This week we read articles about early childhood education and using technology with those students. I have a great deal of experience in working in an early childhood setting. At the early childhood age, I feel that students are eager learners and want to get their hands on everything. Giving students a chance to use technology as a form of learning gives students a chance to become strong and passionate learners. Technology, more specifically assistive technology, can be used to individualize learning and make learning more interactive and fun. I have seen the positive effects of using technology with early childhood children and I know that using technology will create more advanced learners.
The article, Technology and Early Childhood Education, talks about using technology with children in a school setting. Studies have shown how using technology can benefit student learning. The article talked a lot about using technology to improve students' attitudes about learning. The key point of this article is using technology in a way that is appropriate for each student. The use of technology can help to improve verbal skills, cognitive skills, social skills, and academic skills if the tools are used appropriately and effectively. Teachers should acknowledge what types of technology devices would work best for each student. Whether that be computers, laptops, iPads, or another form of assistive technology. When the technology is appropriate for the students then the learning can be at an all time high.
The article, The Role of Technology in Early Childhood Programs, questioned whether educational technology is appropriate for young children or not. To answer this question, you must first ask yourself what are the needs of each student. Does your student need support with verbal skills, communication skills, or academic skills? In most cases, technology or assistive technology can be an appropriate choice for these students. Technology is much more than a tool for gaming or streaming the Internet. Technology allows students to express themselves in a way that feels right to them. Assistive technology can help a young three year old with autism to communicate and become more expressive of their needs. Assistive technology can give a student a chance to learn their colors and shapes in a way that makes senses to them. Technology individualizes learning for students of all ages and gives them a chance to learn with the most appropriate tools.
After reading the articles assigned for this week, I had a chance to really remember the importance of using technology in an early childhood setting. Sometimes we over look the importance of technology with early childhood students. It is important to remember that technology is a resource that has the opportunity to positively effect all student learning. As educators, we just have to remember to use the technology appropriately and in a way that benefits student learning.
Monday, March 30, 2015
Friday, March 27, 2015
Technology and Teaching English as a Second Language
This week we read about technology and English language learners. I have been in many different classrooms and have worked with students with many different backgrounds and learning needs but I have never had the opportunity to work with an English language learner. Through reading the articles for the week and watching the video, I had the chance to learn more about this program and how technology can be used as a teaching tool.
In the article, The Word and the World: Technology Aids English-Language Learners, there is a lot of information about different technological tools that can be used for English Language Learners (ELLs). The article mentioned using the programs, Read Naturally and Rosetta Stone. Both these programs can be used in and out of the classroom. These programs allow students to learn basic language skills that they use in social situations. The programs also help to increase academic vocabulary with these learners. The use of technology helps to create a more unique learning environment for ELLs and helps to capture the students' attention. Many of the students actually prefer to learn on technology devices rather than using pencil and paper. I found it interesting how the number of ELLs is rapidly growing and will eventually consume about one third of the student population. Since ELLs are becoming more of a majority it is important to have the proper tools and resources available for them to use.
The article, Technology Enhanced Instruction for English as a Second Language and Bilingual Learners, talks about a program called Computer Assisted Language Learning (CALL). This program uses technology to enhance basic lessons and make them more individualized for ELLs. The program also uses technology that provides learning tools and rich content. This form of assistive technology allows teachers and students to collaborate cross-culturally, share information and knowledge, use multi-media texts, and become proficient with the new and current technology. The CALL program utilizes assistive technology and develops tools that will help ELLs in and out of school.
The video on, Teaching English to Speakers of Other Languages, opened my eyes to all that is involved with this program and teaching English Language Leaners. These teachers must feel confident with their tools and training to teacher ELLs. There are so many different tools and technology resources available for teachers and ELLs.
The readings this week have taught me a lot about English Language Leaners and how important it is to have the most appropriate resources and technology tools available to teach effectively. Using assistive technology with ELLs means incorporating these programs and any form of translation device or word processing tool. I hope to learn about more technology tools for ELLs and have a chance to use them in the future.
In the article, The Word and the World: Technology Aids English-Language Learners, there is a lot of information about different technological tools that can be used for English Language Learners (ELLs). The article mentioned using the programs, Read Naturally and Rosetta Stone. Both these programs can be used in and out of the classroom. These programs allow students to learn basic language skills that they use in social situations. The programs also help to increase academic vocabulary with these learners. The use of technology helps to create a more unique learning environment for ELLs and helps to capture the students' attention. Many of the students actually prefer to learn on technology devices rather than using pencil and paper. I found it interesting how the number of ELLs is rapidly growing and will eventually consume about one third of the student population. Since ELLs are becoming more of a majority it is important to have the proper tools and resources available for them to use.
The article, Technology Enhanced Instruction for English as a Second Language and Bilingual Learners, talks about a program called Computer Assisted Language Learning (CALL). This program uses technology to enhance basic lessons and make them more individualized for ELLs. The program also uses technology that provides learning tools and rich content. This form of assistive technology allows teachers and students to collaborate cross-culturally, share information and knowledge, use multi-media texts, and become proficient with the new and current technology. The CALL program utilizes assistive technology and develops tools that will help ELLs in and out of school.
