Dyslexia and High School Post Shares Ideas

Melinda Pongrey had an article she wrote on LD OnLine, it was reprinted as a post on LD Live!with ideas for modifying tasks and incorporating learners that are dyslexic. The post really brought out that many of the instructions and commands that we would usually give students in a classroom can be impossible to a dyslexic student.
The Article, "LD Online: Dyslexia and High School", lists some teacher instructions that Melinda took notes on during a lesson. She notes why the directions were hard for the student and what the options are to reach the needs of the student. I found it very invaluable and plan to pass it on to teachers I work with.

All the best to you!
Lon

I will be taking Monday off on the blog for Labor Day weekend. For all our U.S. readers - have a good three-day weekend.



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Slow Down and Let Students Accommodate for Life!

Print Disabilities provide the pleasure of teaching the use of tools and strategies that will take students and carry them on past school years and build a foundation for life. If we slow down and allow kids time to learn to use these tools the way they would really like to use them, they will actually grab onto them and begin to self-accommodate. Here is my most recent "back to school" example:
I was in a high school meeting yesterday where we were designing our implementation strategy for modification and accommodation of content. The teachers have built blogs for content that are closed and secure for student access by password only. We had grand plans for amazing content and then someone stopped and commented:
"Maybe we need to wait on developing too much content and just spend the first part of fall quarter letting students spend time learning to use the text to speech tool, going to the page with all the hyperlinks to the teacher blogs for modified content, use the Mp3 download tool and save content to listen to. We need to give time for practice. We could give them some fun sample content that they could practice with."
Of course, no one could argue. We had all been discussing over-arching goals, tools to use, and content from Bookshare for specific students. These were good plans and necessary, but we had momentarily forgotten to slow down take a breath and allow ourselves to lay a foundation.
We decided that the number one goal was to help these students with print disabilities develop a life skill of being able to use these tools for things they would need to do like reading news, accessing web sites and filling in online forms, spelling correctly, etc.

If we give students opportunities to use a text to speech tool, convert to Mp3 tool, spell checkers and use the e-text files so they can read and explore content that motivates them, then maybe they will REALLY learn how to use these tools for the reasons we want them to have them anyway. Once they have got the implementation down, then we can add more content and develop our curriculum goals. What can it hurt to let them "play" with the technology for the first 3 weeks?
So we had our "Ah-ha moment" and relaxed. Now everyone is ready to explore, work on developing content, but not under so much pressure. When you implement new technology for the first time, folks can be stressed, nervous and fear failure. If the teachers feel that way, how about the students? Some students take to tech, but for many with print disabilities, the low stress plan will really pay off. We are taking that path this next month of September and I will let you know how it goes.

All the best to you!
Lon

No Limits 2 Learning Live will host Leanne McFoose, Developer of the InterACCT system for Dynavox next Wednesday at 10 a.m. Pacific. More details to come next week.



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Assistive Technology for the Alternative Education Classroom

Yesterday I was sharing with an alternative education team at a high school in our area about AT tools to support better reading and study skills. The teachers were the perfect fit for working with students that have been moved to an alternative program. The conversation kept me jumping as we moved quickly from question to question and idea to idea. We looked at putting the Natural Reader on the desktop for text to speech support and looked at the Premier Literacy tools through the free grant program (See yesterday's post if interested). There was lots of brainstorming, high-energy and interrupting as someone would have a thought or question.

What struck me after they left was how worn out I was. I had felt like I had just tried to keep my attention on three rings at once at the circus. Not that I am comparing the team to being like a circus - just the busy-ness and energy. Then I reflected on what they do every day doing their job in the classroom. They need to be high-energy teachers because they work with students that need that type of dynamic to keep them on task and motivated. I was told that one of the main teachers had been doing this for over 25 years, had actually retired and had come back to work with the program this year anyway. What does that tell you about committment to education and love for what you do?

I left that day knowing that there are some exciting things ahead as I get to work in their classroom a little, help implement some of the free tools we have been talking about and see how we can customize activities and units using them. I just need to make sure I have had my Red Bull drink beforehand! I salute all of you out there that invest in kids in these types of programs. I would encourage passing on the tools we have been discussing for alt ed programs. I think they could be a real lifeline for kids.

