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A:
When I read Lay Hoon’s comment about how PowerPoint is a technological tool that she relies on heavily, I can relate to that too! It is something that I use so often and that sometimes it is instinctive that when we do sharing or lessons that we would just tap on PowerPoint, we do not consider it something very “special”. Makes me wonder how many other AT we take for granted.

Besides https://www.slidescarnival.com/ which Lay Hoon recommended, I also use https://slidesmania.com/ and https://slidesgo.com/ as it provides a wide range of templates for free use. I am always able to find something suitable for use, whether it is for a fun lesson or a professional presentation!

B:
The SETT and WATI framework shared by Dr Wong really gave me a lot of insight and set me thinking about how perhaps I can condense the different frameworks and make it more relatable and applicable to a mainstream school environment.

Having such a framework for my school can also help teachers who use it look at AT from a more all-rounded perspective and address some blind spots when recommending AT should there be a need to.

Currently we do not have any list of considerations and checks to ensure that AT can be suitably integrated to the school or how we can help make sure that all grounds are covered when it comes to the practicability of AT use from an all-round perspective. Addressing this gap would go a long way in creating an inclusive culture in the school.

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Comments on inputs by classmates:

I have read through all the posts in the previous week and I must say I absolutely concur with Cheryl’s reflection. It is indeed true that some of the students’ needs do change as they transit from a Primary school to a Secondary school. The real challenge will be to get some of these students to accept the continued use of AT despite becoming more conscious and perhaps wanting to assimilate into the regular style of learning much like anyone else in the classroom. As an officer who specialises in Special Educational needs and plays an active role in the promotion of inclusiveness in the school, the user profile guide and framework that were introduced to us are indeed helpful and will allow me to better assess my students’ needs and thereby providing better learning support for my students.

On this note about the use of AT in the classroom, I would also like to echo Amirah’s post and I think she has correctly described the situation on the ground. Indeed, as educators providing support to students with SEN, it will be great if we could get ourselves used to the FM system as well so that we will understand how to use the basic features of the FM system and above all, to understand first hand what our students are going through so we can support them better. It is only through having a better understanding of what our students' needs and are going through that we will be able to put ourselves in their shoes and be truly understanding towards their learning needs and challenges.

My AHA Moment:

I must say the SETT framework was very easy to understand in comparison with the Wisconsin Assistive Technology Initiative (WATI). In fact I was totally gobsmacked when I first saw the comprehensive and rich content within the WATI framework. However, as I was going through the lecture and thereafter reading through the documentations, I realised the WATI framework, despite requiring way more effort to complete, provides a far more detailed assessment of an individual’s needs. It is truly a systematic process that scaffolds a team of educators, which in my case would be the school CMT, to work on deciding a suitable AT to address the learning and/or functional needs of a student with disability in the school.

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A)   Comment on Coursemate's Input
QiHeng’s input has really made me see the good old PowerPoint in a different light.  I have always make use of PowerPoint to create slides for lessons or presentations, never did I know that PowerPoint actually has so many hidden tips and tricks.  The video has helped me enhanced my PowerPoint skills.

Thank you QiHeng for sharing.

B)   AHA Moment
Dr Wong has shared the SETT and WATI framework in this week lecture, beside the Adaptations Framework the week before.  The Adaptations Framework looks straight forward and the SETT Framework is concise.   WATI Framework on the other hand is comprehensive, covering lots of details and information.
As I have limited experiences with AT, the WATI Framework will be a good start for me.  The forms will serve as a detailed step by step guide so that I will not be missing any  information or details that may be crucial and needed to be included for the process.  The detailed information covered by the WATI Framework will also allow all the stakeholders involving in the process to have a clear common understanding and in-depth discussions.
I will probably consider making use of Adaptations Framework or SETT Framework after gaining sufficient experience after working on the WATI Framework.