The video on, Teaching English to Speakers of Other Languages, opened my eyes to all that is involved with this program and teaching English Language Leaners. These teachers must feel confident with their tools and training to teacher ELLs. There are so many different tools and technology resources available for teachers and ELLs.
The readings this week have taught me a lot about English Language Leaners and how important it is to have the most appropriate resources and technology tools available to teach effectively. Using assistive technology with ELLs means incorporating these programs and any form of translation device or word processing tool. I hope to learn about more technology tools for ELLs and have a chance to use them in the future.
Friday, March 20, 2015
Technology and Emotional Behavioral Disorders
This week we read about emotional and behavioral disorders. I have worked with many students who have an emotional behavioral disorder. After reading through the characteristics of this disorder, I found most of them to be true. Emotional behavioral disorders are difficult because they can stem from a variety of causes. I have seen students with emotional behavioral disorders and one factor that can affect their school performance is if a trigger occurs. This trigger can set off the student and potentially ruin their entire school day. One way to deal with this disorder is buy finding tools that help the student to maintain a positive attitude throughout the day and escape from the triggers. Some of these tools can include assistive technology devices.
I thought the Emotional or Behavioral Disorders sildeshare created a solid foundation when first learning about the disorder. The article on Emotional Behavioral Disorders, gave education recommendations that I am familiar with and have used in the past. It is important to observe the behaviors and triggers to find the best tools and an effective plan. Emotional and behavioral disorders can alter a student's performance but as educators we need to find and use the best tools that will help the student learn and succeed in the classroom and in life. Using assistive technology devices can help to ensure that the student is performing at an appropriate level and is learning in the most suitable environment with the best tools at hand.
The article, Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology, talks a lot about the different assistive technology devices that students with a behavioral disorder can use. I have personally used the stopwatches and computer devices. The stop watches are a great tool because this allows the student to take a break from what they are doing and monitor the time they have. The computer devices allows the student to communicate in a different way when necessary, take a break from their triggers, and manage their classroom behaviors. There are many more assistive technology tools and resources in this article that I hope to use in my own classroom. Every student is different and each of these tools will work differently with each student.
I thought the Emotional or Behavioral Disorders sildeshare created a solid foundation when first learning about the disorder. The article on Emotional Behavioral Disorders, gave education recommendations that I am familiar with and have used in the past. It is important to observe the behaviors and triggers to find the best tools and an effective plan. Emotional and behavioral disorders can alter a student's performance but as educators we need to find and use the best tools that will help the student learn and succeed in the classroom and in life. Using assistive technology devices can help to ensure that the student is performing at an appropriate level and is learning in the most suitable environment with the best tools at hand.
The article, Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology, talks a lot about the different assistive technology devices that students with a behavioral disorder can use. I have personally used the stopwatches and computer devices. The stop watches are a great tool because this allows the student to take a break from what they are doing and monitor the time they have. The computer devices allows the student to communicate in a different way when necessary, take a break from their triggers, and manage their classroom behaviors. There are many more assistive technology tools and resources in this article that I hope to use in my own classroom. Every student is different and each of these tools will work differently with each student.
Sunday, March 8, 2015
Technology and Funding
This week we took a look at technology and the funding that is needed to acquire assistive technology. Working in a school that uses all types of assistive technology, I see how difficult it can be to maintain the technology and to constantly update to the newest and most current assistive technology. Some devices may become out dated and less efficient, and therefore useless to the student. This is where funding can comes into play. Schools need funding to be able to provide the most appropriate assistive technology devices for their students. I have seen how difficult it can be to receive adequate funding and how much work it takes to get the funding. The articles we read this week talked a lot about the laws that come into play for technology and how to get appropriate funding to fulfill all the technology needs in a student's IEP.
The article, Funding Assistive Technology, describes funding and the ways to obtain funding for students with learning disabilities. According to the Individuals with Disabilities Education Act (IDEA), school districts must provide assistive technology for students who have assistive technology devices in their IEP. It is the school districts responsibility to provide the technology and get what ever funding is needed. The difficulty with funding is finding appropriate funding and ensuring that their is no cost to the parents. Funding can be difficult to come by because not all funding sources will approve the technology or approve the newest technology.
The article, Building an Initial Information Base, goes into detail talking about developing an appropriate educational plan for a student. Once the IEP is written up and evaluated, the assistive technology should then be considered. Under the IDEA, assistive technology must be provided if it is within the education plan of the student. This means finding the necessary funding to make this possible. Free and Appropriate Public Education (FAPE) talks about how assistive technology should always be considered when writing a student's IEP. Students should be provided with all of the resources and tools they need to be successful in school. This improves the "functional levels" of a student who has a disability.
The last article, Assistive and Universally Designed Technology, discusses "technology making things possible." For some students technology plays a vital role in their education and in their daily form of communication. Without this technology, school would be more difficult then it needs to be. Technology allows people with learning disabilities to live life in anyway they choose and to complete tasks they may have thought were impossible. The key to living a "possible" life is by getting the proper funding to make the technology readily available for anyone who needs it. This is done through funding. This article gave suggestions on how to receive funding and how to work around getting denied. There is always funding out there and as educators, we must advocate for our students to ensure that they are getting the assistive technology they need.