All the best to you!

Lon

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Free Guide for Assistive Technology is a Great Support from WATI

Considering AT is a Federal Mandate:

Did you know that assistive technology must be considered for every student on an IEP? This means that when teachers, specialists and family gather to discuss a student's IEP goals and how to meet them, assistive technology must be given time for discusion and collaboration. Oftentimes this gets overlooked because the members of the team are unfamiliar with assistive technology and don't know where to start.

Free Tools to Help:

The Wisconsin Assistive Technology Initiative (WATI) has a great guide to help in the discussion and consideration of AT for a student. The consideration guide gives you a checklist of low, mid and high tech options in AT under various curriculum areas and skills. It gives teachers and parents a place to start in research as well as information to make a beginning decision on what should happen next. Hopefully, by seeing ideas and tools off the checklist that could help support the IEP, the team would request further assistance from an assistive technology specialist.

You can download the WATI Assessment forms by going to their website linked above and on my Important Links page. Select the products link. On that page is a link to free materials. The document is "WATI Assessment forms -forms only". You can view them on a pdf file and print off what you want.

The WATI Consideration Guide:

Look for the Wati Consideration Guide and the accompanying 2 page checklist. There are also screening tools, data collection forms, AT ssessment trial sheets, etc. I will do another post on the law and requirements where I can give a little more detail. If you would like more information or have specific questions, feel free to contact me by comment or email.
WATI is a great resource!

All the best to you!

Lon

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OTAP is Oregon's Best Resource for Disabled Children

Oregon Technology Access Project

I want to tell you about some friends and colleagues of mine at OTAP. OTAP stands for the Oregon Technology Access Program. The program is sponsored by the Oregon Department of Education and is housed at the Douglas ESD in Roseburg, Oregon. It is run by some very committed and dedicated folks who work daily to support the needs of children. OTAP was started as a grant-funded enterprise to provide training and equipment to families, teachers, specialists and the disabled children they serve from birth to 21 years of age throughout the state. Eighteen years later, it has proven it's worth by providing quality services for the disabled child and those who support them.

A Resource for Equipment Loans:

I work with school districts, helping them find what equipment will work best to support IEP goals for their disabled students. My loan library at the Umatilla Morrow ESD can only loan equipment to schools with the cooperation of the Case managers and clinicians.

OTAP's services are for anyone. If you are a parent, you can go online directly and review equipment under categories and check out a device to try before a purchase. It is shipped to you and you must pay for the return shipping. A checkout lasts for 4 to 6 weeks.

My advice to parents is that you do some research online under the disorder you are dealing with and find out what types of AT are being used to support it. After you have done some research, you will be able to browse the catalog with a little more knowledge. If not, the equipment data base can seem rather overwhelming. The OTAP staff can help with general advice and steer you towards agencies that can help you.

If you want more information on the equipment catalog and check out, contact Kim Philpott at 541-440-4759; email:kim.philpott@douglasesd.k12.or.us

The OTAP link is HERE and will also remain on my Links that I Support list permanently as a very important resource. Please use it and check them out. Look for some future posts that spotlight the staff and information they have that might be helpful.

All the best to you!

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Classroom Suite 4 By Intellitools Released

New Version of Intellitools Classroom Suite Hits the Market

Version 4 is now available

I have been working on expanding the use of Intellitools Classroom Suite within our districts for the past year and a half. We are seeing great success in using the Classroom Suite activities with special needs students. The most popular feature has been to be able to edit templates and create our own content to meet IEP goals for students in curriculum areas.

Intellitools reaches out to the RTI marketplace
The most recent trend in education is to meet the NCLB goals by developing learning strategies that focus around Response to Intervention and Professional Learning Communities. These strategies are taking the United States by storm as more and more administrators are scrambling to meet the ever-increasing federal demands for higher percentages of student performance scores each year. Intellitools has tweaked the Classroom Suite software to reflect those trends in a streamlined customization feature.

