot of great helps at CAST and through the AIM/NIMAS links below:
CAST has a new video UDL at a Glance, that explains Universal Design for Learning.

AIM Navigator will help you determine need, what electronic formats are needed, identify textbooks that are needed. There are great summary topics about accessible insttructional tools, what quesations to ask, etc. This is a good tool to use with a staff to line out what is needed, develop a materials list and a to do list for what comes next.

CAST UDL Book Builder is a free book designer program that utilizes Text Help and UDL elements. You can read books that have been built by others or create your own. It allows students to go in and read, take notes online and then save notes to the computer at the end.

CAST Strategy Tutor is a free download that goes on your internet browser toolbar. It gives tips and strategies on how to study at your fingertips when you are studying, doing research, etc.

The CAST Learning Tools area has other teacher support tools.

iPad/iTouch Apps:

I found a YouTube video from Michigan Engineering on a texting tool for the iPad that does auto scanning for texting and email using the on-screen keyboard. It is not available anywhere at this time but keep your eye out for it!


Shapewriter is a touch keyboard that allows you to slide your finger dot-to-dot style without having to lift your finger. I tried to download it and it said it was not available in the U.S. It didn't show up on the app store search either. Two friends have it so if you know how to get it let us know.

App list: You can google these or type them into the app search on iPad/Pod and find them most are free (F)=free - a few I paid for.

Speech/AAC:
Talking Tom (F)
Speak it!
Proloquo2go
Tap to Talk (F)

Study/organization/scheduling:
Dictate, by Dragon Naturally Speaking (F)
Search, by Dragon Naturally Speaking (F)
Dictionary! Auto fills words in list as you type to help spell. (F)
WordWeb Dictionary and Thesaurus, speaks words to help with spelling
iPlanin - visual scheduler (F)
Time Timer -
Class Organizer - has recording tool that syncs with notes and drawing pad, etextbook access and class scheduler homework to-do, etc. (under $10)
Text Expander - create abbreviations to auto fill with keyboard.
Mind Mapping - iThoughtsHD (9.99 and 7.99 versions)

Math:
Talkulator (talking calculator) (F)
Arithmetick (F)
Hot Potato: Algebra (F)
Balance - money tracker accounting app (F)
Dot to Dot Number Whiz lite (F)
Flash to Pass Math

AIM/ Talking Books:
Storykit (F)
Treasure Island by Flying Word
Speak it! - copy in text to read - great voices
iReader - copy in notes to read (F)

Brain/speed drills:
BrainReactor (F)
Buzzwire (F)
3D Brain (F) lights up, describes and shows sections of brain and turns 3D style

Writing:
Dropbox, free account for file space and storage (F)
Elements, for word processing documents - linked to Dropbox
Zen Tap, word predict tool (F)
Plain Text, free word processing tool (F)

Hope these give you some ideas!
Lon

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Assessing Formats for Accessible Instructional Materials, Part Two

Matching an AIM (Accessible Instructional Materials) format (See part one for format types) with students involves more than just locating a textbook title in etext or qualifying for eligibility to acquire NIMAS files. The correct software, type of reader, text to speech voice, method of access and visual settings for those with orthopedic or low vision issues all combine to make or break the implementation of the text in an alternative format.
In Oregon, we have the Talking Book and Braille Service for our Blind and low vision students. They usually access braille formats or listen through a Braillenote or computer. They use JAWS to navigate the computer and DAISY files that can be in a braille format (.brf).
OTAP, The Oregon Technology Access Program, has begun to develop a new state recognized media provider for accessing titles for those that are not blind - but either orthopedically impaired or having an organic brain dysfunction (See part one for more on eligibility and these conditions). As a teacher or parent gets past the eligibility piece and on into the accessing of materials, you have options of using Bookshare.org and state media providers that are recognized by NIMAC. There are other services that provide public domain texts in e formats such as Gutenberg.org and Lit2Go, etc.
As an assistive technology specialis, I am trying to develop a procedure which will help me streamline the process by which I work with teachers and IEP teams, so that we know what services we want to use for a student to access titles and what software and hardware will best serve the student to access and hear/see the text files.

What areas need to be considered in a Learning Media Assessment?
Below is a sample I have been brainstorming as a possible checklist for a Learning Media Assessment Form. It is a work in progress, but you can take it as it is and tweek it for your own use. I will hopefully have a finished and working document by the time school starts in September, and this is not an all-inclusive form - but it is a start. Let me know your thoughts and feedback. If you are familiar with the SETT method of AT Assessment, you will recognize those pieces in the sample below.

Learning Media Assessment Document
Student information:
Name:
School:
Classroom Teacher:

Case Manager:

Student Diagnosis:

Student Objectives? IEP Goals?:






Planning AIM:
1. Has the textbook and other materials been identified that need to be accessible? List below:





2. Who is the primary contact (your staff) for materials, converted files, etc.

3. What Authorized Users are being used? Bookshare ____; RFB & D ______; Other _______
____________________________;

4. In what settings will the student need text to be accessed? School ____; Home ____; Other _______________;

5. What are needs for implementation/staff training?


Media Assesment:
Check the type of media this student should use:

Audio (Mp3 file only) ___

Audio (DAISY) _____

Etext for large print only ____

Etext with reader _____



Format for etext: pdf ____; txt ____; html ____; BRF ____; DAISY _____; xml _____;