I found the readings this week to be very informative. I learned about a lot of great resources to use when trying to obtain funding for assistive technology. Technology is a key resource to learning for a student with a learning disability and an IEP. By advocating for our students, we can ensure that they receive the technology devices they need and ensure that the funding is being fought for.
The article, Funding Assistive Technology, describes funding and the ways to obtain funding for students with learning disabilities. According to the Individuals with Disabilities Education Act (IDEA), school districts must provide assistive technology for students who have assistive technology devices in their IEP. It is the school districts responsibility to provide the technology and get what ever funding is needed. The difficulty with funding is finding appropriate funding and ensuring that their is no cost to the parents. Funding can be difficult to come by because not all funding sources will approve the technology or approve the newest technology.
The article, Building an Initial Information Base, goes into detail talking about developing an appropriate educational plan for a student. Once the IEP is written up and evaluated, the assistive technology should then be considered. Under the IDEA, assistive technology must be provided if it is within the education plan of the student. This means finding the necessary funding to make this possible. Free and Appropriate Public Education (FAPE) talks about how assistive technology should always be considered when writing a student's IEP. Students should be provided with all of the resources and tools they need to be successful in school. This improves the "functional levels" of a student who has a disability.
The last article, Assistive and Universally Designed Technology, discusses "technology making things possible." For some students technology plays a vital role in their education and in their daily form of communication. Without this technology, school would be more difficult then it needs to be. Technology allows people with learning disabilities to live life in anyway they choose and to complete tasks they may have thought were impossible. The key to living a "possible" life is by getting the proper funding to make the technology readily available for anyone who needs it. This is done through funding. This article gave suggestions on how to receive funding and how to work around getting denied. There is always funding out there and as educators, we must advocate for our students to ensure that they are getting the assistive technology they need.
I found the readings this week to be very informative. I learned about a lot of great resources to use when trying to obtain funding for assistive technology. Technology is a key resource to learning for a student with a learning disability and an IEP. By advocating for our students, we can ensure that they receive the technology devices they need and ensure that the funding is being fought for.
Friday, February 27, 2015
Technology and the Law
This week we read about the laws and rights to assistive technology for children. Children are entitled to appropriate services and assistive technology devices. These laws are constantly being updated and revised, so it is important that educators and parents are aware of the laws that are in place. This ensures that all children are receiving the assistive technology devices they need.
Education acts and rights have changed greatly over the years, especially for children with disabilities. These acts ensure that every child has an appropriate education and is provided with the assistive technology devices that are needed.
In the Assistive Technology Laws article there are a few laws that stood out to me. The first law is the Individuals with Disabilities Education Act (IDEA). This act ensures that every child receives free and appropriate public education. More specifically, meeting all of their special education needs. The IDEA allows every child to get the opportunity to be evaluated for assistive technology, if that is the type of service they need. This gives children the chance to learn and work in the best environment for them with the most appropriate resources. Another law that stood out to me is the Assistive Technology Act of 1998. This act gives educators and families a chance to learn about assistive technology, attend programs, have guidance when looking into assistive technology, and find loans when needed to purchase the technology. The Assistive Technology Act is important because it provides crucial services for educators and families who are in need of assistive technology.
The article Assistive Technology Legislation, talks about the specific acts where assistive technology is noted and discussed. The IDEA and the Assistive Technology Act both acknowledge that technology is a vital tool for children with disabilities. Also, that assistive technology should be provided as a part of a child's special education services. This legislation talks in-depth about the importance of assistive technology and the laws that must be followed to ensure fair and equal education for all students.
As an educator, I feel that it is important for all educators and families to be aware of the current legislation for students with disabilities and more specifically, the assistive technology that can be received. Assistive technology is a great learning resource for children with disabilities and should be integrated and used in their specific education plan whenever possible. These acts help to ensure that every child receives the most appropriate education and assistive technology device.
Education acts and rights have changed greatly over the years, especially for children with disabilities. These acts ensure that every child has an appropriate education and is provided with the assistive technology devices that are needed.
In the Assistive Technology Laws article there are a few laws that stood out to me. The first law is the Individuals with Disabilities Education Act (IDEA). This act ensures that every child receives free and appropriate public education. More specifically, meeting all of their special education needs. The IDEA allows every child to get the opportunity to be evaluated for assistive technology, if that is the type of service they need. This gives children the chance to learn and work in the best environment for them with the most appropriate resources. Another law that stood out to me is the Assistive Technology Act of 1998. This act gives educators and families a chance to learn about assistive technology, attend programs, have guidance when looking into assistive technology, and find loans when needed to purchase the technology. The Assistive Technology Act is important because it provides crucial services for educators and families who are in need of assistive technology.
The article Assistive Technology Legislation, talks about the specific acts where assistive technology is noted and discussed. The IDEA and the Assistive Technology Act both acknowledge that technology is a vital tool for children with disabilities. Also, that assistive technology should be provided as a part of a child's special education services. This legislation talks in-depth about the importance of assistive technology and the laws that must be followed to ensure fair and equal education for all students.
As an educator, I feel that it is important for all educators and families to be aware of the current legislation for students with disabilities and more specifically, the assistive technology that can be received. Assistive technology is a great learning resource for children with disabilities and should be integrated and used in their specific education plan whenever possible. These acts help to ensure that every child receives the most appropriate education and assistive technology device.
