The Impact of AT: A Parent’s Perspective

I thought to share this YouTube video as it goes to show the impact of AT for a student from a parent’s perspective.  I loved how Brian’s parents say that he now feels empowered.  It is a wonderful story!

http://youtu.be/IosjsIgllLk

Class #10 Reflection

At the start of the class this week, I really had mixed feelings.  This was the last class not only of this course, but it was the last class of my Master’s program.  While I was excited that I was going to be done my Master’s after three years of courses, I was also disappointed because I have enjoyed this class so much.  In my first class reflection, I talked about my nervousness starting this course because I have never been a techno-savvy person.  I said in my first reflection that “as much as I love technology, it has always held a bit of mystery for me and for this reason, I have always been somewhat nervous of it.”

At the end of this course, I now feel so very different about technology, and especially assistive technology programs and apps.  I had been given an iPad almost 2 months before this course, but yet had barely turned it on because I didn’t know anything about it and didn’t really know what to do with it.  I was busy with PowerSchool (I told myself) and I could play with this new piece of technology later.  With the start of this course, I began to see just some of its possibilities and I was immediately hooked.  I began to play with it and download apps and began to see how I could use this technology with my students, especially as an AT tool.  

Since my course started, I have created a file at my school of apps and AT devices that as a staff, we can access in the future.  I talk with my staff regularly about AT that is available.  I have shared much of what I have learned with staff and colleagues who could use these apps/programs/devices with students currently in their classrooms.  So much of what we have discussed, teachers simply do not know about, or do not know how to use.  I know that there are many teachers who feel the same way that I did- would love to use this technology but do not know how and are nervous to learn.  Fear the unknown is a feeling that so many people have. 

I have started using so many different tools and programs with my class, such as Kidspiration, iRespond, Wordle, ComicLife, Touch Math, Co-Writer and many different apps.  Since doing this, I have had many of my parents tell me that their child has come home excited about a certain program and want to share how to use it with their parents.  Programs like Wordle have helped students with developing descriptive words and programs such as Kidspiration have helped children with developing their story writing while for some of my more advanced writers, helped with developing paragraphing.   Apps such as Math Academy, Math BINGO and Splash Math are supporting students in supporting and developing their addition and subtraction math facts with increasing speed.

Above all, this course has helped encourage me to try and experiment with new technology to help support my students.  No longer am I afraid to try new things and I am excited every day to use something that I have learned.  I am sharing new things with colleagues.  While I always knew the fact that I am not alone and there are people somewhere out there to support me, my fear of the unknown always held me back.  Now I know that it’s okay to try it on my own and if I can’t figure it out myself, I will find someone to help me.  AT and education is a collaborative approach and I am so very excited to be a part of it! J

I am adding a Wordle of words and phrases that I think of when I think of AT.  I thought that since we started with a Wordle, I wanted to add one at the end now that I have such a better understanding of AT.

Assistive Technology for the Blind Blog

Here is the blog that Farnoush, Sherry and I created for our last assignment.  I really enjoyed this assignment as we had the opportunity to research a disability to learn more about it, the apps available, as well as resources, programs, videos and websites on this disability.  It was also great to work with 2 other people that I hadn’t yet worked with.  Great teamwork, Sherry and Farnoush!

http://assistivetechnologyforblinds.blogspot.ca/

Braille Notetaker

This is a YouTube video on the Braille Notetaker AT device.  This software is being used by many students afflicted with blindness.  Farnoush, Sherry and I were assigned Blindness as a disability for our last assignment and I chose to look at this software as part of our assignment because of a student years ago from one of my schools now uses this program with great success. 

http://youtu.be/J5nviwgNUas 

Nicole’s Pick: Lorax HD

Ok, so you may be wondering why I chose this app to review as my last app as it appears to be a game app and doesn’t seem to have too much of an educational theme to it.   Lorax HD is a free game app; the user has to help Pip get the marshmallow by getting it to the ground for him.  The marshmallow is on top of pieces of wood, and objects such as rocks, ice, sponges, and more wood are obstacles in the way of the marshmallow getting to the ground.  The user has to problem-solve by determining which objects need to be broken first in order for the marshmallow to hit the ground for Pip.  The level is cleared only when the marshmallow successfully hits the ground and (in some levels) does not roll away.