Software Tool used to read etext: K3000 _____; Read Outloud ____; DSpeech ____; TopOCR _____; Wynn _____; iTunes _____;


Hardware Tool: Classmate Reader _____; Mp3 device (i.e., ipod/Zune/Etc.) _____;

Optional readers for blind users (DAISY): AMIS _____; Victor Reader _____; Dolphin _____;ZoomTextPlus _____; JAWS _____;

Hardware Tool: Braillenote _____; PacMate ______;


This is all I have so far. Take this as a start and customize it to fit your needs.
I would suggest visiting the AIM consortium area on CAST and visiting the CAST site in general for more resources.
OTAP is working on a much more extensive set of info sheets and assessment pieces, designed by Gayl Bowser. Check the OTAP site this next fall to see when they will be accessible. Also, I am teaching 2 day classess in the Portland area in August for the Oregon Assistive Technology Summer Institute. College credit will be available through Portland State University. I will be teaching a day on free and low cost print disability tools, and a day on using Access Apps tools. Check here for registration and details. The venue is about an hour from the Oregon Coast as well.

All the best to you,

Lon



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Ask the Expert: Mp3 Interview with Dr. Joy Zabala on Copyright Issues and IDEA 2004

Dr. Joy Zabala is the pioneer innovator of the SETT process for evaluation and implementation of Assistive Technology. She is also the project manager for the AIM (Accessible Instructional Materials) Consortium for CAST. She shared her expertise on copyright and IDEA with me while at Closing the Gap. When you want advice from an expert she is definitely the "Go-to Gal". (The interview is at the bottom of the post)

We have been bouncing around some opinions on interpretation of copyright here on the blog lately, and I have been sharing methods to get printed text into accessible formats. We have discussed scanning and converting to Mp3, using text to speech readers, Mp3 players, purchased software from Premier Literacy and Kurzweil. We have even explored the new DAISY save as...in MS Word (this past summer). We have had the DAISY Consortium folks jump into the discussion and I have found it all to be educational, informative and challenging to my thinking. There are still gaps in my understanding and I wanted some clarification if at all possible to keep me away from potential legal land mines.

While I was at Closing the Gap in Minneapolis, I sat in on several sessions that addressed RTI, NIMAS, AIM and UDL. In these sessions, there were always questions about how copyright law impacts the implementations mandated under IDEA 2004. Dr. Joy Zabala had some good things to say about it. I asked her if she would sit down with me a few minutes and share some of her thoughts with us. She happily agreed - thank you Dr. Joy!

Even though we are still a long way from having all the lines drawn and grey areas defined about who qualifies in certain instances, who is a "competent professional" to make decisions on who has a legitimate print disability, and what constitutes "fair use for education" in adapting print materials, we do have some experts that can guide us on what we need to consider and how to go about setting legal guidelines at a state level. Dr. Zabala is one of these we can go to for some guidance.

I am proud and honored to present my interview with Dr. Joy on this topic. We intended to go about 10 or 15 minutes, but as we got to discussing the topic, it stretched out a little longer - almost 30 minutes! I think you will find some good advice and information on where we are in the process of implementing access for print disabilities right now.

The interview is linked below, and I have also posted the interview on my new No Limits 2 Learning Website main page and under "Archive" where I will be storing all my audio files for free access anytime.

Interview With Dr. Joy Zabala on Copyright Issues and IDEA 2004 Mp3 - recorded at Closing the Gap Conference, 2008


Resources:

Dr. Joy Zabala's Web site

AIM Consortium/CAST

I hope you enjoy the interview. All the best to you!


Lon




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Teaching Every Student with UDL Tools: A Process and Strategy for Implementation

I am at Closing the Gap in Minneapolis today. I will be collecting information and ideas to share with you. I am attending some sesssions on UDL and accessibility, so I will be giving you a summary of what I hear and some thoughts on it based on applications for AT in classrooms - especially as it fits within the parameters of what I do.
For today, I would encourage you to take a look at The E Text Version of "Teaching Every Student in the Digital Age: Universal Design for Learning" by David H. Rose & Anne Meyer.
This book is presented online by CAST: Teaching Every Student
There is so much to do to provide our students equal access. They are in desperate need of it. As I sat in a regional special ed administrators meeting this past week, I heard them talk about the RTI model and the issues surrounding the identifying of students for special education services. They were acknowledging that there were students that didn't qualify, but still had needs.
Sadly, I didn't feel at that moment that my sharing some UDL principles and getting them to see the idea of accessibility for ALL students as very productive.
Last month I showed them the Premier Literacy Grant and tools as well as some free print disability tools. One director is already on board and has applied and we are preparing for implementation. Next month I will be sharing our AT model and flow chart for identification, assessment and team implementation with these directors. We will also have an AAC company rep there to share. I think I am presenting them with some good tools, but it is obvious that they have too much pressing on them to focus on this issue and so it is up to me (and those of you that do what I do) to "roll up sleeves" and start going out and doing it. This will help expand the practice - not sitting in meetings and preaching about it.
I have said this before and I will say it again - I am all over going out and showing, supporting and modeling the components of print accessibility and UDL with teachers, getting them to use it and help students be able to do it. I am excited when I see the light come on and folks "get it". That is when I feel that my efforts pay off.
I think we have been able to esatablish that a need is there. Now we need to offer the answer and implement it effectively. If the results are effective, then we have a platform to expand.

All the best to you!
Lon



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