Thursday, February 19, 2015
Technology for Sensory Impairments
This week we read about sensory impairments, more specifically visual impairments. I had the chance to read through some articles and visit a simulator. The simulator allowed me to take a look through someone else's eyes and see what they see. I do not have much experience working with students with a visual impairment but after reading all these detailed articles, I now have a new and better understanding of this impairment. I also have resources and assistive technology to support these students.
The Low Vision Simulation Activity site, gave me an opportunity to look through someone else's eyes and take a chance to realize that everything is seen differently from every person. The most important detail I took away from this site is that even people with the same diagnosis do not see the same. A specific diagnosis does not mean you will see in one particular way. Every person will have different abilities and different needs. It is important to understand the person and find out what the best tools are to help them. I found the simulators to be eye opening and surprising. I never really considered the different levels of vision. Having glasses, I always knew that wearing them would help but in some cases there is more support needed. This simulator definitely gave me a new perspective on low vision and how providing the right resources to students is important.
The Microsoft Accessibility: Guide for Individuals with Vision Impairments, is a resource that I did not know existed. I always knew you could magnify the screen but I did not know about all the other tools they provide. Some of the most beneficial tools for the classroom that I read about are; enlarge text, magnify the screen, and hear the text read aloud. Each of these tools would benefit a child with low vision and give them a chance to work independently on the computer. I have used the magnify screen tool with students in the past and it allows them to feel more comfortable when using technology. This guide is a great resource for educators who do not know this product is available.
The article, Working Together: Computers and People with Sensory Impairments, talked a lot about the assistive technology that is available for people with a sensory impairment. Many of these resources can be accessed by educators for students to use. There are programs that adjust screen colors, have screen enlargement software, have speech and braille out put systems, and offer voice over technology. I have never used many of these programs but would implement them in my classroom as a form of assistive technology. These tools would allow my student to grow as learners and complete classroom assignments more independently. Educators just need to be aware of the resources that are available, even if it is as simple as enlarging the text for the student.
Using an iPad as a form of assistive technology is very common. A student who has an iPad my use it as a form of communication to express wants and needs. They also may use it to complete classwork and follow a schedule in school. Knowing how to manipulate the iPad so that the student is getting full benefit from it is important. That is where the article, Settings for iPad Accessibility Features for Blind and Low Vision Students, comes in handy. This article provides so many ways to alter and get full use out of the iPad. I learned how to input braille options and even change the buttons to make them more visually pleasing. I use iPads daily with my students and now I have many resources and tools to give them the most success when learning.
After watching the webinar on Assistive Technology Ideas for Students with Multiple Disabilities and Visual Impairments, I had the chance to find out about more current assistive technology that is being used. A big resource that is being used is tactile and picture symbols. This allows students to touch and feel the symbol to know what is happening or what is next. Another major resource that was discussed is the iPad. I discovered many new apps to use in my classroom including literary apps and communication apps. Assistive technology is very important when talking about sensory impairments. Even the most simple form of assistive technology gives students a chance to communicate and learn with more confidence.
The Low Vision Simulation Activity site, gave me an opportunity to look through someone else's eyes and take a chance to realize that everything is seen differently from every person. The most important detail I took away from this site is that even people with the same diagnosis do not see the same. A specific diagnosis does not mean you will see in one particular way. Every person will have different abilities and different needs. It is important to understand the person and find out what the best tools are to help them. I found the simulators to be eye opening and surprising. I never really considered the different levels of vision. Having glasses, I always knew that wearing them would help but in some cases there is more support needed. This simulator definitely gave me a new perspective on low vision and how providing the right resources to students is important.
The Microsoft Accessibility: Guide for Individuals with Vision Impairments, is a resource that I did not know existed. I always knew you could magnify the screen but I did not know about all the other tools they provide. Some of the most beneficial tools for the classroom that I read about are; enlarge text, magnify the screen, and hear the text read aloud. Each of these tools would benefit a child with low vision and give them a chance to work independently on the computer. I have used the magnify screen tool with students in the past and it allows them to feel more comfortable when using technology. This guide is a great resource for educators who do not know this product is available.
The article, Working Together: Computers and People with Sensory Impairments, talked a lot about the assistive technology that is available for people with a sensory impairment. Many of these resources can be accessed by educators for students to use. There are programs that adjust screen colors, have screen enlargement software, have speech and braille out put systems, and offer voice over technology. I have never used many of these programs but would implement them in my classroom as a form of assistive technology. These tools would allow my student to grow as learners and complete classroom assignments more independently. Educators just need to be aware of the resources that are available, even if it is as simple as enlarging the text for the student.
Using an iPad as a form of assistive technology is very common. A student who has an iPad my use it as a form of communication to express wants and needs. They also may use it to complete classwork and follow a schedule in school. Knowing how to manipulate the iPad so that the student is getting full benefit from it is important. That is where the article, Settings for iPad Accessibility Features for Blind and Low Vision Students, comes in handy. This article provides so many ways to alter and get full use out of the iPad. I learned how to input braille options and even change the buttons to make them more visually pleasing. I use iPads daily with my students and now I have many resources and tools to give them the most success when learning.