The graphics in this app are incredible; the Lorax and Pip the Bar-ba-loot look exactly like the characters in the movie.  The Truffula trees and the objects are vivid and bright and the music is of wonderful quality.  I especially love the cranky looks both the Lorax and Pip give the user when the level isn’t successfully completed.  There are 40 levels in total.  When the level is completed, the user can get one to three marshmallows, depending on the user’s score.  So, the user can go back to any completed level and try to score higher. 

Why I chose to review this app is that it is an amazing app for anyone (young or young at heart) to practice problem-solving.  One of my students had told me a couple of months ago to download this app, which I did and my students and I have been playing it since then.  I will sometimes attach it to my LCD projector and let the class problem-solve the levels as a group.  We did this the other day and it will be one of my most cherished memories of my class this year.  The students were sitting on the floor, leaning against desks and a couple of my taller students were sitting on some desks and they were all trying to solve this one particularly challenging level.  They were talking through the steps, some had their heads tilted trying to determine if the steps were in logical sequence and then they would attempt the steps in that order.  It took several attempts but when they solved the level, there was such a feeling of accomplishment in the room.  Everyone was cheering and clapping each other on the back.  As the teacher, it was so wonderful to sit back and watch my class work together and cheer each other on.  This is most definitely an app to download and let students of all ages use to sharpen their problem-solving skills!  Enjoy! J

Bridges Website

Here is a great website with tons of resources and ideas!  I really liked it as it has information on AT as well as UDL.  Many of the programmes and supports that we have discussed in class are found on this site as well.  Bridges is a Canadian company, made up of trained professionals.  This is taken from their site: "Bridges is a team of professionals that draws on a combined 100+ years of direct experience within the augmentative communication system and school systems to create effective Assistive Technology solutions.  The Bridges team is nationally and internationally known as having extensive knowledge of Assistive Technology products, for being a resource to educators and professionals and for delivering high quality professional development.  The Bridges team also includes a network of trainers from coast to coast."

Here is the link to their site: http://www.bridges-canada.com/default.aspx

Interactions with Ecosystems

Check out our new blog!  It’s still a work in progress but I think we’re off to a great start!

http://interactionswithecosystems.blogspot.ca/

Great App Website

I found this website while researching and thought that it was one to share.  It is a website of apps reviewed to help students learn.  Here it is:  http://apps4ikids.com/

What I really like about this site is the fact that there are apps that children have picked, as well as apps that parents have picked.

Nicole’s Pick: Math Academy

Math Academy

This app is designed to support students in addition, subtraction, multiplication and division.   The user can choose the operation and is given the option of choosing the level’s difficulty-easy, medium or hard.  As well, the user is given a neat choice as to what type of game to play- Time Trial (where you are given 30 seconds to answer as many questions as possible) or Endurance (where you keep going until you make an error).  I like this option as it mixes it up for the user.  Once the student is comfortable with a difficulty level and using the Time Trial option, they can change the difficulty of the game by trying the Endurance option.

As the user plays the game, points are collected and after so many points, the user can choose stickers as a reward.  The sound effects are fun and the graphics are good as well. 

I thought that this was a great game.  I introduced it to my class during mental math and they love it and often play it as teams during free choice.  The fact that is a free app was why I chose it to download it but now it is one of my favorites.  I read a couple of reviews on the app first and one user said that there were a lot of ads that pop up but I didn’t find that this was the case.  It certainly has never interfered with any of us playing the game.  I highly recommend this app!

