Selecting and Evaluating Technology

How can we best select technology for students with disabilities?

There is so much technology to choose from. We are surrounded by it wherever we go. When it comes down to the classroom we want to choose the best form of technology that can help our students with disabilities. We want to take into consideration what the child's needs and abilities are. When choosing a form of technology we want to make sure that it is going to be a good fit for that student. We want to also  take into consideration the child's limitations. 

iPad's for example, are usually a popular choice because they can easily fit into any classroom environment and they are customizable. There are so many great aspects to the use of an iPad such as the weight, size, audio, audio record, text and images. Selma Powell listed a few steps that can be helpful when choosing apps on an iPad for your students with or without disabilities. They are listed below.

1. Identify learning objective

2. Select targeted Apps

3. Select standards to align with the Apps

4. Identify limitations and essential features

5. Choosing an App

6. Identify unique learning needs of student with disabilities 

What is the process that the Dell text uses to describe selection of Assistive Technology?

 What are the steps?

The Dell's text gave us seven elements that are essential when making decisions on assistive technology and assessment. The seven elements are as follows:

1. Use the team approach

It is important to have the input of everyone who will be working with this child when selecting a form of assistive technology. The student and his/her family should also have a say in the choice of assistive technology. 

2. Focus on the student's needs and abilities.

When assessing a form of assistive technology for a student it should always be student centered. We want to make sure that the assistive technology will meet the students individual needs.

3. Examination of the specific tasks to be completed.

Once we have considered the needs, interest, and strength of the student, then we will examine the tasks that the student needs to be able to complete. We will examine the task to its full extent, which means we will be looking at all the necessary steps needed to accomplish the task. 

4. Consideration of relevant environmental issues

We should consider the environment in which the student will need the device to function. If the child is engaging in learning at home, then a need for a device at home should considered. 

5. Trail use of assistive technology tools

This is when we allow the student to experiment with the technology. It would be most beneficial for the child to do this in their natural environment. 

6. Providing necessary supports

Technical support should always be available to help with maintenance issues or any problems that may arise with the device. It would be helpful for teachers and educational team to get trainings on the use of the device so that they can provide support in this area when a problem arises. 

7. Viewing assessment as an ongoing process

We should be periodically reexamining the students characteristics, environments, and tasks to be completed because things may change over time. The student's needs may change overtime and that device may become inadequate. So it is very important to view the assessment process as ongoing.

Here are some resources that can be used to help with the selection of Assistive Technology

Student Inventory for Technology Supports (SIFTS) from Ohio Center for Autism and Low-Incidence

https://sifts.ocali.org

Dynamic Assistive Technology Evaluation (DATE) from Texas Assistive Technology Network (TATN)

https://www.texasat.net/at-resources/overview

Assistive Technology Internet Modules

https://atinternetmodules.org/

PAR (Protocol for Accommodations in Reading)

https://learningtools.donjohnston.com/product/upar/#.VRXiACk2KfQ

FEAT: Functional Evaluation for Assistive Technology by Raskind and Bryant 

https://www.nprinc.com/categories/special-education/assistive-technology.html

Florida's Personnel Development | Supporting Students with Disabilities 

https://florida-ese.org/educator-resources

Lesson Planning with The Universal Design for Learning (UDL)

What makes the UDL lesson plan different?

As discussed in my previous blog post, the Universal Design for Learning is a model that is designed to make learning accessible to all learners. When lesson planning using UDL, we want to remember to use multiple means of representation, engagement, action, and expression. 

When preparing a lesson plan for your learners, you want to think of some alternatives to the methods that are traditionally used for instruction. We want to go beyond lectures, writing and using the textbook as a form of engagement. At the beginning of our lesson planning we want to start with a flexible goal, then consider the assessment and finally consider the the methods we will use. We want to create a goal that doesn't limit our learners ability to show us what they've learned. If the goal we've created is accessible to our learners, then our assessment process will be more affective. 

How do you determine the lesson assessment?