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1.  Sharing of PPT Tips & Tricks by Qiheng

After several weeks of discovering an array of awesome tech-based tools and apps shared by all of you, it is quite a sigh of relief for a tech-idiot like me to finally chance upon one tool that I AM familiar with and in fact has been the only one tool that comes to mind whenever I am tasked to do presentations  – PowerPoint. The video-sharing by Qiheng on the ‘30 Ultimate PPT tips & tricks for 2020’ has therefore been very useful for me. I am amazed at how seriously outdated my PPT skills have been despite the familiarity; so, having picked up a few new tricks, I do hope I have managed to reduce some of the knowledge deficits!

2.      AHA Moment:

Dr Wong’s lecture in Session 4 on the WATI Framework has really caught me by surprise at the enormous volume of paperwork that would be required when using it in determining the functional needs of a student with needs. This organically makes the Sett Framework invariably more preferable to me when comparing the two. Nonetheless, in retrospect, I believe there are certain considerations embedded within the WATI Framework that can also be included in the processes when utilizing either the SETT or Adaptations Framework to ensure that certain key considerations are not missed out. On a personal note, I do acknowledge the importance in giving due consideration to encapsulate all the possible crucial aspects of a student’s profile like requisite skills, functional skills, needs, etc. in the different key operating environments both within the school and out-of-school settings. However, I also believe it is as crucial not to subject stakeholders to highly cumbersome processes when it comes to collecting the information required when raising the application/proposal required for an AT device needed by a student lest the complicated procedures result in considerable time-delay before the student gets to access it.

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A) I realised many of my course-mates are using IOS platform as I could not access to the suggested apps. I tried out MIRO as suggested by Adelene and it really looks useful for me or my team-mates to use in the future! :)

B) Dr Wong shared many of useful resources/ forms/ checklists to guide us from selection of AT, the usefulness of it, evaluation ,etc. This is really more systematic than what I am doing presently and will share these info with my colleagues in CLASS and school. :)

Also, I am beginning to re-explore some apps now that my study/work load need some planning. I just started to go back to Evernote.
It's a tool for capturing and arranging your information and ideas. It serves as a digital file cabinet, personal notebook, and project management tool. I think is a great tool to organize my messy work/study now! Try it out, guys! :)

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A) Popplet

I read a post about Popplet by one of my course mates. I have personally used it during my lesson and I thought that it is a brilliant application for my students. While it allows my students to brainstorm and organize their thoughts for the lesson, it gives an opportunity for them to also familiarise themselves on the usage of iPad. It also provides "teaching moments" for the students to figure out how to use the features readily available for them.

B) I was creating my e-Portfolio when I realised that as I was typing out my philosophy and also my experience in teaching students with SEN, I reflected on why I chose to continue teaching at DSS. The e-portfolio made me recollect and review what I have done so far and what I can improve on. This is relevant to WATI that was shared by Dr Wong where I need to relook at how technology is used in my school for the students.

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A) I get Kamila’s point on the ‘revelation’ of the frameworks shared by Dr. Wong. As I’ve shared in previous input, the documents are useful to drive meetings with CMT and to look through each components together and/or advised by our students’ therapists. True that currently, I faced similar situations when the suggestions for AT is usually one-directional i.e. from external agencies/therapists. Learning and using these frameworks would ensure there’s holistic support system for our students.

B) SETT Framework: I came across this infographic in MOE SEN Portal and learns more in-depth during Dr. Wong’s lecture. The infographic summarizes what it is, and I intend to use it for teachers and/or parents for better clarity, though the ‘CSI’ work would be done CMT. The process of the framework as explained by Dr. Wong would be my discussion points during the sharing in school.

As I was looking through the SETT Scaffold for Gathering Data; I realized one domain that I have overlooked – Environments. It never did occur that it is equally important to determine what still needs to be known and the additional information that we can collate, when we include evaluation, implementation and discussion as part of the analyzing process.

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A. Comments on coursemate's input
Classroomscreen; a fascinating tool indeed!

I tried it out with my two nephews, who were staying with me during the holidays. I displayed multiple widgets and a list of things to be done for both of them while I tried to finish some tasks at the same time. It was engaging and effective as the boys were very focused and on-task! Else, I think it could be pretty tiring to see to (aka entertain) their individual needs as I try to get things done at my end.

