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© 2014, Florida Department of Education. All Rights Reserved.

Accommodations and

Assistive Technology

David [email protected] 850-778-1641

Leanne [email protected]

http://www.fldoe.org/

mailto:[email protected]

mailto:[email protected]

www.FLDOE.org


Definitions

Accommodations are changes that can be made in the way the student accesses information and demonstrates performance (Rule 6A-6.03411(1)(a), Florida Administrative Code [F.A.C.]).

Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a student with a disability (Rule 6A-6.03411(1)(b), F.A.C.).


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Where Accommodations are Needed• School Environments

• Classrooms• Lunch Rooms• Gym / Sports

• Instructional Activities• Classroom/Labs• Lessons• Assessments


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What Do You Believe?


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Making Decisions about Accommodations

Trial of Accommodation

Data of Use of Accommodation

Review Success of Accommodation

Add or Remove from IEP/504 Plan


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Trial of Accommodation


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Knowing How to Start• http://www.tlc-mtss.com/assets/aim-at-udl-impleme

ntation-plan-2013-2014.pdf

• Selecting Accommodations: Guidance for Individual Educational Plan Teams

AT & UDL Newsletter


http://www.fldoe.org/ese/pdf/SelectingAccommodations.pdf




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Knowing What is Out There

Exploring Technology & Learning Connections

Exploring New Territories

Academic, Psychological & Social Engagement Apps for iOS Devices


http://www.efdlrs.net/ent/

http://www.efdlrs.net/ent/

http://www.tlc-mtss.com/assets/exploring_new_territories.pdf

http://www.tlc-mtss.com/resources.html

http://www.tlc-mtss.com/resources.html

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Knowing How to Borrow

http://www.tlc-mtss.com/

http://www.at-udl.net/


http://www.tlc-mtss.com/

http://www.at-udl.net/

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Data of Use of Accommodation


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Knowing How to Collect Data

Cognition/Learning

Social/Behavioral

SensoryMotor

Communication


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Making Time to Collect Data

• Asking Questions / Responding• Task Persistance

Instructional Indicators

• Grades/Assessments• Behavioral Checklists

Academics/Behavior

• Writing• Organizing MaterialsSpecific Skills


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Examples of Data Tracking• Curriculum Based Assessments• Classroom Walkthroughs• Rubric/Checklist• Student Engagement Data• Student Self-Monitoring Data• Time on Task• Coach/Peer Observation Data• Standardized Behavior Rating Scale


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Review of Success of Accommodation


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Reviewing Data & Follow-up• Positive Change

• Instructional Implications• Assessment Implications

• No Change / Negative• Modify Current Trials• Select a Different Accommodations• Call a Meeting

Add or Remove Accommodation from IEP or 504 Plan Based on Outcome Data


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Example Accommodations

• Formats• ComprehensionPresentation

• Written Expression• Oral ExpressionResponse

• Accessibility• Organization of MaterialsSetting

• Task Persistence• Time ManagementScheduling


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Universal Design for Learning


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Universal Design for Learning• The Myth of Average


http://tedxtalks.ted.com/video/The-Myth-of-Average-Todd-Rose-a

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Universal Design for Learning

• Options for Engagement• Options for Representation• Options for Expression


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Independent Learning Skills

The more a student can independently customize a variety of technology tools and strategies to solve problems, the more that student can problem solve barriers to achievement.


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Upside Down


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Upside Down


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Upside Down


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Independent Learning Behaviors• Self progress monitoring• Goal setting• Time management• Task persistence• Organization of instructional materials and work

• Self selection of problem solving and learning tools and resources

• Self assessment of tools and resources


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Can This Make a Difference?


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Technology Tools – Input


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Cognition – Input (visual/auditory)• Recognizing size, shape, and placement of text• Recognizing line and paragraph typography• Distinguishing subtle differences in sounds• Distinguishing figure and background sounds


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Cognition – Input (visual/auditory)• Demo – Readability (Chrome)


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Instructional Scaffolds• Input

• Reading/focus guides• Fonts and font sizes• Spacing between words, lines and

paragraphs• Visually organizing text with highlighters,

comments, and stamps• Graph paper• Text-to-speech• Personal FM systems


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Technology Tools – Integration


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Cognition – Integration

• Sequencing• Ordering and sequencing information• Organizing and relating information

• Abstraction• Inferring meaning• Generalizing a text


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Cognition – Integration• Externalized thinking

• •

• •

• •


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Cognition – Integration• Demo - Rationale


https://www.rationaleonline.com/editor

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Instructional Scaffolds• Integration

• Graphic organizers• Concept maps• Mind maps• Timelines• Outlines


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Technology Tools – Memory


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Cognition – Memory• Short-term memory• Long-term memory• Engrams• Long-term potentiation• Long-term depression


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Cognition – Engram


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Long Term Potentiation


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Long Term Potentiation


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Long Term Depression


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Cognition – Memory

15 min 45 min 1 hr 45 min 2 hr 45 min 23 hrs


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Instructional Scaffolds• Memory

• Multiple text processing• Comparing/contrasting• Spread information across multiple

media• Self-selecting icons or graphics (and

sharing)• Notebooks / Journals• Review schedules


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Technology Tools – Output


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Cognition – Output• Spontaneous language

• Self-selecting subject and related information• Organizing information and thoughts

• Demand language• Selecting related information• Organizing information and thoughts


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Cognition – Output• Demo – Demand speech


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Instructional Scaffolds• Output

• Guided discussion questions• Cue cards• Graphic organizers• Written notes with main points

highlighted• Extra time to prepare responses (with

specific strategies)


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Scaffold IntegrationAll of these types of scaffolds are most effective when used in conjunction with each other. For example, a

student may be taught a strategy or system for highlighting and visually marking complex text. The text

that was highlighted and marked may then be used to fill out a graphic organizer, concept map, timeline, etc.

Further processing could include illustrating some of the information on the graphic organizer. That graphic

organizer could then become a discussion support tool.


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Engagement

As students invest in learning they can increase achievement within a lesson, across curricula, and across tiers of instruction.


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Disengagement - Engagement


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Areas of Engagement• Engagement has been shown to decline as students

move from elementary to middle to high school.• Some studies report that 40 to 60 percent of

students are disengaged by high school.


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Disengagement - EngagementWhere are your middle and high school students?


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Areas of Engagement


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Academic Engagement• Curricular

• Reading• Writing• Mathematics• Scientific/Analytical Thinking & Reasoning

• Digital Literacy• Research/Information Literacy• Effective Use of Digital Tools

• Productivity• Prioritizing, Planning, Management• Quality Product Development


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Psychological Engagement• Self Awareness

• Self confidence• Self efficacy

• Self Management• Impulse control• Stress management• Self discipline• Organization

• Decision Making• Planning and problem solving• Goal setting• Progress monitoring


http://www.fablevisionlearning.com/northstar/read/

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Social Engagement• Social Awareness

• Perspective taking• Appreciating diversity

• Relationship Skills• Interactive communication• Cooperation• Conflict resolution• Seeking and providing help


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Normative/Transparent/Transportable• Web based tools• Mobile technologies• Laptop technologies• Game based instruction• STEM/Career technologies

• Microscopes• Robotics• 3D Printers• Virtual Worlds


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Wiki resources• Review of Measurement

Tools• Examples

• Moffsoft FreeCalc• InspireData• Microsoft Mathematics• OE-Cake• Spore


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Generalizing Tier 3 to Tier 1


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So …. What Do You Believe?


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https://www.youtube.com/user/EducationFL

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