Class #9 Reflection

I have to admit that I was somewhat nervous about the start of this class because I knew that we would have our next major assignment given to us.  What would it entail?  How challenging would it be?  Would we be able to work with partners or on our own?  These were some of the questions that went through my mind.  And then, I saw the assignment and honestly, I panicked when I first saw it.  I thought- how am I going to do that?  It seems way too much!  This is going to be a terrible assignment!  Then, Barbara talked about it and showed us the blog example and immediately, I got excited.  It looked like fun and right away, I started to make a list of things that we could add to our unit.  I was very excited that Stephanie, Karla and Barbara and I got to work together.  I’ve worked with Karla and my sister a number of times on projects and papers and we work so well together.  Barbara and I have worked together once in this class and we are a great team as well as we both think alike.  The four of us immediately broke up the assignment and started researching different topics and different areas (such as iTunes, Google, and YouTube).  We thought a lot about students that we have worked (and are working with presently) with and asked ourselves- what would best support them?  I know for myself, I thought a lot about programmes, websites and ideas that I have used in my own classroom, such as Kidspiration, Wordle, CCRSB Library website, Reading A-Z and my Poetry unit.  Many of these ideas have been used for students who need further support and these students have met with success and have enjoyed using them.  By the end of the night, we had a great variety of ideas added to our blog.  Plus, we made up a list of things to add next week, mostly things that we hadn’t yet completely finished, such as adding our links for apps, but I was really pleased with how much we accomplished in one evening.  Great teamwork!!

If you haven't seen the Library website found on ccrsb.ca, it is definitely worth a look!  It has tons of information and much of the text is text to speech enabled.  Check it out!

http://schools.ccrsb.ednet.ns.ca/lib/

Class #8 Reflection Add-On

In last week’s class, we discussed the UDL framework.  The more I research UDL, the more I like it.  One website states that UDL is “a framework that enables all learners to gain knowledge, skills, and enthusiasm for learning”.  (Taken from the NCLD website: http://www.ncld.org/at-school/especially-for-teachers/universal-design-for-learning

Each student is unique and each learns differently.  While listening to this discussion, and then upon further research, I’ve come to think that the UDL framework allows teachers to look at each individual as one person and therefore each student needs to be educated on an individual basis.  Essentially, it seems to me, it’s like creating an individualized plan for every student.  And really, that’s how I believe we need to teach.  As a teacher, I look at every student in my class on an individual basis and say to myself- what do I need to do to take them where they need to go, challenge them and help them achieve success?  Hopefully, all teachers take this approach but I do know that this is not always done and some children fall through the cracks.  That is disheartening. 

I also found a great visual on the UDL framework: 

We also talked about the Writing Task Analysis.  When you look at the chart, it is overwhelming and huge… think about what it must seem like to our struggling writers!  There is so much to the writing (and reading) process and when a student is challenged with even one piece of the process, they struggle. It’s like missing one piece of a puzzle and you cannot complete it.  

One of the ideas that I have incorporated in my class this year is creating an Idea Book.  Students keep this book in their desk and can jot ideas down in this book for a time when they need help with a story idea.  (My rule in my class every year is that we write every day and it can be on a topic of their choice.  I have found that by allowing them to write on a topic of their choice, they rarely struggle with what to write and write for longer periods of time.)  Once in a while, we will add a page on a topic, such as a field trip, or a unit in science, or a holiday and we brainstorm words and ideas for this idea book.  The other thing that I have used for years is a Word Book.  I start the year by giving them all a blank hard covered note pad (I give them several choices and then they pick the one they want).  They allow 2 pages per letter of the alphabet (because I teach Grade 1, this can take some time to start at the first of the year). Then when writing, they can come to me with their book and I write the word that they do not know how to spell.  My rule is that they have to sound the first letter out and come to me with their book open to that page.  I have found that this Word Book helps struggling writers because they have that confidence that their word book contains words meaningful to them.  Several years ago, I had a student in a higher grade who refused to write at the first of the year.  I gave him a word book and we filled his book (over the course of the week) with words that meant something to him.  After we did this, after finishing our writing mini-lesson, he would take out his word book, give it a little pat, and then start writing.  It was wonderful to see!