After watching the webinar on Assistive Technology Ideas for Students with Multiple Disabilities and Visual Impairments, I had the chance to find out about more current assistive technology that is being used. A big resource that is being used is tactile and picture symbols. This allows students to touch and feel the symbol to know what is happening or what is next. Another major resource that was discussed is the iPad. I discovered many new apps to use in my classroom including literary apps and communication apps. Assistive technology is very important when talking about sensory impairments. Even the most simple form of assistive technology gives students a chance to communicate and learn with more confidence.
Saturday, February 14, 2015
Technology for Gifted and Talented Students
This week I had the chance to read current articles about technology for gifted and talented students. There are so many resources and technology programs available for these students to enhance and advance their learning. I found these articles to be informative because I have never worked with students who are gifted or talented. Both articles mention the benefit of using assistive technology as a supplemental resource for students who are gifted and talented with a learning disability.
The first article, Creating a Virtual Learning Environment for Gifted and Talented Learners, gave crucial information about using virtual learning environments for gifted students. Virtual learning environments allow teachers to provide advanced content to gifted and talented students. The students are given a chance to learn higher level curriculum and expand their knowledge. Students can work on individual assignments and projects. This way the students continue to be challenged. Using virtual learning environments also provides the chance for students to use assistive technology in the classroom. For a student with a hearing impairment, they can see the words directly on the screen and use a head set to amplify the sound. For a student with low vision, the text can be enlarged on the screen or on the keyboard and the text can even be read to them. Using virtual learning environments allows students to be challenged and to meet the needs of their disability, if one is present. One resource I discovered through reading this article was AbilityHub. This site offers information about assistive technology in general and using it in the classroom. A resource like this would benefit my students learning because it offers current information about assistive technology that they can use.
The second article, A Guidebook for Twice Exceptional Students, talks about finding out exactly what the student needs and providing the resources to make that student successful. Being gifted and talented with a learning disability looks different for every student. This means that one form of learning will not work for every student. Differentiated instruction is key and will allow each student to learn in a way that is best for them. The article discusses the importance of student discovery, student choices, and real life hands on experiences. This allows the student and teacher to realize and understand the best way the student learns and how to create the best program for the student. Most programs utilize assistive technology to provide support when learning. Providing guidance and support in the students' areas of strength is one of the most important pieces I took away from this article. Also, accommodating the student in an appropriate and active way is key when working with a gifted and talented student.
Both articles took the time to talk about the assistive technology that is available and provide information about the technology. Assistive technology can mean any resource that helps students learn and adapt to the learning environment. This technology will help each student to reach their maximum potential and realize that a learning disability is just something that makes them unique not something that is standing in their way.
The first article, Creating a Virtual Learning Environment for Gifted and Talented Learners, gave crucial information about using virtual learning environments for gifted students. Virtual learning environments allow teachers to provide advanced content to gifted and talented students. The students are given a chance to learn higher level curriculum and expand their knowledge. Students can work on individual assignments and projects. This way the students continue to be challenged. Using virtual learning environments also provides the chance for students to use assistive technology in the classroom. For a student with a hearing impairment, they can see the words directly on the screen and use a head set to amplify the sound. For a student with low vision, the text can be enlarged on the screen or on the keyboard and the text can even be read to them. Using virtual learning environments allows students to be challenged and to meet the needs of their disability, if one is present. One resource I discovered through reading this article was AbilityHub. This site offers information about assistive technology in general and using it in the classroom. A resource like this would benefit my students learning because it offers current information about assistive technology that they can use.
The second article, A Guidebook for Twice Exceptional Students, talks about finding out exactly what the student needs and providing the resources to make that student successful. Being gifted and talented with a learning disability looks different for every student. This means that one form of learning will not work for every student. Differentiated instruction is key and will allow each student to learn in a way that is best for them. The article discusses the importance of student discovery, student choices, and real life hands on experiences. This allows the student and teacher to realize and understand the best way the student learns and how to create the best program for the student. Most programs utilize assistive technology to provide support when learning. Providing guidance and support in the students' areas of strength is one of the most important pieces I took away from this article. Also, accommodating the student in an appropriate and active way is key when working with a gifted and talented student.
Both articles took the time to talk about the assistive technology that is available and provide information about the technology. Assistive technology can mean any resource that helps students learn and adapt to the learning environment. This technology will help each student to reach their maximum potential and realize that a learning disability is just something that makes them unique not something that is standing in their way.
Thursday, February 5, 2015
Technology and Communication Impairments
This week we took a look at assistive technology devices that can be used for people who my have a hearing, speech, voice, or language impairment. The National Institute on Deafness and Other Communication Disorders website along with The American Speech Language Hearing Association website, gives a generous amount of information on assistive technology and the devices that are available. I found these websites to answer many of the questions I had and to explain assistive technology is fuller detail.
Working in a school, I have seen many of these impairments and have had a chance to use some of the assistive technology devices. I know personally what a supplement the technology is to student learning, especially when it comes to communicating wants and needs. The assistive technology allows the students to express their emotions more clearly and to communicate more comfortably and confidently.