Easier access to customized activities
Version 4 of Classroom Suite allows the teacher to use pull-down menu options to create the number of problems in an activity, the type of phonemic sound or skill, the word list to use, etc.
Once all the choices have been entered and the activity created, it can be saved in a student folder and used by the student. Scores are recorded in a report area and can be used for data collection and re-teaching/reinforcement if necessary.
I would highly recommend downloading the free 30 day trial. I think you will find that this software goes beyond the special needs applications and really does support remedial support for the elementary general education classroom. You can also see free online video demonstrations.
If you have a previous version of classroom suite purchased in August of 2007 or later, you can upgrade for a lower price. Parents: If your student is using this product at school you may qualify for a $99 home purchase. Contact Cambium Learning/Intellitools for more information.


I would love to hear your comments and opinions on this product. You can post comments to share.


All the best to you!

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Eating Pancakes

It is Saturday morning and it is time for pancakes.

My son is 5 and he wants a stack of pancakes. I just flipped a couple on his plate and he said, "I can cut them myself." He got out a plastic knife and fork and began to cut. He paused, "I can't really do it with two pancakes".


I finished cutting up his pancakes and he ate while I was sitting here preparing to post this morning. I knew there had to be a story and an analogy here somewhere. There are several things that come to mind so be amazed at how we can learn lessons from pancakes!

1. When it comes to pancake stacks, our eyes are always bigger than our stomachs. My son could only eat half the stack. When it comes to teaching and working with kids and what I want children to accomplish, I usually want them to digest more in one trial then they can handle. I am learning to break down my objectives into smaller chunks - like the chocolate post I wrote in December - so goals can be accomplished with success.


2. Instant isn't always best. In pancake mixes the "just add water type" usually are easy to make, but never taste as good as the "made from scratch" kind where you fluff egg whites to stir in, add real buttermilk, etc. How often do I choose the ready-made or simple tools instead of custom adapting materials or equipment to fit the exact needs of my students? I am learning to slow down and take the extra time for specific accommodations so the fit is better the first time around. This saves every ones time in the long run and the student ends up the winner!


3. If you get preoccupied, pancakes burn. How many times have I made my son the first pancake and then have poured the next into the hot pan - only to get caught up in his butter, syrup, cutting and puring milk - and then smell something starting to burn and find my pancake's first side is a chocolate brown? I get preoccupied at work and things can sit on the burner too long and start to burn. Sometimes this is pondering over an adaptive piece of equipment - like a bicycle light that needs a battery interrupter put in and a way to mount it on a chair with a switch for a student to use for a help beacon during the day. (That one is a story in itself I will save for another day!) I can stew in my mind over a project so it is perfect until it never gets put in place - or takes way too long. If we get side-tracked on the path of goals with kids - focusing on the small stuff can start the main stuff to "Burn in the pan". Let's try and stop getting caught up in that cycle.


4. Pancakes taste better when you add fun things to the batter. I like to add applesauce to my batter. Sometimes I add a really ripe banana, some vanilla and salt. I personally don't care for it, but some people like chocolate chips in theirs. My wife has a recipe for waffles that has part of a can of pumpkin, pumpkin pie seasoning and is very satisfying. In your teaching and adapting curriculum for students, try doing the same thing as you would do to pancakes. What in a lesson would be the equivalent to adding chopped walnuts to banana pancakes or chunks of peaches and pecans. The sky is the limit and I guarantee it will be a lot more fun!


5. When it comes to cutting stacks - kids can think they can, but need guidance to learn how. I was glad to see my son have the confidence to try and cut his own food. Do you know how long we have been cutting up his food into bite-size chunks? This was a landmark for me today! When he said he really couldn't do it with two pancakes, I should have helped him to do it. Instead, I took the utensils and did it for him. He had the confidence to try but I didn't do the follow-through. It was just faster to do it for him. When I am out in the schools I see a big issue that probably goes on all over the country. We have thousands of assistants employed to work with disabled children and they are doing everything for the student. They are well-meaning and motherly, but there are some tasks that students need to learn to do on their own even if it is a struggle to perform. If at all possible, these assistants need to help them "cut the stack of pancakes" instead of doing it for them because it is faster. I have been more aware that time is one commodity that the disabled have a lot of. Why not allow them to use it doing something for themselves - even if we have to endure watching it take 5 times as long as it would take us to do it.

