# data[].attributes.body
For this session, we explore websites and blogs that shares useful information to support students with ASD. Particularly, special thanks to Faisal for introducing AFIRM – An Autism Focused Intervention Resources and Modules that has step by step planning and monitoring EBP learners with ASD. The best thing is the materials and handouts are free!

I signed up a module on Technology-aided Instruction and Intervention (TAII), to learn more on using recommended tools such as speech-generating app to support my non-verbal students. It has quizzes and feedback to assess my understanding as well. In addition, there is an EBP ‘Brief Packet’ that provides all the templates for different components e.g. Step-by-Step Guide, Implementation Checklist, Data Collection Sheets and Tip Sheet for Professionals. Definitely useful and I would recommend this website to all educators who needs a comprehensive guide on using the Tech-Aided Instruction and Intervention. Thanks again Faisal!

# data[].attributes.body
I have always perceived blogs as a sort of online diary. While I have found some blogs to be a good read, I have never considered how it can be a useful tool in engaging our students.

However, after reading through the curated materials in Session 10, it was interesting to note that a blog's informal style can be good writing practice for our learners who are weak in literacy. It can also serve as a great outlet for them and for us as educators to stay in touch with the happenings in their daily lives.

The curated materials also offered guidelines on blogging. "Blogging Basics" offered useful tips in creating a digestible, yet engaging blog. This will be helpful in creating structure for our students who may be new blog users or creators.

# data[].attributes.body
It betrays my age that I have always viewed blogs as a means of entertainment. It was actually through searching for resources online that has led to me to discover sites of educators and parents writing about their experiences with working with students with SEN.

I had found blogs to be very useful especially during the first HBL period. My school team was in the midst of compiling a list of activities that parents could engage their children with during the circuit breaker period. Blogs were a very helpful resource, with parents sharing about simple activities other parents could use to make the stay-home period more enjoyable (and really, more tolerable) for students with additional needs. Blogs maintained by educators also shared links to websites with free books and activities that we gratefully compiled into a document for the parents.

I have not turned to blogs again after that good experience, but certainly now is a good reminder that I can tap on them as a resource again.

# data[].attributes.body
Sharing of Tech

This Reading Mama is a blog that was introduced to me by a peer previously. It also has a facebook page and I like that the resources are interactive and colourful. The facebook posts are not too frequent nor too often so it helps to keep me inspired about new ways to teach literacy skills. It also has free printables and flashcards.

https://thisreadingmama.com/

Takeaway from Session 10

I am interested to take up the AFIRM modules in future based on Faisal's sharing. I think it can be a good tool for teacher training as it has bite-sized modules on supporting students with ASD.

Blogs can be harnessed for resources or sources of inspiration for us. I think there are many practical resources and personal experiences shared on these platforms that are useful and relatable for us.

# data[].attributes.body
I never really pondered what the difference between a blog or a website is and have never really associated blogs as source for resources. I was pleasantly surprised that there are a lot of blogs which contain resources about SEN written by people with with SEN children.

Blogs also appear to be more informal which makes for a more relaxing read, it feels more personal, and it also contains actual thoughts and feelings of these individuals which create a certain level of connectedness.

It certainly feels like a collaborative blog with students is something that can be helpful due to the less formal impression that it gives off, it is something that can encourage students to write.

Similar to blog and social media, I have never really view podcasts as a form of resource which I can tap on, it has always seemed more like a leisurely thing to me. As I commute by public transport, I do have a good amount of time to listen to podcasts, so I googled for some SEN podcast and found a list which I can explore and hopefully pick up some things from!

# data[].attributes.attachment_link.title
Best 25 Special Education Podcasts You Must Follow in 2021

# data[].attributes.attachment_link.description
Milwaukee, Wisconsin, US As a special needs sibling, certified special education teacher, and special needs parent, Catherine brings you real world strategies everyone at the IEP table can use. As an international speaker and online trainer for special needs parents and special education teams, Catherine knows what it takes to prepare students and families for the future.

# data[].attributes.body
Boom Cards was mentioned in a few of the presentations during the session; hence, I took the opportunity to check it out with the various free lessons available on the site. The teaching resources available are created by teachers, for teachers. Detailed results would show student performance, including which wrong choices they selected, are also included in its features. One of the few great things about this resource is using it as part of our differentiation activities during lessons. As I was venturing the site, I thought it would benefit my LSP and LSM teachers who teach students of various needs in their small group size teachings.