Class #8 Reflection

This week our class started with a great discussion on the Edyburn article (please see my reflection below).  We were then divided into groups and watched 3 videos on the topic of Misunderstood Minds, found on the blogspot: http://misunderstoodmindsld.blogspot.ca/2011/11/misunderstood-minds-chapter-1-

learning.html  

My group watched videos of 2 different students, Nathan and Sarah Lee.  We created a PowerPoint of these stories:    https://docs.google.com/file/d/0B-XpsHrWJoUhSHA2VG9oSFNzb2s/edit


The video of Nathan really touched home because I have seen situations very similar to his story of the years of teaching early elementary.  These students try so hard and find many different ways to survive in school and unfortunately, do not always find success.   There are many different avenues for parents and schools to reach in order to find support, but I believe that more is desperately needed.  I have seen, and heard, of cases in which parents and students are on waiting lists for over a year, just for their child to be seen.  What happens to these children in the meantime?  It is frustrating for teachers and parents in not being able to do all that you can in this time (you want to do more but don’t always know what to do) and it must be devastating for the child him/herself.  I do realize that the education system has come a long ways (I think back to when I was a student.  Peers who were labelled “bad” or “class clowns” now I likely realize had a learning disability that was never diagnosed) but we have a long road to travel.  I really liked the second story of Sarah Lee because it showed her successes after a year of therapy and it was wonderful to see the change in her self-esteem!

Article Reflection

During this week’s class, we had a great discussion on the Edyburn’s article Technology-enhanced performance: Defining a research agenda.  This article really struck home with me as I read it because I could connect with it.  The author asks the question- at what point do we intervene with compensatory strategies including AT to enable students to bypass the decoding aspects of reading that they have been able to master?  This is a question that haunts so many teachers as there is no real answer to this question.  Like the author says, there are few benchmarks in the decision-making process so it is left up to teachers, admin, and other teachers, such as LC teachers, as to when and if compensatory strategies are put in place.  It would be so simple if there were benchmarks in place; however, every student and every situation is unique so a simple plan cannot be prescribed to every student.  Every struggling student must be looked at on an individual basis because what may work for one will not necessarily work for another student.  In my opinion, when supports have been ‘exhausted’, such as- reading recovery (from a year or more ago), adaptations, ELS, ISTLI and learning centre- then I think it is necessary for compensatory strategies to be used.  Through the years, I have seen students in my primary and grade one classes need these interventions and I believe the earlier, the better. Like the author says in his article, students struggling in P-3 will only face more challenges and on a greater magnitude in Grades 4 and up.  Oftentimes, you see these children give up and that is disheartening when you think of what could have been done for these children. 

Nicole’s Pick: Skill Builder Speller

This app is designed to support spelling.  There are 10 different spelling list.  What is unique about this app is that the user creates their own list, which allows the lists to be more meaningful and applicable to each person.  The lists can be changed regularly.  Once the list (or lists) has been inputted, the user chooses the list for the game.  Then, there are two different options for the user- classic or jumbled.  In the classic game, the user is shown the word to spell and once the user types in the first letter on the keyboard, the word disappears and the user must spell the word from memory.  In the jumble version, the spelling words are jumbled and they must unscramble the words.  Once spelled, the user hits the button ‘next’ and the next word is shown until all words are spelt.  Once the list is completed, the user is shown their results (how many words they spelled correctly).  

The user is timed, so to make the game more challenging, the user could also practice his/her speed in spelling the words.  A great feature is that any words that were spelled incorrectly, the user’s attempt of that word is also shown so they can see where they are struggling.