O.k., I could go on, but I'll stop for now. I think you get the point. I hope you have a great three-day weekend as we approach Martin Luther King Jr Day on Monday. I hope you can take some time to analyze your work with children whether it is as a teacher, specialist or parent and find out where you are with these "pancake principles". And while you're at it, make up a crazy combination and share it with your family. Then share it with us!

All the best to you!

Lon

Image credit: http://www.kidsorganics.com/Breakfast%20for%20Champions.htm#pancake

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Using a Blog as a Community Builder

It is Friday and I am FINALLY getting a post in this week.

I have had a week where I have been all over the East Oregon Region working with special education specialists, case managers, speech pathologists, autism specialists, occupational therapists, etc.

I just have to say that I am probably one of the most blessed people on the planet to have the opportunity to work with such great people. I have heard their stories and seen the compassion in their eyes, I have listened to them try and come up with new solutions to access issues for kids in the classroom who have staggering challenges. All I can say is, "My hat goes off to you!"

I have been working in my spare time this week on methods to get my blog out into the mainstream more as a source of information and a place to network. I believe there are a lot of professionals, parents and adults with disabilities that could contribute in huge ways to conversations and thoughts I post. My goal is to be committed to post on a regular basis so I am consistent in sharing my day, thoughts, articles I discover new projects of interest, etc.

I am also committed to a new blog on another link, nolimits2life, that is on postitive and motivational principles and assistive technology to overcome disability. The blog is tailored more towards the personal, self-help, vocational and adult rehabilitation area rather than school children and disabilities that are the main focus of this site.

My goal is to have both blogs running so I can haveconversations that are more specific to each area. I also plan on linking to a site that will provide some free content, tutorials, how to's, etc. as well as products for purchase that teach on implementing concepts discussed on the blogs.

I am excited and also a little overwhelmed in the start up of this, but I believe it is a place to start in contributing to the community I am a part of in assistive technology and emotional support for the disabled.

Please go to my other blog and check it out.

http://nolimits2life.com/blog

Also, pass the word on to your friends and colleagues about these two blogs. Send them the links and ask them to contribute. I am excited to read and respond to comments and get stimulating discussion and networking going.

I envision a support network of folks that can share knowledge, experience and passion for all of us that participate. There are exciting things to come!

All the best to you,

Lon

Photo credit: http://www.suzylamplugh.org

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A Voice is On its' Way!

"Can you be at the East Oregonian office tomorrow morning at 9:30?" Carol asked over my voice mail. The SLP that coordinated and raised money so that Taylor would get a voice for Christmas (see the blog post "A Voice for Christmas") had called me the night before to go help her do an interview for the paper.

Yes, Taylor was getting his voice and yes, the Tango device had arrived in the mail. She had wrapped it with ribbons and a bow, and the plan was that this morning, Friday, December 21st, we were going to hold an interview for the paper and then go to Taylor's house with the reporter and photographer in-tow to get photos. (The article would be in either the issue Christmas Eve, or the day after Christmas - since there is no paper delivered on Christmas Day.)

I was excited to think that we were actually going to Taylor's house and that we were going to watch him open the greatest gift I could imagine being given to a boy this year. My Christmas spirit "richter scale" was registering a strong 8 or greater...major stuff!

I looked at my watch. It was 8:30 a.m. and I had several things to do in the office before I could leave. As I reached for my list, the phone rang.

"Hello, Lon? This is Ceci West from Blink Twice. I bet you weren't expecting to hear from me this morning!"

"No, I wasn't!" I said.

Ceci explained that she was the marketing director for Blink Twice, the company that makes the Tango. I had sent my blog story links to them several days before thinking the company would enjoy hearing the story.

"I had to get out my tissues while I read Tyler's story," said Ceci. "We wanted you to know that to sweeten the pot, we would like to give Tyler and his family a free, one-on-one webinar with our training and education specialist."

I felt the need to pinch myself. "This is great! Thank you so much!" I replied.

Ceci continued, "Richard, our president and founder read the blog entries too and just loved the story. I went in his office yesterday to tell him about it and he was already reading it."

"We are getting ready to go to Taylor's house and deliver the Tango here in a few minutes." I explained. "The SLP and I are meeting at the newspaper office first for an interview and then we are all going to the house."

"Well, Richard would love to give you a direct quote for the paper if you would like. I can connect you to him." offered Ceci.