I like that Boom Cards is also available as an app (both app store and google play) and you can install it on your phone - it probably would work for me as I will be able to design or search for materials for my lessons while on the move.

# data[].attributes.body
Takeaway from S10

Faisal's sharing got me interested in this AFIRM website (Autism Focused Intervention Resources & Modules). I think it is a resourceful website that I can turn to if I need to relearn and refresh some of the theories and strategies on supporting students with ASD. The learning is modular and can be done at own time own target. It is also a possible resource that I can recommend to parents if they are interested in a deeper understanding of ASD and learn how they can better support their children.

Aha Moment

While planning for a literacy intervention for an upper primary student, an idea came to my mind to use technology to reinforce his learning in my pullout session as well as to promote independent learning. I found a word bank app,

My Word List - Word Store - Personal Dictionary (Android) that allows a customised word list to be built. This is more versatile than a physical written copy of the word bank, which I do not think my student would carry around with him. The words that the student has learnt in my session can be imported into the app. He could revise and review the words on his mobile phone at his own time own target. The app has built-in features like dictionary function and pronunciation, that would help him recap /understand the meaning of the words and practise reading the words.

# data[].attributes.attachment_link.title
My Word List - Word Store - Personal Dictionary – Apps on Google Play

# data[].attributes.attachment_link.description
Flashcards, English Offline dictionary, Save and learn words

# data[].attributes.body
Pomodoro Technique

For someone who has ADHD and has to juggle life, work, CLASS work and assignments is like everyone has 100 marbles but the diff is you have a bag to hold them but I don't. I am just having them in my hands, trying not to let any marbles drop. This is exactly how I feel right now with ADHD paralysis kicking in at the wrong time. But to get me on the task, I use Pomodoro technique with the help of Focus To-Do app. So I key in all the tasks I need to do with the target end date and time. Then this app will remind me of my tasks, getting me to work in 4 blocks of 25 mins, taking a 5 mins break after 1 block. I also get a longer break like 15 mins after 4 blocks (you can set it yourself).
We may be always telling teachers or parents to do something like this to help their child so here is this app to actually help to give reminders and set timer for them.
It is a great app for those who are very on task and couldn't move away from your work to get a break so you can try this too!
Hope this helps.

# data[].attributes.body
This week session has provided so much resources for us in supporting students with SEN.  Before the session, blogs have never appeared to me as an educational tool to be used in the classroom but more of a personal digital space for airing personal views.  The week session has broaden my view on using blog as an educational tool.  A blog can be like a blank canvas and there is so much we can do using blog in the classroom.  There is so much to explore with blog. Blogging in the classroom can be used as a platforms for assignments, homework, and announcements and for collaboration and discussion.  Blogs can also be used as an ePortfolio platform.

With the new MOE initiatives of every secondary school students having their own personal devices, most of my students are now with a personal device.  I have been pondering on how I can make use of this to help my students in their learning. Lately, I came across a range of accessibility features from iPad that can support our students with SEN in their learning. Some of these features include VoiceOver, an advanced screen reader and Voice Dictation that can convert speech to text.  Will be showing my students how to access these features from their iPad and how they can make use of these features to help them in their learning.
https://www.apple.com/accessibility/

# data[].attributes.attachment_link.readable_text
Magnifier works like a digital magnifying glass, using the camera on your iPhone or iPad to increase the size of anything you point it at - from a prescription bottle to a candlelit menu. For those who are blind or have low vision and want more information about their physical surroundings, Detection Mode in Magnifier combines input from the camera, LiDAR Scanner, and on-device machine learning to offer intelligent tools like People Detection, Door Detection, Image Descriptions, Text Detection, and Point and Speak.

If you're standing in line, you can use People Detection to determine a person's proximity to you. Door Detection can help you navigate by identifying doors, text, and the presence of symbols - such as a restroom symbol, a no smoking symbol, or an accessible-entrance symbol - within a few feet of you. Image Descriptions and Text Detection let you hear more about people, objects, landscapes, and text in your camera's field of view. And Point and Speak makes it easier to interact with physical objects that have text, like household appliances, keypads, or labels on files. As you point and move your finger over or under different buttons or elements, your iPhone or iPad reads the text out loud, so you can perform everyday activities and tasks with more ease and independence.