I really like this app as you can set up lists for students in your class to practice words that they are struggling with.  I have also used it for “No Excuse” words so my students can practice correctly spelling these words.  It’s a great app to work on sight words for students, as well as unit words for higher grades in subjects such as Science.  Also, this app is free!  I have stressed with my students not to worry about the time as this could be a stressor for some students.  This feature is the only part that I am not crazy about as some students do focus on it and then have gotten upset when others ‘beat’ their scores.  But I do believe that this is definitely a worthwhile app to download as it is a wonderful opportunity for students to work on spelling words in a fun way.

Great App Website

Here is a website that lists 40 free different spelling apps.   There are YouTube videos on the apps as well as links for them.  There are recommendations from the author, such as iPad holders.

Check it out! http://www.squidoo.com/free-ipad-apps-for-kids-spelling 

Nicole’s Pick: Sight Words Gr.1 & 2

This app is designed to support sight word recognition.  There are 5 different games:

Word Tour- words are identified and then spelt out by the computer

Find n Shoot- words are on clouds and the user has to click on the word said by the computer

Unscramble- the user is told a word and has to unscramble the letters to form that word

Memory Game- pairs of sight words are hidden under 12 clouds

BinGo- the user is prompted to click on the word said by the computer

When the user downloads this app, he/she gets both Grade 1 and Grade 2 sight words.  Another nice feature is the ability to choose two different levels-easy and hard- for each game.  As well, there is a Red Word list, where the user can add words that are more challenging for them for extra practice.

This is a great app for students to use on their own, small group, or even whole group to practice sight word recognition.  There are a great variety of games so the user can try out different games each time to practice this word identification.  The visuals are great, though the voice is somewhat irritating at times as it is very computer generated.  I did notice that one word was not said correctly by the computer - instead of using the long ‘a’ sound in the word ‘table’, it said the soft ‘a’ sound  for the word.  This only occurred once in two weeks of playing this game in my classroom, so it is not something that happens often at all.

The app can be downloaded for free, or the user can purchase the app for $1.99.  The only difference that I could find in the two versions is that in the free versions, there are advertisements at the bottom of each screen, where in the $1.99 version, there aren’t any ads.  In my opinion, I would not spend the $1.99- the ads do not draw your attention away from the games at all.

Overall, a very good app; it wasn’t one of my favorites, but it is a great app for sight word recognition, it has a good variety of games, and students do certainly enjoy playing the games.

Kidspiration as Assistive Technology in the classroom

I thought it was fitting to share this video as we just used the ‘sister’ to this program (Inspiration) in our last class.  The video explains the benefits of this program for students who need assistance in organizing their thoughts.  It also explains how Kidspiration can be used to assist students in reading.

http://youtu.be/I0uXx1tATIM

Class #7 Reflection

I have to admit, when Barbara said that we had to read a text and then write down all of the steps we did as we read, I was surprised as to how hard this task was.  Even though I am an early elementary teacher, it took me quite a while to come up with the steps and I know that I still missed some!

Watching the videos and listening to the discussion, I was once again amazed at the complexity of our brains.  As marvelous and wonderful a fact that this is, sometimes I wish our brains were less complex in that I wish solving learning disabilities was so much easier.  I think about how many times through the year, I have worked along with a learning centre teacher and have tried to figure out how best to support a student.  We’d think that we had it sorted out and then we’d realize that it wasn’t working and then we’d have to go back to the drawing board.  Sometimes, it can be very discouraging because I feel like I am letting that student down.

Using the Kidspiration/Inspiration program was a fun way to present our information.  We often use this program in school to help students brainstorm in writing and other subjects.  It’s a wonderful program for all subjects!  I really enjoyed working with Karla…and my sister.  J  The three of us have worked together several times in different courses we’ve taken and we work well together.  It was a great collaboration of ideas and thoughts and using Kidspiration allowed us to create a great visual of components of how a person learns to read… I think, though, that we could have spent hours and hours on this and still not be done!  There is so much that affects and impacts a person in learning to read.  We only scratched the surface!

