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TOOLKIT FOR THE INTEGRATION OF ASSISTIVE
TECHNOLOGY IN CLASSROOM PROGRAMS Greg O’Connor
“….nothing wrong with talk and chalk, and my students are best served by using pen and paper……”
Disrupti
on
FULLAN 2013
#event horizonThe point of no return for education and technology
https://twitter.com/kayleygilbert
institutions will try and preserve the problem to which they are the solution
Cat
hy D
avid
son
(201
1)
if there is an inevitable danger coming towards you, move towards it. Michael Fullan
Workhop ScheduleWhy Develop A Toolkit?
• Future building our classrooms - Planning for technology trends and supporting evidence based practice
• Assistive Technology is too powerful not to have a plan
What is in my Toolkit? 1. Key components:
• Quality Indicators in Assistive Technology (QIAT) • S.E.T.T. Framework • Technology rubrics, decision-making frameworks and AT
search tools • Action Research and data
2. What does your toolkit look like? • Case studies and examples
Developing your own toolkit – future actions
Sandpits: Guided exploration and discussion
Future-proofing - the process of anticipating the future and developing methods of minimising the effects of shocks and stresses of future events
Future-building: we need to focus on future building not future proofing
James Martin
Horizon Report 2014
Key Trends• Rethink the roles of teachers• Shift to Deeper Learning Approaches
Significant Challenges• Authentic Learning Opportunities• Integrating Personalised Learning
Important Developments• BYOD• Cloud Computing
Horiz
on R
epor
t K-
12 2
014
Horiz
on R
epor
t Hi
gher
Ed
2014 Key Trends
• Growing ubiquity of social media• Online Learning
Significant Challenges• Low digital fluency of faculty• Keeping education relevant
Important Developments• Flipped classroom• Cloud Computing
Gartner Hype Cycle
The Myth of Average
Todd Rose
designed for AVERAGE
design for the EDGES
ban the AVERAGE
Chris Windsor / Getty Images one s
ize fit
s all
Adjustable Seat for Learning / Personalisation?
Todd Rose at TEDxSonomaCounty
design to the EDGES
designed for the average?
why?
TRY ANOTHER WAY
try another way
Digital ExamsNorm rather than unusual
Fair and equal test
Sacred Heart College, NZ
preparenot
repair
Fairness?
Dave Edyburn
Research on fairness indicates that most adults’ notions of fairness are arrested at the
kindergarten level: Everyone gets the same thing. However, the
functional definition of fairness is that everyone gets what they need
when what is suddenly possible meets what is desperately
necessary
Thomas Friedman 2012
assistive technology is too powerful not to
have a plan*
*adapted from Michael Fullan, (2013) Startosphere: Integrating Technology, Pedagogy, and Change Knowledge
QIAT
SETT Framework
Rubrics, decision making and AT search tools
Action research & data
toolkit: key components
Quality Indicators in Assistive Technology
http://indicators.knowbility.org/
S.E.T.T. Framework
Rubrics, informed decisions and the AT
paradox
filter, sieve, assess
Nevit Dilmen http://commons.wikimedia.org/wiki/File%3AChild_01546_Nevit.jpg
rubrics
Originally created by Harry Walker: Edited, with permission, by Kathy Schrock: Updated by Greg Alchin
DOMAIN 4 3 2 1
Curriculum Connection
Skill(s) reinforced are strongly connected to the targeted skill or
Skill(s) reinforced are related to the targeted skill or concept
Skill(s) reinforced are prerequisite or foundation skills for the targeted skill or
Skill(s) reinforced in the app are not clearly connected to the targeted skill or
AuthenticityTargeted skills are practiced in an authentic format/ problem-based
Some aspects of the app are presented in an authentic learning environment
Skills are practiced in a contrived game/simulation format
Skills are practiced in a rote or isolated fashion (e.g. flashcards)
FeedbackFeedback is specific and results in improved student performance
Feedback is specific and results in improved student performance (may include tutorial aids)
Feedback is limited to the correctness of student responses and may allow students to try again
Feedback is limited to the correctness of student responses
Differentiation
App offers complete flexibility to alter settings to meet student needs
App offers more than one degree of flexibility to adjust settings to meet student needs
App offers limited flexibility to adjust settings to meet student needs (e.g., few levels such as
App offers no flexibility to adjust settings to meet student needs (settings cannot be
User Friendliness
Students can launch and navigate within the app independently
Students can launch and navigate within the app independently after demonstration by teacher.