Put moments into words.

Match your levels to your location.

Look down for a heads‑up.

Pinch.
Pinch.
Chat.

AssistiveTouch for Apple Watch lets people with upper-body limb differences use their Apple Watch without ever having to touch the display or controls. Using built-in motion sensors and on-device learning, Apple Watch detects subtle differences in muscle movements and tendon activity, letting you control the display through hand gestures like a pinch or a clench. Answer incoming calls, control an onscreen motion pointer, and access Notification Center, Control Center, and more. You can also use AssistiveTouch for Apple Watch to run shortcuts with Siri to complete tasks or modify VoiceOver and Switch Control settings on your iPhone.

AssistiveTouch for iOS and iPadOS helps you adapt standard gestures - like pinch, rotate, or swipe - to make them more comfortable for you. You can make other actions, like changing volume, accessible from the AssistiveTouch menu.

Cue
magic
here.

Let your voice call the shots.

Make your own calm.

This feature speaks for itself.

Assistive Access makes it easy for people with cognitive disabilities to tailor iPhone and iPad to reduce cognitive load and suit their specific needs. Designed with feedback from individuals with cognitive disabilities and their trusted supporters, this feature helps people focus on the activities they enjoy most and that are foundational to iPhone and iPad - connecting with friends and family, taking and sharing photos, and listening to music.

Assistive Access offers a distinctive interface with high-contrast buttons and large text labels, as well as tools to help individuals and trusted supporters focus the experience in specific apps - Phone and FaceTime (which have been combined into a single Calls app), Messages, Camera, Photos, and Music. You can also choose a more visual, grid-based layout for your Home Screen and apps, or a row-based layout if you prefer text.

# data[].attributes.attachment_link.description
Apple products and services have built-in accessibility features to help you connect, create, and do what you love in the ways that work best for you.

# data[].attributes.body
For this week's session, different groups were tasked to curate the websites and blogs for students with different needs and learning difficulties. A few of the websites are actually familiar to me. I have been using intervention central for quite a while. The site's ready lesson plans are a great help to help us with our lesson planning and generating resources. I have also subscribed to ADDitude. So each week, I would receive emails on new feature articles, videos and other information for my own professional development. It is also a site I have downloaded useful checklist and visuals that can be shared with students and colleagues.

One of my tech related AHA moment this week is to do with a student's talent which I only discovered this week during a session with the student, ECG counsellor and parent, where we were exploring his interest and strengths. He shared with us that he is very keen in video upscaling and has attempted to upscale some old movies using some applications which he would be showing me when he comes in to my room next time. He would upload his finished product in YouTube. The ECG counsellor encouraged him to continue with this as this can be part of his portfolio to help with his EAE to IHLs. In fact, before this, a few of my students are already using Instagram to build up their portfolio. The same advice was given to this student as he is also keen in design and has designed a poster for a game his younger brother has written.

# data[].attributes.body
I have learned that "blogs" are a sub-type of website. The difference between a blog and other types of websites is that blogs are regularly updated with new content that is displayed in reverse chronological order, i.e. new blog posts first. Websites are static, meaning the content is organized into pages and is not updated frequently.

Blogging can be fun for students to do personal journaling. What about students who have language challenges?  How could they use "blog"? How do we encourage these students to use it when we are supporting them in their development?

For starter, students could be encourage to "use pictures together with short phrases" to express their ideas and gradually expanding to "short sentences" and ultimately "passages of brief description".  Alternatively, students could also do a auditory recording of their own verbal description on the pictures that they post. Feedbacks by peer and teachers as "comments on their posts" could also help them to improve.

"ADDITUDE" a website that has lots of information on ADHD and learning disabilities (which was also listed in one of the group's sharing) is one of my favourite resource site that I tap on regularly to forward strategies to my students' parents and teachers to raise their awareness; and to empower them. Another aspect of my support for my students which I am constantly reminded to uphold and keep pace with.