10 Things Every Child with Autism Wish You Knew

I found this video on YouTube and wanted to share it.  It’s an excellent video on autism and really makes the viewer think.  I thought it speaks to the importance of the variety of apps for people with austism.http://youtu.be/AbeyIG7Fz8s

A great resource

I found this link when researching this week on the AT assessment models.  The link to this website was on the MPT homepage.  It’s a great website of monthly newsletters all on the topics of AT.  It even has a section on AT 101.  Check it out!

http://www.fctd.info/

Nicole’s Pick

Math BINGO

This app is designed for practice in the 4 operations- addition, subtraction, multiplication and division.  The user can choose which operation they would like to practice.  A nice feature is the ability to choose the level in each operation- easy, medium and hard.   On the BINGO card are numbers and when the user is shown an operation question, he/she must chose the answer from the BINGO card.  If the correct answer is picked, a figure (such as a flower in the free version or bug in the $.99 version) appears on that number.  If the answer is not shown, the user is prompted with a small sound (sounds like uh-uh) and then the correct solution is shown.  The object of the game is to get 5 bugs in a row.  The user can save their progress by creating a profile, another great feature of this game.  This option is not available in the free version.  This is really the only difference in the two versions.

This app has great visuals and is a wonderful tool to use for small group, large group or by an individual student to practice facts.  It’s also great to use during your daily mental math. The only thing that I would like to see added to this app is option of switching operations in a level.  For example, the user can presently choose addition or subtraction in one level and only that one operation is used.  I would like to see both addition and subtraction questions asked in a level so that the user must pay attention to the operation sign.  This is a skill that many students need to practice (paying attention to what the question is asking them to do).

Other than this one thing, Math BINGO is a wonderful app.  For only $.99 for the app, I would recommend buying the app so that the user can save their progress.

Class #6 Reflection

To prepare for our 6^th class, we were asked to research and identify 4 main AT assessment models.  I will be honest- when we were given this assignment, I thought- easy!  How wrong I was!  It took an hour of research to find these models and then about 6 hours of further research to prepare my presentation.  I guess that I hadn’t really thought too much about assessment models and the fact that there aren’t any standardized models.  Thinking about it now, it does make sense- assessments must be individualized for each user and guidelines for AT assessments must be based on research, best practices, and the experience of both the AT professionals and AT users.   

For my presentation, I looked at these models: HAAT, SETT, MPT and WATI.  I found it interesting- a few days before our class, I was researching for my blog.  I found the NS DoE document on AT and WATI is discussed in this document.  Part of the WATI model is actually used in this NS document and I added this link in my blog.  I had found a ton of helpful information for anyone interested in AT.

In researching these models, I came up with these commonalities:

·        All identify the need of the person

·        Collaborative process

·        Find the right AT for the person- match the technology to the person

·        All stress a user-centered focus

·        Not just one step- each model has a variety of steps and processes that must be completed

·        Assessments are on-going- not just a one shot deal

Morrison states in her article that technology strategic planning is essential and this belief is one of the commonalities that I discovered in the AT assessment models that I researched.   Another point that Morrison commented on several times was the need for teachers and support staff to be properly trained on the AT being used to support their students.  The author states that teacher who wish to have training must do it on their own, or rely on local training.  I know for myself, I have to ask for training on any new software, products and AT that is available.  I am very fortunate to have an administrator who purchases new AT and encourages her staff to learn how to use any new technology being offered and our school is very technology rich for this reason. 

Morrison states that “the potential for ACT can only be realized if educators and those supporting ACT services are trained in instructional methodologies that allow ACT to be integrated in a meaningful way” (p.84).  This speaks to the need for teachers to be trained in AT.  Reading this article reminded me of one of the group’s surveys in which 88% of staff in their 3 schools felt that they had little to no training on AT.  When you look at the components of the AT assessment models, training and on-going support are vital parts of these models.  The author maintains that teachers are one of the most critical factors if AT implementation is to be successful and for this reason, teachers must be comfortable and able to use this AT in order to help their students achieve success in school.  Without staff being trained on the AT that their students are using, I believe that student achievement will continue to suffer. 