The National Institute on Deafness and Other Communication Disorders website talks about the different types of assistive devices that are available and further explains the listening devices, alerting devices, and communication devices. I have used the FM system and amplifier in the classroom before with great success. These systems allow students to hear more clearly and participate effectively in group activities. I like how the website noted that there is always research being conducted to improve assistive technology devices and to ensure that they are always working effectively.
The American Speech Language Hearing Association website describes specific situations where a person with a hearing impairment may have a hard time hearing other people. I found these situations to be interesting because it is hard to remember to think about the level in which we speak and if everyone who needs to hear us can hear us. As a teacher, in most situations we just talk at one level but not every student may be able to hear that. It is important to remember to adjust the way we speak when we are closer to students and further away from students, as well as giving processing time. In my experience in the classroom, I have worked with a few students with hearing impairments and saw how effectively the assistive technology devices help these students to hear the lesson and to hear everything that they should be hearing.
Any type of hearing or communication impairment may make learning and communicating more difficult but that does not have to be the case when there is assistive technology devices available. Many of the devices are simple and easy to use. The outcome of using these devices is more productive teaching and learning.
Working in a school, I have seen many of these impairments and have had a chance to use some of the assistive technology devices. I know personally what a supplement the technology is to student learning, especially when it comes to communicating wants and needs. The assistive technology allows the students to express their emotions more clearly and to communicate more comfortably and confidently.
The National Institute on Deafness and Other Communication Disorders website talks about the different types of assistive devices that are available and further explains the listening devices, alerting devices, and communication devices. I have used the FM system and amplifier in the classroom before with great success. These systems allow students to hear more clearly and participate effectively in group activities. I like how the website noted that there is always research being conducted to improve assistive technology devices and to ensure that they are always working effectively.
The American Speech Language Hearing Association website describes specific situations where a person with a hearing impairment may have a hard time hearing other people. I found these situations to be interesting because it is hard to remember to think about the level in which we speak and if everyone who needs to hear us can hear us. As a teacher, in most situations we just talk at one level but not every student may be able to hear that. It is important to remember to adjust the way we speak when we are closer to students and further away from students, as well as giving processing time. In my experience in the classroom, I have worked with a few students with hearing impairments and saw how effectively the assistive technology devices help these students to hear the lesson and to hear everything that they should be hearing.
Any type of hearing or communication impairment may make learning and communicating more difficult but that does not have to be the case when there is assistive technology devices available. Many of the devices are simple and easy to use. The outcome of using these devices is more productive teaching and learning.
Thursday, January 29, 2015
Technology and Autism
This week we took a look at articles and webcasts about Autism and technology. Each article and webcast helped to describe autism and explain how technology is such a great supplemental resource for students who have autism. Since I work with students who have autism, I was able to relate to the use of some of the assistive technology and connect to the stories that were shared. Here are some of my thoughts on the webcast and articles.
I am the Master of My Emotions webcast, talked about emotions of a typical child and the emotions of a child with autism. The webcast went into great detail about the common signs of emotion and how that differs between children. A typical child will express emotions through verbal behaviors, language, gestures, and facial expressions. This allows us to know how a child is feeling periodically throughout the day and it gives us a chance to respond back. A child with autism does not express emotions in the same way. In many cases, a child with autism will have no significant change in facial expression or have any facial expression at all. The lack of facial expressions can then prevent us from responding or telling them how they are feeling. That means the children are not necessarily learning about feelings and cannot generalize how they feel.
In the webcast, they used the example of ice cream. With a typical child we will see them enjoying ice cream with a big smile on their face and respond with "Isn't that ice cream good? You like that ice cream." With a child with autism, we might see them eating the ice cream but have no facial expression and no response from us. We judge facial expressions to see how children are feeling. Children with autism do not always show how they are feeling with facial expressions. "If we do not label emotions, they cannot learn to label them later on."
As teachers, we have to remember to recognize all types of children and give them all an opportunity to learn. This means responding to everything a child does and ensure that we are teaching emotions. We need to remember to model what they are feeling not what we are feeling. Teachers need to teach lessons when appropriate and tell them what they are feeling and then have them repeat it back. This gives children a chance to learn about how they are feeling and know when it is appropriate to express that feeling. It is also important to give a contrasting feeling. This gives children a chance to figure out other emotions they may be feeling.
I have experienced situations similar to this in the past. When a child uses PECS and uses the cues "I feel happy" they may not look happy or seem happy. It is important to teach the children what being happy means and in what situations you might feel that way. One way to help with teaching emotions and expressing emotions is by using assistive technology. Children can use iPads and applications to share how they are feeling and express their needs and wants. I found this webcast to be full of information and allowed me to look at emotions and autism in a different way.
Technology Helps Children Deal with Autism in School by Janice Youngwith, discusses the forms of technology used by children with autism. The technology can range from an iPad to an iTouch to a PECS book. A main way the technology is used is as a form of communication. This creates more advanced communication at school and at home. Students have a chance to learn about "social skills and emotions of the people around them." The technology gives students a chance to connect to the world around them and become more comfortable with communicating with others.
I thought this article helped to describe all the great technology that is out there for students with autism. There are many cheap resources that students and teachers can use to help children communicate. Assistive technology gives students a chance to check their schedule, plan for the day, express emotion, and communicate with peers, teachers, and family. Autism is complex but with the proper technology resources and tools, students can feel more comfortable and confident in the classroom. I have seen how well iPads help students communicate and how they are able to express emotions much easier. I think that iPads and the apps that are available are a great supplement to student learning.