# data[].attributes.body
Takeaway from session 10
It is interesting to see "blogs" as a source of resource for us educators to learn more about SEN and the useful strategies other than relying on website searches and Journal articles (which it will be harder to access after finishing ADISE). I did not realised that there were so many passionate SEN educators that shares what works for them and most importantly, as blogs as dated, many of the strategies were up to date. It is important to make sure that I remain up to date on the effective strategies in my course of work and many of times, website that are not updated timely enough may not meet that need.

Another attractive part of the blog as a resources is that the write ups is has more personal tone as compared to the more formal theoretical tone in websites and Journal articles. It makes reading it more enjoyable and relatable.

# data[].attributes.body
Takeaway
I really enjoyed the sharing by my coursemates on the support for students with the different types of disabilities. The different blogs and websites that were shared were helpful for me as i curate resources and content for my eportfolio and also for my own lesson resources. There are alot of good blogs and websites out there which i never knew. What i really like about the teachers' blog, they will post strategies that they have tried and tested with their students. This is very appealing to me as we always look and read on the different strategies, however, you don't really know if it works until you try it. Hence, having a fellow educator who has done it and documenting it in their blog, it can help me decide if it worth the try.
Sharing of technology
I want to share on the use of the recorder application in the handphone. I have used it in my lessons with my students to practice their oral reading. Prior to the recording of the reading, they will be taught on the reading skills such as reading in meaning unit and with prosody. My students will record their reading in class and at home when they practiced independently. I will listen to their recordings and give feedback on their reading practice. Students can also use it to monitor their own reading as well.

# data[].attributes.body
Podcast
The presentation on the use of podcasts speaks to me because I listen to podcasts regularly in my personal life. I totally agree that podcasts require the learner to have good sustained attention and a certain level of language proficiency (my mind often wanders off too!). However, for students with adequate receptive language skills and working memory, the benefits of podcasts are likely to outweigh the drawbacks.

I would like to recommend a science podcast for children called Brains On! Each week, a child co-host joins the adult host to explore the answers to a question asked by child listeners. Some interesting topics include:
-Do dogs know they are dogs?
-What did dinosaurs sound like?
-Why do songs get stuck in our heads?
Just to name a few. Some topics can be highly relevant to children's everyday life, such as:
-Why do siblings annoy each other?
-Why are smart phones so hard to put down?
Some of my high-functioning students with ASD or reading difficulty are very inquisitive and like to watch science YouTube videos in their spare time. This podcast could be an alternative to them when they need an eye break!

# data[].attributes.attachment_link.description
Brains On Universe is an independent media company for kids and curious adults. We make podcasts, books, videos and more. Our goal is to fill the world with stuff that is smart and funny, silly and serious, all at once -- just like the people in our audience.

# data[].attributes.body
Although I read blogs occasionally on a variety of topics, mrbrown.com being one of them :), I had never considered them as a medium of T&L. Blogs can bridge the gap between serious, formal writing and informal thinking/speech. I will consider getting older students to work on blogs to develop self-expression. Blogs could also be good for use with Social Studies topics. With a higher proportion of students with Dyslexia in my school, vlogs and podcasts appeal to me as well. This is UDL in practice, an exciting prospect.

A number of groups mentioned Boom Learning so I created an account to see what it is all about. There are flash cards on a variety of topics, even speech therapy. I've added a few cards to my Library which I could potentially use for literacy & language or social sessions.

# data[].attributes.body
2 groups were introducing Boom Learning in their sharing and I thought to myself I should really check it out.
So,
Boom Learning is a platform and set of tools for creating and assigning Boom Cards which are cloud-based digital learning resources, such as digital flash/task cards, quizzes, interactive lessons, and more. Boom Learning can be used with in-person learning but also excels in remote learning.
It looks really interesting esp the ones in SLT though may have to pay to get more out of it. I shall explore more in these few days.

I really have mixed feelings when Dr Ow Yeong said today is kinda our last session. I really enjoy all the sessions and sharing from everyone though I must say this is also one of the modules which take up a lot of our time (but for a good purpose)...

# data[].attributes.body
Takeaway from session:
https://www.interventioncentral.org/ was introduced a few times by my coursemates during the session as a form of a good resource. It is quite a comprehensive site of interventions to tackle specific student issues face in school. My only gripe of it is that its interface seems dated, without pictures (already text-heavy) and it seems to be last updated a few years back. I probably have seen this site before and might have navigated away quickly due to its appearance. But hey maybe the author of the site wanted to go for the classic look.