I asked if I could call back once we were at the newspaper office and let the reporter get the quote. Ceci said that would be fine. We chatted for a few minutes more and then I was out the door.

At the newspaper office, I explained the new developments - the free training and the direct quote from the founder, Richard Ellenson.

The interview went well, and after we explained to the reporter how this amazing miracle had happened, we got out the phone and called Blink Twice. We were connected to Richard, who was genuinely excited and supportive. He shared that this story was making it a special Christmas for him too.

"Thank you for developing such a wonderful device that is making such a terrific Christmas for Taylor." I told him. "Let me turn you over to the reporter."

I handed the phone to her.

After a couple of minutes of writing notes, she said "Thank you," and then hung up.

"OK," said the reporter, "Richard told me that we were supposed to have a group hug. Since he can't be here, he said to share one and include him too!" We all huddled in a group hug and then got ready to head over to Taylor's house.

There will be pictures of Taylor opening his Tango under the tree, but in the meantime I will be sharing what happened that morning - after the article comes out in the paper and Christmas day has come.

I am so thrilled to have the honor to share this story with you and I hope you will continue to follow it as it unfolds. There is more to share, but this update has been enough for now! Get ready for some great pictures and the final story as Taylor finally gets his voice.

I am so thankful that I have seen that Christmas miracles really can and do still happen. I hope this is true for you too as you share with your family and friends over the next couple of days.

Merry Christmas!

Lon

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A Chance to Act

Taylor (I can use his real name now),

got to do his part in the school play.

I thought you might enjoy getting to see him

in action.

His teacher said that he was able to focus on the "acting" because
he didn't have to think about how to say the lines. This was a new thing for him to be able to really be a part of a play. He had his lines programmed in the Tango so he could press the buttons in order to say each line. This Tango was on loan and had to

be sent back the last day of school before Christmas break. It was a lot easier this time knowing one was coming soon that Taylor could keep!

You can see he has his Tango device on his lap tray. It has a little stand to sit on.

We are all proud and happy for you Taylor!

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Drawing on the Wall

Today I expanded on several weekly visits where I have been modifying the curriculum and working with 2 challenged students. One is Downs Syndrome and the other CVI. We connected Intellitools Classroom Suite to a Promethean Board. The Promethean Board is like a Smart Board but caters more specifically to education and the classroom with templates and all kinds of activities.

I worked with the SLP and special education specialist to design some writing, reading and dictating activities where the students could design a story and hear it read and watch it animated back to them. The CVI student enjoyed seeing things big where he could manipulate them. He used the wand that was callibrated to the board so he could draw, write letters and drag and drop manipulatives for math.

We had a good time playing with technology today and so did our kids!

Check out the Promethean Board. Check out the latest version of Classroom Suite by Intellitools. The two work great hand in hand!

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A Birthday Voice

Today a rare thing happened that will be a memory I will hold for the rest of my life. The event was so heart-warming and also so sad at the same time that I have to share it with you.

I have this device on loan from OTAP, our state assistive technology equipment loan center, called a "Tango". It is a long oval white digital computer communication talker with lime green lights and touch panels that slide through communication topics. It is very intuitive and children can naturally explore the cartoon topics and select one that branches to choices that surround that topic. It has a recorded childs voice stored for each message that is very warm and life-like. A student can even choose between angry, happy, whiney and tired voices!

I took this cool tool to an elementary school this morning to share with a couple of speech pathologists and a fourth grade student we'll call "Tyler".

Tyler is one of those kids that has a twinkle in his eye and a love of life in spite of his circumstances. He cannot pronounce many consonants and his oo-ah-oh sounding words are difficult to understand. He sits in a wheelchair much of the day and can walk with great difficulty. That doesn't stop him from going out on the playground and insisting on playing touch football with the other boys at recess. They are very kind to include him.

The first day I met Tyler - over a year ago, I brought him a binder with communication pages to start building so he could point to topics and choose things to communicate to others. He was thrilled and to this day demands his book when in speech sessions. He has added video games, family, activities, questions and a new page on friends.

I didn't know that his birthday was coming up this weekend. I arrived early and his speech path, Carol, told me they were excited to demo the Tango. Carol had told Tyler that there was a surprise coming for his birthday and that it was a person. "Is is it Lon?", he had asked.