B. AHA Moment
I must say that the introduction of SETT and WATI especially got me all overwhelmed at first. After reviewing it and letting both frameworks sink in, I recalled Dr Wong stressing the importance of seeking to understand the student's comfortability and whether it realigns with the usage of the selected AT during one of his lectures.

It is something that I have made a mental note of and keep in mind when helping the student and parents while sourcing out for the right AT. I will probably start small and familiarise myself with SETT first, use it as a guide and possible conversation starter with my students. Yes, we could always consider the suggestions made by the therapist. However, we must ensure the AT is accessible, comfortable and convenient for the student. Of course, WATI will not be forgotten! :)

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a) I read through Daniel's comments regarding the App Assessment tool that was introduced during Dr Wong's lecture, and found that it really resonated with me. During the HBL period, we had to assign a number of tasks to the students to help them with their individual learning. At that time, with the key concern being that students' learning could continue with as little interruption as possible, I assigned whatever tools I thought were appropriate. However, with this checklist and the time to reconsider strategies, I definitely agree with Daniel that we can use this to compare the usability of different tools before assigning it to the students.

b) It was very interesting to learn more about the SETT framework during Dr Wong's lecture. I really like that there is a set of questions that the CMT could consider and discuss regarding a student's needs in order to come to a decision about the AT to recommend to the child and family. Looking at the questions regarding the student, I really like that there are questions regarding the student's strengths and interests. For students with more significant needs, it is often easy to forget about the individual when thinking and talking about their needs. As we consider how best to support our students, this is a really great reminder to always think about them holistically.

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A)      I am starting to get very overwhelmed with everyone’s sharing of the different ICT tools that they have been using and trying out. Hence, I decided to slowly explore them when I have the time to really sit and look into it. I also decided to jot down all the tools and have them listed in my e-portfolio as part of this module reflection. Hopefully this continue to grow as I learned more from my course mates as we move along this module. The different comments about the ICT tools by my course mates has been very helpful as it summarises what the tool entails. I am also feeling very grateful that my course mates shared practical ideas and insights of the different ICT tools and their AHA moments helped me to recap some of the concepts learned from the previous lessons. Totally enriching learning experience by just reading my course mates’ posts.

B)      I like how Qiheng concluded his post “In conclusion, I am more SET on using SETT and will probably WAIT to use WATI”. I share the exact sentiments, reason is because maybe I am a person who would like to start small, be familiar with something that is easier to digest and ensure that I am confident using it rather than scratching learning on the surface. Not saying that I am not going to look into WATI but I guess it would take me a longer time to slowly internalise the whole concept of it. Well at least the introduction by Dr Wong about the two frameworks has gotten me to understand the bigger concepts of the different considerations that we could look into when we consider looking at AT for our students.

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Comments on inputs from session 4

A few of my peers commented on Popplet so I decided to go check it out as well. Popplet is a cool tool which you use to organise information visually, and you can be as creative as you want using the tools and also add images.  It will be especially using for your students who have organizational difficulties and it will be good for them to see the ‘overall picture’ using the mind-mapping. A lot of my students have troubling putting the information together and I used to help them by using mind-mapping done using the traditional ‘pen & paper’ way. But now with this app, it will be easier, faster and more enjoyable creating their mind-maps. Another interesting thing is that you can also view Poppet creations made by other people.

Aha moment

Dr Wong’s sharing on the SETT and WATI framework gave me a clearer and better idea on how to go about selecting AT devices for your students who need them. For my students using AT devices such as the hearing aids and FM system, usually they already are equipped with the AT devices which they were given in Primary school, but now I feel perhaps I could do more and recommend more AT tools for them to make their learning better using the newfound knowledge that I gained. Though SETT does seem easier, WATI offers forms that are also more specific and detailed for gathering information. Thus I feel that it will be good to use either framework (SETT or WATI) based on the needs of your student.