Morrison states that while some AT might be appropriate for one student with learning problems, that same At may not be helpful for another student experiencing similar difficulties. AT programming must therefore be individualized.  I liked the 2 questions that she then asked: what ACT is appropriate for which students and how are these decisions made; is the use of ACT being evaluated for effectiveness; and what is the impact of ACT on learning?  I believe that these questions are the underlying bases of the assessment for the AT assessment models- there must be a user-centered focus and one must match the right AT to the right person. 

The table designed by Marcia Scherer is a good resource to use when finding the right AT for the person.  While this table should form only part of the AT assessment, it is a vital component in creating an individualized plan.  The table is a checklist for the user and I believe that it was designed to assist in making the process more user-centered.  It has 4 sections- from optimal AT use to abandonment.  It looks at 3 categories- milieu, personality and technology.  I think this table is very important during the collaborative process in assigned AT for a person.  Identifying issues such as unmotivated, lacks confidence, resistant, depressed, negative outlook and not comfortable with technology means that the student/person will unlikely use the AT suggested.  As well, realistic expectations, family/school support and the proper setting must be in place.  Finally, training, opportunities to succeed, and AT that is safe, reliable and easy for the user to use must be on-going.

Class #5 Reflection

This week we had 2  very well done class presentations on webinars.  The first presentation was on Social Skills and Autism.  As soon as I saw this presentation, I was very excited.  Several years ago, I attended a 2 day workshop on the Hidden Curriculum.  The speaker said at one point that social niceties and protocol fall on society like raindrops; it seems to be something that most of us intrinsically know.  For those people with autism, it’s like they are standing under an umbrella.  I thought this was an amazing analogy and it has stuck with me since I heard it.  It is up to us as educators to teach these social skills because as students with autism get older and do not understand what is and isn’t acceptable behaviors in public, they stand more on the fringe of society.  I bought the book from the conference that I attended called the Hidden Workshop and have used it myself over the years and have also shared it, for students with autism.  I found it a great conversation tool with my class as a whole, using it during my Health lessons.  When I heard that there is an app for the Hidden Curriculum, I was really excited because I found the book to be an excellent resource for any teacher.  I checked it out in the App store and discovered that there is an app for kids, as well as an app for teens and adolescents.  I’m including the links- definitely worth checking out!

The Hidden Curriculum for Teens and Adolescents app: http://itunes.apple.com/us/app/hidden-curriculum-for-adolescents/id351227770?mt=8 

The Hidden Curriculum for Kids app:

http://itunes.apple.com/ca/app/hidden-curriculum-for-kids/id351224500?mt=8

I also found this website during my searches:  http://a4cwsn.com/.  It’s a website that previews apps for students with special needs.  There are some that we have discussed in our classes, but there are also a lot of new ones.  What I really liked is that they preview several for teens.  I’ll be honest- as I’m an early elementary school teacher, I have looked at and thought mostly about apps for this age group.  It wasn’t until Wanda mentioned about apps for teens that I realized we’ve primarily looked at apps for earlier learners.  This website seems to have many apps for older students.

During the surveys presented from both groups, I was really shocked as to the lack of training and technology that many schools have.  I was floored that in the last group, a combined 88% of staff indicated that they had little to no training on technology.  As well, one teacher stated that there were no laptops at her school, which blew me away.  After listening to these survey results, I thought about my own situation and how fortunate my staff and I are to be in such a technology-rich school.  Every classroom has at least 5 computers, one document camera, and an LCD projector mounted.  Our school has close to 20 laptops available for all teachers to access.  There is an iResponse kit in the office, as well as a class set of voice recorders.  There are 2 smartboards and 3 mimeos and as a staff, we are all willing to share this technology.  There are 5 iPads in the school and again, as a staff, we share when someone would like to use one.  As a group, we are always sharing something that we have discovered and think that someone else may be able to use.  As a school, we are creating a folder on our shared drive of apps that all of our staff can access.  During our weekly PLC meetings, we are now sharing ‘apps of interest’.  After listening to my colleagues talk about their schools, I was reminded of how lucky I am and what a wonderful staff I have to work with.