Students can launch and navigate within the app independently after demonstration by teacher. Students require intermittent
Students need constant teacher support in order to use the app
Student Motivation
Students are highly motivated to use the app and select it as their first choice from a selection of
Students use the app as directed by the teacher
Students view the app as “more schoolwork” and may be off-task when directed by the teacher to use the app
Students avoid the use of the app or complain when use of the app is assigned
PublishingStudents work can be published in multiple formats and/or social media sites
Students work can be published in multiple formats and/or social media sites after being transferred to a
Students work can be only be published to a computer.
Students work cannot be published.
ReportingData is available electronically to the student and teacher as a part of the app.
Data is available electronically to student on a summary page and may be screenshot to share
Data is available electronically to the student, but is not presented on a single summary page.
The app does not contain a summary page.
Connectivity
App connects seamlessly to Wi-Fi network
App connects to Wi-Fi network with manual configuration
App requires port change to connect to Wi-Fi network
App unable to connect to Wi-Fi network
APP Name
Curriculum
Grade / Stage
Cost
Common Learning Characteristics
Common Learning Traits
App Categories
Apps
Apps for Students with Autism Spectrum Disorders
When looking for apps for students on the autism spectrum (ASD), it is important to look at all educational apps and not just those that are tagged as autism apps. They have many of the same learning needs that other students have. This list was developed to provide apps based on common learning characteristics and traits that are typical for students with ASD. It is important to remember that all students learn differently and selecting apps should be based on the unique learning needs of the student. Type to enter text
Developed by Mark CoppinOctober 2012
Com
mun
icat
ion
Social SkillsBehavior
Sensory Sensitivity
Need for Sameness or Routine
Difficulty with
traditional
Learning
Methods
OrganizationVisual
InFlexible
Easily Frustrated
Generalization
Self Control
Difficulty withPersonal
Management
Splinter Skills
Sleep Issues
Difficulty Summarizing
Difficulty Synthesizing
Lacks CommonSense
Difficulty ProblemSolving
Lack of SafetyAwareness
Difficulty with Auditory
Processing
Explosive
Hyperactive
DevelopmentalDelays
ConcreteLearners
PreferSequential
InfoDifficulty
Problem Solving
VisualLearners
Difficulty IdentifyingEmotions
Impulsive
Difficulty Generalizing
Visual Schedules Apps
Video Modeling Apps
Video Modeling Apps
Difficulty MotorProcessing
EcholaliaDifficulty
Expressing Needs
Under Active
Over Active
Poor Eye Contact
Difficulty with Conversations
Sensitive to Sound
Tactilely SensitiveFood Sensitivity
Limited Useof Language
Difficulty with Grammar Difficulty with
Receptive Language
Difficulty Generalizing
Rigid Routines
Ritualistic
RigidLanguage
PoorVocabulary
Picture Schedule Apps
Video Modeling Apps
Social Script Apps
Auditory Training Apps
Behavior Tracking Apps
Behavior Management Apps
Sequencing Apps
Sequencing Apps
Generalization Apps
Organization Apps
Organization Apps
Social Skills Apps
Video Modeling Apps
Reward System Apps
Self Management Apps
ABA Apps
AAC Apps
Language Development Apps
Sentence Construction Apps
Visual Timer Apps
Visual Timer Apps
White Noise Apps
Eye Contact Apps
Fine Motor Apps
Story Telling Apps
Choice Making Apps
Choice Making Apps
ePub Apps
Writing Apps
Literacy AppsMath Apps
Medical AppsSensory Apps
Articulation Apps
Conversation Apps
Self Care Apps
Time Apps
Life Skills Apps
Vocabulary Apps
Text-to-Speech Apps
Articulation ScenesProloquo2Go
Conversation Builder