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Comments on coursemate’s input
Prior to this course, I would have never seen the need to create an e-portfolio. I’m now more convinced of its purpose after reading Hao Yong’s and Lay Hoon’s sharing about their intentions of creating e-folios for their schools. It can indeed be used as an ‘in-house SEN portal’ serving the needs of each school. It can offer rich resources that address the common and/or complex types of SEN present in each school by providing customised information that stakeholders require. In addition, it allows for a more informal and personable mode of information sharing with colleagues and peers.

Aha moment from Session 5
SETT vs WATI Framework
Although WATI seems like a long drawn-out process of documentation, as compared to SETT, it would still be my go-to guide for future identification and matching of ATs for students.  I think it provides clearer steps and guidelines for me as I’m not familiar with the complex process of AT recommendations. Although WATI and SETT serve the same purpose, SETT is less time-consuming to complete and is straightforward. SETT appears to be more suitable for monitoring cases that have already been assigned AT tools that require further monitoring of efficiency and suitability across progressive settings. So far, I’ve only had the opportunity to fit the FM system for a student with hearing loss.  Currently, I’m working on a case of suspected hearing loss and speech impairment and it is timely for me to try out the WATI framework.

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a) I like the comments from my course mates of using the e-portfolio as a form of SEN portal. This can be a great platform as we can organise the resources, tools, website links, videos and much more. Visitors can also leave their comments and pose questions if necessary. The SEN portal via e-portfolio can also be accessed anywhere as long as there is an online connection without restricting to the school's network of shared folders. Based on the visitor's comments, we can also seek ways on how to improve the resources. The clarity, organisation and personal touch makes it visually appealing to visitors as compared to shared folders within the school network. I am starting to create my e-portfolio and the process is fun I must say! I hope it can be beneficial to those who view it!

b) A/P Wong's lesson on the SETT and WATI framework is an eye opener for me. I understand now why many years ago my AT was abandoned because I did not use any framework to assess the suitability of the AT for my student. This is due to the lack knowledge and I am grateful to A/P Wong for his lesson on the frameworks. The checklist and the questions will definitely assist me in the decision making process. During evaluation, we can always backtrack and make necessary improvements based on the framework. It is quite comprehensive as every aspect is covered and we can combine the forms from the various frameworks. Using the frameworks in selecting the AT provides sustainability and reduces greatly the chance of abandonment.

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Input from Session 4
Whilst reading the AHA-Moments, there was a post sharing that before the lessons on AT, AT would be something the experts decide and make recommendations on. I used to share similar thoughts and thought that my role as a teacher would then be to assist/ensure these recommendations are implemented. However, it is also not only how the AT can support the student/s but understanding how the student/s feel about using the technology is important. It was also mentioned in other sharings about the challenges faced in getting students to make use of the AT devices.

This brought me back to last year when I had a student who had to use a pencil grip. Out of all the pencils he had in his pencil case, he would always pick the ones without the grip. This goes to show how much he did not want to use the pencil with a grip. But with creativity, a modification was made - the use of a rubber band to act like a "grip" and he was more accepting of it thereafter.

This then made me wonder... we have spoken about evaluating if AT adaptation meets the needs of the student/s through the use of checklists and/or frameworks that we have learned in the past sessions; but would there be a possibility too, that as we encourage student/s to make use of the AT devices, we explore ways on how we can support them slowly in getting adapted to these devices through modifications and making use of other available resources that may serve a similar purpose in one way or another? (As I am typing this down, a little voice in my head is telling me that it is probably not as easy when it comes to other AT devices...)

AHA Moment for Session 5
Having been introduced to SETT and WATI, I must admit I need time to absorb all of the information... especially for WATI. SETT seemed to be user-friendly for the start as it gives the overview but WATI is definitely more comprehensive. Looking at it more practically when the school term starts, I would want to set myself thinking of the questions in the SETT implementation and evaluation planning template as a start.

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Coursemate's input

Many of the coursemates shared their Aha Moments on the Adaptation Framework. It is nice to know that they see value in learning about the evaluation of AT and are not treating it as an academic exercise. They reflected on their practice and support and managed to identify their blind spots and gaps. This sharing, together with Dr Wong's lecture and the compassion that comes through his teaching, has prompted me to examine my own belief. I used to think that the evaluation of AT should be best left to or led by an expert who knows it in and out. My biggest blind spot is I did not see that the child with SEN is closely supported by the people on the ground. That means the teachers and we are the people who are most familiar with his needs and the environment that he is in. We are indeed an important part of the process.