Technology and Autism, talked about technology and how it can improve the quality of life in children with autism. They take a look into different applications that have helped their children to communicate more effectively. One application that stood out to me was the Tap to Talk app. This app can be used in many different languages and can be used by children and adults. The application provides picture symbols and words that can be tapped and then read aloud. This gives children with autism a new form of communication that may be helpful to them with self expression. Children are now given a resource that allows them to communicate more effectively at home and at school.
I liked how this website gave real life examples of technology resources and apps that children with autism can use. There are so many success stories from the application users and that just goes to show how technology is such a well developed resource and can really help improve the quality of life.
In my classroom, I have used the Sono Flex app which allows students to communicate through picture symbols and words. This app allows you to add new picture symbols and words and build phrases and sentences. I feel that this app helps students to feel more comfortable communicating and expressing their wants and needs. I plan to look into more apps and technology resources that are available for students with autism and other learning disabilities.
I am the Master of My Emotions webcast, talked about emotions of a typical child and the emotions of a child with autism. The webcast went into great detail about the common signs of emotion and how that differs between children. A typical child will express emotions through verbal behaviors, language, gestures, and facial expressions. This allows us to know how a child is feeling periodically throughout the day and it gives us a chance to respond back. A child with autism does not express emotions in the same way. In many cases, a child with autism will have no significant change in facial expression or have any facial expression at all. The lack of facial expressions can then prevent us from responding or telling them how they are feeling. That means the children are not necessarily learning about feelings and cannot generalize how they feel.
In the webcast, they used the example of ice cream. With a typical child we will see them enjoying ice cream with a big smile on their face and respond with "Isn't that ice cream good? You like that ice cream." With a child with autism, we might see them eating the ice cream but have no facial expression and no response from us. We judge facial expressions to see how children are feeling. Children with autism do not always show how they are feeling with facial expressions. "If we do not label emotions, they cannot learn to label them later on."
As teachers, we have to remember to recognize all types of children and give them all an opportunity to learn. This means responding to everything a child does and ensure that we are teaching emotions. We need to remember to model what they are feeling not what we are feeling. Teachers need to teach lessons when appropriate and tell them what they are feeling and then have them repeat it back. This gives children a chance to learn about how they are feeling and know when it is appropriate to express that feeling. It is also important to give a contrasting feeling. This gives children a chance to figure out other emotions they may be feeling.
I have experienced situations similar to this in the past. When a child uses PECS and uses the cues "I feel happy" they may not look happy or seem happy. It is important to teach the children what being happy means and in what situations you might feel that way. One way to help with teaching emotions and expressing emotions is by using assistive technology. Children can use iPads and applications to share how they are feeling and express their needs and wants. I found this webcast to be full of information and allowed me to look at emotions and autism in a different way.
Technology Helps Children Deal with Autism in School by Janice Youngwith, discusses the forms of technology used by children with autism. The technology can range from an iPad to an iTouch to a PECS book. A main way the technology is used is as a form of communication. This creates more advanced communication at school and at home. Students have a chance to learn about "social skills and emotions of the people around them." The technology gives students a chance to connect to the world around them and become more comfortable with communicating with others.
I thought this article helped to describe all the great technology that is out there for students with autism. There are many cheap resources that students and teachers can use to help children communicate. Assistive technology gives students a chance to check their schedule, plan for the day, express emotion, and communicate with peers, teachers, and family. Autism is complex but with the proper technology resources and tools, students can feel more comfortable and confident in the classroom. I have seen how well iPads help students communicate and how they are able to express emotions much easier. I think that iPads and the apps that are available are a great supplement to student learning.
Technology and Autism, talked about technology and how it can improve the quality of life in children with autism. They take a look into different applications that have helped their children to communicate more effectively. One application that stood out to me was the Tap to Talk app. This app can be used in many different languages and can be used by children and adults. The application provides picture symbols and words that can be tapped and then read aloud. This gives children with autism a new form of communication that may be helpful to them with self expression. Children are now given a resource that allows them to communicate more effectively at home and at school.
I liked how this website gave real life examples of technology resources and apps that children with autism can use. There are so many success stories from the application users and that just goes to show how technology is such a well developed resource and can really help improve the quality of life.
In my classroom, I have used the Sono Flex app which allows students to communicate through picture symbols and words. This app allows you to add new picture symbols and words and build phrases and sentences. I feel that this app helps students to feel more comfortable communicating and expressing their wants and needs. I plan to look into more apps and technology resources that are available for students with autism and other learning disabilities.
Wednesday, January 21, 2015
Misunderstood Minds
Misunderstood Minds, provides great insight into the reality of students with learning disabilities. As teachers, we may over look the severity of a learning disability and often do not notice signs or symptoms of the disability. This then leads to students feeling lost, discouraged, and different. The best type of learning environment is well supported and offers students the tools they need to succeed. To do this, we as teachers, must recognize signs of a learning disability and support the students in every way that we can to strengthen their knowledge and confidence in learning material.