ArtikPixTapSpeak Sequence Plus
Answers:YesNo HD
Sentence Builder for iPad Word Wizard Speak it! Text to Speech Speech with Milo - Verbs
Fun with Directions HD
Behavior Tracker Pro
ChorePad HD
ChorePad HD
Time Timer iPad Edition
Visual Schedules Apps
iRewardChoiceworks
Choiceworks
Time Timer iPad Edition
iPrompts XL
Pictello
Video Scheduler
iCreate...Social Skills Stories
Look into my Eyes
Social Express
Everyday Social Skills HD
Social Skill Builder
AutismXpress
Potty Training Social Story
Emotions from I Can Do Apps
iHomework
iEarnedThat
StoryPals
MeMoves
Shelby’s Quest
EASe Pro Listening Therapy
Relax Melodies Premium HD
Dexteria
iWriteWords
Injini
DTT/ Autism Words
Abilipad
iDress for Weather
SpellBoard Special Words
ABA Sight WordsMath Bingo
First Words Deluxe
Book Creator for iPad
AppWriter US
ChoiceBoard - Creator
First Then Visual Schedule
Video Scheduler
Ambiance
Awareness! The Headphone App
Cause and Effect Sensory Light Box
Visual Routine
BehaviorLens
Video Scheduler
Win A Spin HD
iChoose
Go Go Games Design based on the Pedagogy Wheel developed by Cherie Pickering
Social media
bit.ly/PLNSpecEd
Facebook Pages• Spectronics
• ISTE SETSIG
• A4CWSN
• Teaching Learners with Multiple Needs
• Technology in Education
Twitter @ people to follow
Twitter # topics to follow
Leadership and learning with ICT : Voices from the profession
Action Research and data
Dave Edyburn ILT2014
Dave Edyburn
The field of special education technology is
strongly influenced by innovative development that creates new possibilities that have important implications for augmenting, bypassing,
or compensating for a disability.
“what works, for whom, and under what conditions?”
Dave Edyburn ILT2014
What is Action research“Investigations conducted by and
for the people taking the action, on their own action to inform their
future actions”
Richard Sagor (2005)
http://www.phltv.com/96/richard-sagor-the-action-research-guidebook/
continuous improvement cycle
Action Research Model
Action Research Model
Action Research Model
• Identify the problem or challenge
• What do you want to know?
• Why do I want to know this and who will be the audience of the results?
• How will I collect the data?
Action Research Model
• Introduce and trial your selected practice
• Collect and compile data
Action Research Model
• Analysis the data
• What evidence do mI have that this is working?
• Share your findings with participants and colleagues
Action Research Model
• Evaluate the first cycle of the process
• Modify or adapt practice, or introduce new practice
• Where to from here?
Action Research Model
Sagor, R. (2010) 2nd Ed. The Action Research Guidebook: A Four Step Process for Educators and School Teams. Thousand Oaks, CA: Corwin Press.
The Hills School, Northmead
sandpit
sandpits
1. Myth of Average
2. Horizon report
3. UDL/QIAT/SETT/Rubric
4. Suceess smackdown
attention span of around 15 minutes before significant
levels of mind wandering occur
sandpits
Myth of Average
Go to this website and complete the lesson
http://ed.ted.com/on/6TAR08wC#review
sandpits
Horizon Report 2014
Watch the video. What trends, challenges and key technologies will have an impact on your school in the next 12 months?
http://bit.ly/horizonreport2014
sandpits
UDL/QIAT/SETT/Rubric
Ban the Average. Identify a student and classroom you are supporting. Ask the SETT questions. Using the rubric review a literacy support tool you have considered.
sandpits
Success Smackdown
Share a success story. 5 minutes per smackdown.
preparenot
repair
where to? Start. Go. Begin.
What next? What are my next steps?
only 3% of adults have clear, written, specific, measurable, time-bounded goals, and by
every statistic, they accomplish ten times as much as people
with no goals at all
Brian Tracy
Jason Gibson & Jason Caroll
specific clear goal/s
measurable
time-bounded
thanks