Jen has emphasized the importance of AT to help a person with SEN to gain independence, so it does not matter if the AT is for the short-term or long-term. This sets me thinking about a case which I will share below.

My Aha Moment

Gabriel (not his real name) was a bright and bubbly boy in P1 back in 2017. His P1 year was nevertheless cut short as he underwent operations to remove tumour growths in his brain. This was followed by a long period of rest and rehabilitation. The road to recovery is a difficult one, as he has sustained a brain injury after surgeries. This has impaired his physical, social-emotional and cognitive functions.

When he resumed his studies in P2 last year on the advice of the doctors, we were at a loss while also feeling overwhelmed to see the multiple challenges that the child faces in the school setting. We did look into the options of providing accommodations for his daily learning. However, we did not really go that far, beyond providing him with a low tech solution - an inclined reading/writing stand to make it easier for him to read and do his writing work.

The WATI framework that was presented to us during yesterday's session has given me a renewed confidence in approaching a very complex case like Gabriel's, and one that seriously needs a team approach. Not only does the framework provide a structure and sequence, but it also scaffolds the input at the various stage of evaluation.

The parts that I find most useful are the student information guide and the decision-making guide. The former can help me to evaluate a student's capabilities and limitations in a more comprehensive manner while the latter can help to rally the team to come together, prioritise the needs, explore options and agree on a solution.

Gabriel is set to be transferred to a Sped school, possibly next year. This was foreseen due to his high needs. However, I feel that we could have done more to help him, even though it could just be for a short interim period. The independence that we have been talking about means more than just being able to live one's life without being helped. The greater meaning behind it is the ability to live a life with dignity and purpose and I feel sorry that we are not able to help Gabriel realise that fully in the span of these two years. Instead of resigning to the fact that there is only so much that we can do as in the case of Gabriel, a framework like WATI can help us tease out details that we may miss and help us be more open and see more possibilities.

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A) Comment on Coursemate's Input
I saw a few coursemates commenting on "classroomscreen" and explored it. Wow, I am really enticed by the convenience of a virtual whiteboard where I can put various widgets/tools on it. Clearly, it is also SEN-friendly with widgets for visual timers and visual cues.

I like that this "whiteboard" has a customisable background too. This is useful when creating context to a topic that you are going to teach e.g., putting a background of a jungle when teaching animal vocabulary.

Any tool that can make my work more efficient and engaging is a good tool to keep. No more fumbling around to look for a timer app and pasting visual cues for each student's lesson. I can save a whiteboard and the specific widgets just for a student and reuse it whenever it is the student's lesson.

B) AHA Moment
I used to think AT is something for the experts and medical professionals to decide on and would take any recommendations that were given by them. However, after going through Dr Wong's sessions, I now know that I have a role to play too. In fact, hearing from my coursemates' sharing, we would know the daily school and classroom context best for the success of an AT.

With the introduction of WATI and SETT, I now have the tools to not just think of whether a student needs an AT and what type of AT, I also have a tool to evaluate why an AT didn't work. I actually have a student with hearing impairment and who has not been wearing her hearing aid for years due to various reasons. Moving forward, I am going to look through the framework to start a conversation with my student.

I concur with my coursemates' thoughts about the details and length of WATI. I will probably not use it wholly but as a guide and for specific areas of discussions.

In conclusion, I am more SET on using SETT and will probably WAIT to use WATI. 😁

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Comment on other course mate’s input (Session 4):

I agree with Thaahirah on how we learnt from one another through the reflections we posted on padlet. We get to be exposed to useful ICT tools and also new ideas on using platforms that we used. I see the power of peer sharing and this make me think of the existing Facebook (FB) group for teachers that Anita invited me to join to learn more about using technology in teaching. The FB group, “SG Learning Designers Circle”, though mainly are teachers’ sharing, it also gives me a different perspective on how platform like SLS can be used in a more innovative way such as creating an escape room for pupils to solve their way out.