So when Tyler came in this morning, he was very excited to see me. On the table lay this cool new "toy" that was potentially a new experience waiting for him...his voice.

"Whaaa iiis aaaat?" Tyler asked. His eyes were big as he touched it and let out an "ooh" sound.

We showed him how to choose topics and he eagerly pressed the take a turn button and listened to it say, "It's my turn now!" He grinned big.

Tyler is unique in that although he has physical limitations, his mind is totally sharp, clear and full of potential. There is so much going on in that mind of his...all the time.

"Would you like to be able to tell that to your friends when you want a turn?", I asked.

He nodded. His fingers began to explore some more.

Conversation topics under "Play Date" let him express "What do we do next?" or "Let me do it now".

After we took some pictures and recorded me telling him happy birthday, (yes, it lets you make new topic pictures and put sound to it -too cool!), I told him to surprise us and choose something he wanted us to hear and we wouldn't peek. He let me understand that I needed to move to the other side of the table to make sure I couldn't sneak a peek!

We sat watching as he smiled , touching panels and moving deeper into a topic to find just the right conversational message. I was amazed at how easily he found what he wanted to say. All of a sudden he grinned and looked at us as the Tango said, "Where are my presents?"

I was stunned. He had seen the cartoon birthday cake and party topic, selected it and moved through the sub topics to find presents as a question.

Carol's eyes teared up as she saw the excitement in his face while he held total control of his communication in his hands.

"Aaan I eep iit?" Tyler asked.

"No, we are just playing today to see if this was something you could use", I said.

He had a disappointed look, but seemed to understand.

He found the power-off button and set it down. Carol gave him a birthday post card and pencil. He read Carol's birthday message on the back of the card.

His assistant packed him up to go as he watched his new -found voice and friend get packed away at the same time.

As I said good-bye and watched him leave to go back to class, I couldn't help but be sad because he couldn't take his voice with him.

"Happy birthday Tyler. I wish the Tango could have been your birthday present. I wish you could have taken it home tonight to ask mom and family "Where are my presents?" or, "Thanks, mom. I love you."

A post-note: The principal saw the device today. After I left, the speech path went to the district office fired-up with the knowledge that she needed to go to bat for Tyler. You see the Tango costs about $7,000. There is not a way the district can justify that expense, but they agreed to contribute and look at a possible pilot program to use it with Tyler and assist in finding other contributors who could donate towards the purchase so Tyler can have his voice. If you are interested in contributing or rallying some organization that could contribute, let me know at my work email: lon.thornburg@umesd.k12.or.us and I will get you contact information as things develop. Maybe I can post a counter on this blog "A Voice for Tyler" and we can see what grows!

The Tango website has some remarkable streamed videos you can see on their home page by going to: http://www.blink-twice.com/

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There Are No Limits To Learning!

Have you ever felt like you were in the "Mystery Spot" while trying to learn something new?

Have y0u ever tried to teach something to someone who you just knew was in the "Mystery Spot"?

What is the Mystery Spot?

It is that place where we all live when we are insecure and confused, when we need someone to hold our hand and walk us out into familiar territory.

Turning a mystery spot into familiar territory defines learning. What happens when new territory becomes familiar? It broadens our boundaries and increases an abundance of knowledge, confidence, security and joy.

My job happens to be in assistive technology so I am leading students out of the mystery spot daily. Sometimes this means I have to walk into that spot with them and solve the mystery for them because they can't see, talk, move or think for themselves.

I often feel unsure of my ability to understand the situation. I am often in awe of the honor I have been given to step into this spot and help a child find their way. I believe in teamwork, so I am challenged and inspired knowing there are capable occupational and physical therapists, speech and language clinicians, autism, vision, hearing and early intervention specialists all there with me to sort out a situation.

So I take a child's hand and give them a voice, or if possible, some eyes or some ears. I invent a way for them to participate and interact in an educational activity that brightens an otherwise dreary day.

When I see a child make sense of the mystery and find some new familiarity around them, I breathe a silent prayer of gratitude. Today I pray for you. I pray that you experience overwhelming joy walking into some personally new, yet familiar territory. But I also pray that you get to experience the blessings that come from bringing someone else there too.

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