After interacting with the reading tab on Misunderstood Minds, I felt the discouragement that many students feel when not being able to accomplish a task or activity. A simple reading prompt my not be so simple to every student. I realized that rushing and moving at a fast pass is not important. The main goal is that every student understands what they have read. I have worked with students in the past who need the same passage read to them three or four times before they can confidently answer the question or questions being asked. I always remind myself that the processing time for everyone is different and the absorption rate is also different. One strategy to help with students who have a difficult time with reading comprehension is providing the student with reading options. These include; reading the text to themselves, reading with a peer, having the teacher read aloud, and using text to voice applications on an iPad and a DynaVox. In this case, assistive technology helps to supplement the learning and understanding of the reading.
The writing tab on Misunderstood Minds, was very eye opening for me. Sometimes as teachers we assume that if a student can think of an idea or come up with a graphic organizer then they should be able to write the essay. It is not that simple though and there are many more steps that are involved. According to this section, students have a hard time writing the words or letters and then forming those into complete ideas and sentences. I found it interesting how many steps and parts there are to writing, even just a sentence. I realized that I over look some of these steps and it is important to take time with students to ensure that they can complete and understand every step. In this case, assistive technology can be used in the form of a computer with a word document on it. Having the use of a word processor allows the students to concentrate on the writing and less on the formation of letters and words. Students can just type there thoughts or ideas and then put them into sentences a bit easier. This may not work in all cases but it does allow students to have one less thing to think about and to clear their mind to have more precise thoughts.
The math tab on Misunderstood Minds, was probably the most shocking to me. Providing students with multiple steps can be extremely overwhelming and stressful. Sometimes a simple math problem is hard enough to put together but then add about four more steps to the procedure and it seems impossible. Students with learning disabilities need to be provided with the proper tools to complete each step of each math problem. By giving students one step at a time, we are giving them a chance to find the answer and feel more confident in math. One strategy I have used in the past is covering up every step except for the one that is being read and completed. Then, uncover each following step one at a time. This allows the students to not become overwhelmed and to understand the problem more clearly. Assistive technology can be used to give support in math class by giving students something as simple as a manipulative or a calculator when needed. Some math problems may seem simple but giving students a manipulative to use might allow them to feel less stress and understand the problem more clearly.
Fully understanding the different types of disabilities helps teachers to become more effective and provides students with an appropriate learning environment. Misunderstood Minds, allowed me to take a step back and realize how a task may be more difficult than it appears. I have realized that it is important to take the time to get to know every student and fully understand each of their needs. Not every problem will make sense and not every reading with be understood and that is alright. Through teacher support and assistive technology, students can reach their learning goals and feel more confident in the classroom.
After interacting with the reading tab on Misunderstood Minds, I felt the discouragement that many students feel when not being able to accomplish a task or activity. A simple reading prompt my not be so simple to every student. I realized that rushing and moving at a fast pass is not important. The main goal is that every student understands what they have read. I have worked with students in the past who need the same passage read to them three or four times before they can confidently answer the question or questions being asked. I always remind myself that the processing time for everyone is different and the absorption rate is also different. One strategy to help with students who have a difficult time with reading comprehension is providing the student with reading options. These include; reading the text to themselves, reading with a peer, having the teacher read aloud, and using text to voice applications on an iPad and a DynaVox. In this case, assistive technology helps to supplement the learning and understanding of the reading.
The writing tab on Misunderstood Minds, was very eye opening for me. Sometimes as teachers we assume that if a student can think of an idea or come up with a graphic organizer then they should be able to write the essay. It is not that simple though and there are many more steps that are involved. According to this section, students have a hard time writing the words or letters and then forming those into complete ideas and sentences. I found it interesting how many steps and parts there are to writing, even just a sentence. I realized that I over look some of these steps and it is important to take time with students to ensure that they can complete and understand every step. In this case, assistive technology can be used in the form of a computer with a word document on it. Having the use of a word processor allows the students to concentrate on the writing and less on the formation of letters and words. Students can just type there thoughts or ideas and then put them into sentences a bit easier. This may not work in all cases but it does allow students to have one less thing to think about and to clear their mind to have more precise thoughts.
The math tab on Misunderstood Minds, was probably the most shocking to me. Providing students with multiple steps can be extremely overwhelming and stressful. Sometimes a simple math problem is hard enough to put together but then add about four more steps to the procedure and it seems impossible. Students with learning disabilities need to be provided with the proper tools to complete each step of each math problem. By giving students one step at a time, we are giving them a chance to find the answer and feel more confident in math. One strategy I have used in the past is covering up every step except for the one that is being read and completed. Then, uncover each following step one at a time. This allows the students to not become overwhelmed and to understand the problem more clearly. Assistive technology can be used to give support in math class by giving students something as simple as a manipulative or a calculator when needed. Some math problems may seem simple but giving students a manipulative to use might allow them to feel less stress and understand the problem more clearly.
Fully understanding the different types of disabilities helps teachers to become more effective and provides students with an appropriate learning environment. Misunderstood Minds, allowed me to take a step back and realize how a task may be more difficult than it appears. I have realized that it is important to take the time to get to know every student and fully understand each of their needs. Not every problem will make sense and not every reading with be understood and that is alright. Through teacher support and assistive technology, students can reach their learning goals and feel more confident in the classroom.
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