Aha moment (Session 5):

The WATI Assessment Form shared by Dr Wong was really an eye-opener. I love the structure and the amount of guide it provided in the form for a person who is not very knowledgeable about AT like me. The checklist is so detailed that it makes me reflect beyond the basic heading of student and environment which I need to consider in assessing the needs of the targeted student. I especially love the WATI Assistive Technology Checklist which had classified the functional area of concerns to the AT to be considered in using. The structure of the form is very similar to our intervention practices based on APIE Cycle (Assess, Plan, Implement, and Evaluate). This form really helped me move away from just matching disability to AT, it helped me realise the importance of matching AT to task. It is beyond just having Hearing aid for example as AT, there can be other AT that can be used in combination to let the user better access the task accordingly.

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Comment on coursemates' input & S4 [6/9] - Aha Moment

This week, I will be putting these thoughts together.
I like how a few of my coursemates shared about the challenges which comes with AT, despite it being useful and provide as a good support for specific users. There are many interesting tools available for us to try out with our students, but it can also be overwhelming at the same time. Similar to what I have shared in the previous session, it is important to start small and be comfortable with using the tool so we do not "abandon" it because of the several constraints. And this brings me to the Aha Moment for this week's session where Dr. Wong introduced 2 distinct yet similar frameworks - SETT and WATI. SETT is less tedious as compared to WATI due to the different documents and information required; however, I would think that WATI would provide as a good guide for us to look at the specifics, and also to now look at the areas which we tend to overlook on a daily basis e.g. resources required in the environment for AT to work.

It is a cyclical process and it is important to get a general overview, and to re-evaluate when necessary. For tools which I can incorporate into my lessons, as well as the available frameworks which can guide me in making informed decisions in regards to Assistive Technology for my students, I'll have to keep in mind to pick something that I am comfortable with, and to also look at the context before making my decision.

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A. Testing out the much talked about Popplet mind-mapping tool. I like the clean organised look which I will use for morphology lessons, to help students to organise/plan their ideas for writing or map out facts for easier recall. Good visual to develop big-picture thinking, especially for some students who can get lost in the details and are distracted from seeing a coherent whole.

B.  I liked the simplicity of SETT but the detail of WATI - although I envision it might be overwhelming to use on a practical level. I think I would go with Dr Wong' suggestion of using a combination of both - perhaps using the SETT as an overall gauge, and bringing in elements of WATI where greater detail is needed for certain segments of the student's need. I like the idea of formalising the process of AT selection (including appropriate documentation) which involves a coordinated team of support than just the LBS making a go of it on his/her own. This provides support for the student that is well thought through and that leaves no/fewer stones unturned.

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A. Like many classmates, I am also interested in Popplet. The video we watched in our IEC4023 class on ADHD and executive function suggests that EF deficits can be compensated for by externalising mental problem-solving. I think that mind mapping might benefit students with EF deficits as it is a great tool that "externalises" the thought process by manipulating and presenting information visually. I also just found out that Popplet has many competitors. Mind mapping enthusiasts might want to check them out to see which one is the most user-friendly!

B. Today Dr Wong introduced two more AT decision-making models. I regard WATI as an elaboration on SETT. Although the numerous forms of WATI can be daunting at first glance, I find the checklist format and the prompting questions in the forms useful. Without such a structure, I would not know exactly what to look out for in the decision-making process. I can always skip the sections that do not apply to the student. As I gain more experience with this exercise, I might just need to use SETT.