There are two forms of assessments: formative and summative assessment. They are both two completely different things. Let's talk about the difference. 

 Summative assessment occurs at the end of instruction. It is basically a way to check the learners understanding of the entire lesson that was taught by the instructor. They usually come in the form of tests, quizzes, and chapter summaries. 

Formative assessment occurs during the learning process. While instruction is still happening, formative assessment is used to as a guide to help with the learners progress. We want to use this form of assessment to give feedback, provide guidance, and new strategies to the learners.

 

With the UDL model perspective in mind, the assessment process for the learners should be ongoing. This is why we have formative assessments. If the learners are not performing well on our formative assessments, then this means we need to reevaluate our methods to see what we can do to make the instruction more accessible to our learners. 

At the bottom I have listed a few resources that can be very helpful during lesson planning. These links are helpful in guiding us through the lesson planning process using UDL. 

"Remember, that lesson planning with UDL 

benefits ALL students not just a few!"

Resources for UDL Lesson Planning

• Free UDL Resources and Tips | CAST

http://castprofessionallearning.org/free-udl-resources-and-tips/

• The UDL Project 

https://www.theudlproject.com/udl-tools---all-grades.html

• Lesson Planning with Universal Design for Learning

https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/lesson-planning-with-universal-design-for-learning-udl

• CAST | UDL Lesson Builder

http://lessonbuilder.cast.org/explore.php

• 6 Steps to Planning UDL Lessons

https://blog.brookespublishing.com/6-steps-to-planning-udl-lessons-3-teacher-stories/

This video is connected to the last link on my resource list. All the resources listed above it are FREE but the last resources is a book for purchase. The link still has wonderful helpful information. There is also this video that gives us an idea as to how using UDL could enhance our teaching when it's added to our lesson plan! Please check out the video!

Universal Design for Learning

Universal Design for learning is a set of principles that can help can address the needs of a diverse classroom. All students learn differently so we have to be able to help maximize their learning. By using the principles of UDL we will be able to minimize some of those barriers that might be in their way due to the curriculum. I have attached a video down below that will give you more information on UDL and how it benefits all the students within your classroom. 

Here are the three principles of UDL and their meaning:

Representation: This is when the teacher provides the students with various ways of acquiring the learning information. 

Action and Expression: This is when we give the students several options for demonstrating what they have learned.

Engagement: This involves tapping into the interest of the students, increasing their motivation to learn and offering appropriate challenges. 

When teachers develop goals using the principles of UDL, what is the main thing that they need to keep in mind? 

When developing curriculum goals using the principles of UDL, the main thing that teachers need to keep in mind is the learning of the children. As a teacher in the classroom our main focus should be on what we want our students to know, do, and care about. The goal is for the students to learn!    

Imagine that you are a second-grade teacher beginning a unit on plants. You wish to make certain that you address the three principles of UDL. 

• To present the information I would have visuals such as sequencing cards, books and also a video from Youtube played on the Smart board demonstrating the growing and changing process of plants. Then we would also discuss the different parts of the plants using various materials. 

"This is a short video of myself and my students during differentiated instruction and as you can see to present the information we watched a video on the Smart board! "

• To assess my students I would allow them to draw, write or use online activities on the computer or iPad to demonstrate what they are learning. The assessment process will technically be on going throughout the unit as I am covering it.

• To maintain their engagement on plants I would allow the students to decide how they would like to explore the topic. I would allow them access to BrainPop Jr videos, games, and activities on the subject of plants. There would be an area in the classroom where they can explore the process of plants growing and changing. I would allow them to have access to seeds and soil to plant a seed of their own. They would also be able to document the process of the plants growing using a camera, journal or an audio recording device.   

"These two pictures are showing the station that I created for my students to explore planting seeds using soil and all the necessary tools needed to achieve that goal." 

  

                                      

Down below, is a picture of my students watching a BrainPop Jr video as a whole group! As you can see all of my students are fully engaged!