This point reminded me of another feature of blogs and that is that visitors are able to see when a blog was last updated and thus come to a conclusion to whether the blog is "active" and worth visiting or keeping track of or not. This impression is especially important when it comes to education as educators would want to know the most updated research or trends when working with children. Hence in a way, blogs require commitment from the authors and that is probably why authors sometimes apologise for their long absences when a new post finally comes up after a long period of time.

Sharing of Tech: https://www.reddit.com/r/ADHD/
There are blogs, books and videos to learn more about people with special needs and I would like to add one more to the list and that is Reddit. Reddit has elements of the above but is also a strange amalgamation of a community support group and forum. In the ADHD community on Reddit for example, members post about their life stories, advice for others, news, discrimination, struggles, triumphs, and many more. You do not need an account to read the posts, but you might need tissues when you read heartwarming responses to a post.

# data[].attributes.attachment_link.readable_text
A place where people with ADHD and their loved ones can interact with each other exchanging stories, struggles, and non-medication strategies. Weekly threads to plan and notice the positive in our lives. Over a million users here say they 'feel at home' and 'finally found a place where people understand them'.

# data[].attributes.attachment_link.description
A place where people with ADHD and their loved ones can interact with each other exchanging stories, struggles, and non-medication strategies. Weekly threads to plan and notice the positive in our lives. Over a million users here say they 'feel at home' and 'finally found a place where people understand them'.

# data[].attributes.body
I learnt what are the differences between a blog and website. Both are considered websites. A blog's content is updated regularly with newer content on top whereas a website's content may be static. A website is a collection of webpages and related content, that is identified by a common domain name. It is published on at least one web server.

A blog is a discussion or informational website published on the World Wide Web (www.) consisting of discrete, often informal diary-style text entries-posts. Posts are are typically displayed in reverse chronological order so that the most recent post appears first, on top of the webpage. Students can
use blogs to publish assignments and resources. It can also improve student's writing skills as the platform is more personalised. Students can blog about successful practices, effective studying skills, time management and can be shared with other students. Other students can share their thoughts and views in the comment section. I am considering of using this platform for my SEN peer leaders interaction with their fellow classmates.

Customised search engine
A search engine is defined as a program that searches for and identifies items in a database that correspond to keywords or characters specified by the user, used especially for finding particular sites on the World Wide Web by Oxford Languages. Creating a customised search engine is a beneficial tool for students and educators as well. It minimises distraction as well as searching for information from credible sources. Please watch the Youtube video on top to learn more about customising your own search engine.

# data[].attributes.body
Group sharing on various curated blogs/websites/vlogs.
I find that when the various group was presenting, at the back of my mind I was already filtering useful links to highlight and use in my teaching; mainly RESOURCES FOR EDUCATORS. Of course, naturally I was listening out for their sharing that recommends resources that are easy-to-retrieve, customizable, time-saving and even in the local context.
I realize that some of the group even shared about some websites/blogs from PARENTS & perspective of SEN STUDENTS themselves. It did not occur to me to naturally look out for these sites (educators are always tooo busy researching for resources from educators to 'copy & paste' from), but I can see now that reading up from these other perspective will value add to my teaching by seeing the lesson through another lens. I already looked through some of the parents of SEN student's blog, and some parents were even useful to share some strategies that they have tried with their child at home. This can value-add to my collaboration with parents (and perhaps, even use some of their tips for my own 1-1 session!)
My summary: do not overlook websites/blogs from parents as well!

# data[].attributes.body
I normally would find learning resources from websites but I didn't think about blogs. So this week's lesson was really useful for me to look into good resources to help with my teaching. Not only that, the blogs also provide resources for other areas i.e. behaviour, class resources, etc. I especially like Ms P's specialties blog - it's very easy to navigate, not cluttered and easy for me to find the materials that I need.

I'm gonna back to basic and talk about Microsoft PowerPoint. This tool is one that I heavily depend on for both structuring my lessons and also creating educational materials for activities in school. As shared with my group, I did an instructional video using ppt - adding pre-recorded videos and audios for a Literacy Festival (LitFest) activity. I have decided to include that in my curated list for my e-portfolio.