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A) Thank you, Qiheng, for reminding me of the trusty old PowerPoint that has so many other uses other than just being a tool for us to use during our presentation and lessons. Actually, in Jan this year, I was looking for alternative website/online activity to replace one of the activities I had planned for a SEN awareness programme that has become inaccessible. And while googling, I stumbled upon quite a few YouTube videos on creating interactive memory game and "hide and reveal" game in PowerPoint by various YouTubers. The link I have shared is only one of them. I was quite fascinated and did try to follow the step by step guide to make the game. It is manageable and quite fun. I would definitely go back to this when I have the time to see how I can incorporate this into my lessons with my students and further explore how to adapt it for use for other interactive activities for my SEN programmes.
B) Over the last 2 lectures, we have been introduced to 3 frameworks to guide us in the consideration, selection and integrating assistive technology for our students with special needs. I think I need some time to digest and compare them. I am a checklist type of person and for now WATI seems to be a very comprehensive framework with many checklists and forms and it also incorporates SETT as well. For us in secondary school settings, many of our students are likely to be transiting to our school with their AT devices already in place. Transiting meetings are held, information handed over and student would just automatically continue with its use. I am sure our school would have considered most of the areas in the framework but they are like what Prof Wong mentioned - "all over the place". I think this has motivated me to relook at the use of AT for the students in my school using the framework and start a proper documentation process to guide us in ensuring the effectiveness/suitability and sustainability of the use of the AT.

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How to create a memory game on PowerPoint?

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Input from Session 4:
*Popplet*
This session's main Hot Topic (most reviewed haha) is... POPPLET! It is an easy-to-use mind-mapping map and organizer that is a life-saver for me! This old Techno Dino noob usually does it on PPT slide; which takes an awful long time to input the arrows and speech bubbles/text box. But with the majorly reviewed Popplet; i decided to give it a try for one of my sessions on Social Skills (social conversation). My main teaching is still done on PPT slide (i have case studies, video modelling, examples VS non-examples there etc), however I think Popplet is definitely fast and efficient to use to give the student an overall umbrella of the topic for the day! I can even print it out for him to take-home as a summary. Such a bonus! Thanks collegues for sharing this gem.

AHA moment from session 5:
*Fusion of WATI and SETT framework*
After the lecture on SETT and WATI, I feel better equipped to assist my students with physical disabilities that require AT. The SETT and WATI have been contributing factor to help pin-point the student's needs better so that the help rendered can be more beneficial. I have to admit though, that the WATI form is OVERWHELMING. I personally prefer the SETT (easy to fill-in). However, when I glanced through WATI again, I feel that the checkboxes inside do help me give better 'examples' so that I am clearer on what key issues I am looking into. Therefore, I have FUSED both forms together and pick out only relevant common-issues of a student with physical disabilities to be looked into (more applicable for us as LBS/SEN teachers). This fused form ultimately identifies the presenting areas of current level of performance for the student. From there, the team can then revisit on appropriate AT needed for the student. In summary, the form is in the SETT format, but selected 'examples' from WATI are inputted inside so that key stakeholders that are not SEN trained can also identify some areas of needs and assist us LBS/SEN teachers in filling up the form!

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A. Looking at everyone post on this padlet and the rich collective sharing, gave me an ideas that I may create a "group blog site" to let my students have a go with blogging,especially for the upper primary or as an post-PSLE activity.

Blogging can be fun for students to do personal journaling. They can use it to share information, their thoughts and opinion. As students "blog", going through the process of thinking about what they are sharing will help them develop their thinking skills. Learning to use the different features and functions of the blog platform would also improve their digital literacy. Important would also to guide them to be responsible "digital citizen" and explicitly showing them the "dos and don'ts".

Most blogging platforms allow the insertion of media content such as pictures, video clips and audio recordings etc. These features could provide students multiple means of expressing themselves which is recommended in the 'Universal Design for Learning' guidelines on providing for multiples "Actions & Expressions".  The reverse chronological ordering of their "blog posts" could be easily revisited thus allowing students to self-monitor their progression. And feedbacks from "comments on their posts" could also help them in their reflections.

B.   As I was listening to the lecture today and with so much information about the various AT frameworks, forms, checklists, etc.; set me thinking how could I consolidate these into an organised focal reference. I have drafted a pictograph of the AT selection and implementation process considerations which I will attempt to hyperlink it to the various frameworks, forms and checklists that are given by Dr. Wong; and convert it into a Dashboard for future quick reference.
This would be one strategy that I can share with my students who are having challenges with their EF skills.