 

Nicole's Picks #3

Fun with Directions

This app is designed for practice in speech and language and listening and following directions.  It also gives extra practice in colors, spatial concepts memory skills and auditory processing.  By turning off the text command, the user has to rely on listening to the directions. 

There are 3 levels of directions- easy, intermediate and advanced.  An example of an easy direction (which is one action + one object) is “Touch the chicken”.  An intermediate direction (which is one action + one description) is “Give the girl something that goes on your head.”  An example of an advanced direction (which is one action + one advanced description) is “With your blue crayon, color the furry animal that likes to chew on a bone.”  For students that need further support on multi-step directions, the advanced directions provide this additional practice.  There are 10 different concepts: open, close, touch, give, color, erase, push, top, bottom and middle.

I like this app because it is wonderful for any student who needs further support in listening and following directions.   The graphics are bright and clear and life-like.  It is also great for those students who need further support in spatial sense and multi-step directions.  When the user successfully completes the direction, the object makes its noise, such as a train that blows its whistle, or the girl will give say thank you.  If the user has difficulty with the direction, no sound is made, indicating that they must try again.  There is also a “Hear again” button, which is a great addition to the game.  This is a very easy app to use and students can easily use this app on their own. 

One very neat feature is the Superstar Direction.  These directions pop up at different times (this option can be turned off), prompting the user to repeat the direction verbally.  The response is recorded and then played back.  This feature provides support in memory practice and expressive language.

There is a free Lite version, which allows the user to try out the app first before deciding if they would like to purchase the app for $5.99.  In the Lite version, only 2 concepts are covered: give and touch.  This is the only major difference between the two apps.  There are still the 3 levels and the Superstar Direction.  As there are very little differences between the two versions, I would recommend using the Lite version first and then if you like the app, purchase the complete version. 

Overall, a wonderful app and one I recommend!

WATI Website

I have added a link to the Wisconsin Assistive Technology Initiative website.  There are some wonderful resources here for educators.  There is a tab for supports (including sections on free publications and classroom materials), services and links. There is also a list of AT conferences as well as links for more information.  Some sound very interesting!!

http://www.wati.org/index.php 

NS Department of Education Assistive Technology Resources

I went online this week to our province’s website and found several different resources on AT… sad to say, I didn’t think of checking out this resource til now! 

I attached a link under my Website section for the information sheet from the NS DoE.  It’s entitled- Access to Learning and it discusses what constitutes assistive technology and learning outcomes, as well as different AT categories.  It is a good resource for teachers to share with parents of students who are using AT. 

There is also an AT guide from the DoE, found under Student Services.  I tried to download the PDF but it can’t be accessed right now.  I went looking in my office’s library and did find it.  It’s from 2006, so I am guessing that it is being updated as much of the information, while useful, is not complete.  There is no mention of AT tools, such as iPads and iPods.  While it mentions hi-tech educational technologies such as word processor software, it does not list these programs, such as Co-Writer.  

What I did like in this guide is that there is some great information for teachers to access, such as low-tech, middle tech, and high tech tools.  As well, there is information with the program planning process.  What I especially liked is the sections in the appendices, two in particular- a parent and a student information sheet.  These two forms assist in the student’s planning process.  One parent question is: describe any AT devices used successfully by your student.  One student question is: what AT products have you tried, or would like to try? Even though this guide is somewhat outdated, these forms would be very beneficial in planning a student’s plan.

I am attaching the link to NS DoE Student Services.  Some of these links are for AT, Gifted and Talented (another great resource), enrichment and inclusion guides and fact sheets.  Check it out!

https://sapps.ednet.ns.ca/Cart/items.php?CA=18&UID=20120502105601142.227.56.193