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A) Comment on course mate's input from Session 4

I saw Angelina's comment on Eswari's sharing regarding classroomscreen. I think that it is a fascinating tool to use! I could possibly use the tool for back-to-back lessons where I might not have much preparation time in-between. It may be a good tool to recommend to teachers to use in their classrooms for a more interactive representation as well!

B) Aha Moment for Session 5
Feasibility of the AT device is something that needs to be reviewed and evaluated periodically. After looking at the trial form that is used in the WATI framework, it forces me to re-think and re-evaluate about the use of the AT devices that the students in my school are currently using. The children with hearing impairment are usually prescribed the FM system. It is essential and effective for them, but feasibility wise, it may requires quite alot of coordination from the students and teachers. Hence, if there is a trial for each device before they are being prescribed to the child, it may be more effective in reducing the chances of abandonment.

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Input from Session 4
Over the years, i have bought ICT tools and resources which are not fully utilized. But through this course and also the post from Thaahirah, I got excited to bring in those ICT tools and also the new tools that I've learnt from everyone back into my lessons. I hope to engage them during my lesson and help them internalize what they have learnt in a more interactive approach. Nevertheless, getting the rules and expectations is equally important so that students understand that the devices are tools to help them learn.

AHA moment Session 5:
One takeaway from session 5 will be the WATI forms. The WATI forms are very comprehensive and provide a systematic process. It guides us step by step which i thought is very useful. With the detailed form, it will help to document the information in the area of consideration for an AT device. The process allows the personnel involved to be more open to discussion and it helps in considering the different opinions before deciding on a certain AT device for the student. The trial process included in the WATI form can help us get a fair evaluation on how the AT device is being utilized and whether it is the suitable device for the student. As the trial is being documented, we can re-look at the information again if the trial was unsuccessful. But nevertheless, the form will require a lot of time and effort to implement as there are many parts to it and also the personnel involved in the process.

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Input from Session 4:
I reflected on Anita’s comment on students who need the FM system to aid their learning in classes, but not wanting to utilise them as some of them may feel self-conscious or ‘paiseh’ to wear it in front of their peers.

I have similar experiences with students like these. We have had to make other accommodations like seating the child very close to the teacher, train a few buddies to repeat more important instructions to the student, or even address it to the class with the consent of parents. This also makes me reflect on how we can better support the child should the child feel self-conscious about the AT that is supposed to support the child in their learning.

AHA moment from Session 5:
After going through the SETT and WATI frameworks today, I find that the SETT and Adaptations framework is easier to complete because it gives the big picture on how we can support a student with SEN to be more engaged in school. The WATI framework requires more in-depth discussion and information, but I like how it includes checklists and options for easier retrieval of information.

For a start, I may want to use WATI so that I can be more aware of the structure and processes of choosing a suitable AT for an SEN student/person, and subsequently use SETT or Adaptations framework when I am more familiar and intuitive with the different components to consider.

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Comments on input from Session 4:
I agree with Kamila that when it comes to decision-making on AT, we tend to rely on a third party i.e. therapists. In my case, the teachers in our SPED school look into our students' abilities in our teaching groups and give feedback to our ICT team. Based on the number of feedback, the ICT team will look into whether or not the AT can be implemented to the whole school. I feel that this increases the issue of abandonment - more so that the AT is only being used by a group of people and not the majority. For example, the interactive whiteboard (IWB) is  being actively used  by the Literacy Department. When asked around, most of the trainers and teachers only use the IWB because it had been installed but they still prefer to use the whiteboard.

AHA moments from Session 5:
WATI is a really detailed and systematic process that helps us to determine which AT addresses the student's learning /functional needs of a student with disability.
Pros of WATI:
1. The trial on the selected AT is a really good way to see if the AT works. I like that there is a form that helps to list down the responsibility assignment - who are assigned to look into the various areas i.e. buying, training, support for product.
2. The trial summary also reviews the AT - is the AT useful for the student? Does it help? If it doesn't, then we need to relook at the different parts of the forms to see what needs to be amended.
Cons of WATI:
Because it is detailed and systematic, it will take time to gather the information and fill up the parts (1-9).