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Myisha is a 17-year-old junior in high school with a learning disability. She struggles with written expression and requires accommodations for testing and participation in general education curriculum. Myisha is educated with her peers and is a full member of her general education classrooms. She is trying to keep her grades up so she can attend the Community College and major in Nursing. She struggles with oral reading comprehension and written expression.

I would suggest Myisha's teachers and/or learning specialist teach her the test-taking strategy and guided oral reading strategy. The test-taking strategy can assist her with quickly progressing through tests, making well informed guesses and overall taking control over the testing situation. The guided oral reading strategy will help her strengthen her reading skills, including reading comprehension and fluency. The study skills learned through these strategies would help her currently in her junior year, and in the future while at community college.

There are many assistive technology tools that can assist with reading. One AT tool that would be appropriate for Myshia would be Text-to-Speech. This technology also known as TTS, allows students to see the text while hearing it read aloud. There are many devices with built-in TTS tools and there are also Text-to-speech apps that can be downloaded on smartphones and tablets. Draft:Builder is another AT tool that would be appropriate for Myshia. This is a writing tool that assists students with note taking, outlining, and integrates a draft writing function. This technology helps students visualize a project and has TTS functions included.  It is currently available on Windows and Macintosh computers.
http://donjohnston.com/draftbuilder-national-standards-correlations/

One modification for Myisha would be to identify one adult at school that she could seek help from when she is feeling anxious. This person could be a school counselor, social worker, or other trusted school staff.

These tools can help Myisha while she continues her high school career and as she goes on to college. Providing Myisha with tools that she can use to be independent and successful, will ultimately help increase her confidence in reaching her post-secondary goals.

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Instructional/Learning Strategies for Transition/Life Skills: Introduction clips for Brad & Myisha

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Instructional/Learning Strategies for Transition/Life Skills: Introduction clips for Brad & Myisha

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by: Miranda Jenkins
It was explained in the first clip, that Brad struggles with organizational skills, attention to tasks, and socialization with his peers.  Along with needing strategies for content instruction, Brad also needs strategies for independence with social skills, independent study skills, and organizational skills.  Support in these areas will not only help him  in an inclusive setting in high school, but also throughout his life for further training, employment, and social/leisure activities.  He is receiving help from his transition counselor for developing work skills and training along with work experience in his high school curriculum.
Myisha mainly struggles with anxiety when formal assessments are given and more difficult expectations are presented in the academic setting.  She is involved in a study skills course to help with organization and how to review materials for comprehension of content.  She also is embarrassed by her learning disability, so further strategies for coping methods for anxiety, organizational study skills, and instruction in self determination skills  would be beneficial for Myisha to be more successful in her future goal in becoming a nurse.

Strategies for transition/independent life skills:
The following resources can help all students with organization, planning, focus and breaking down tasks so that they are more manageable. These technology apps can be used on any of their devices.
https://www.topuniversities.com/blog/best-time-management-apps-students
Examples include:
Organization for assignments and to-do lists: (all below help develop to-do lists, set up a schedule, syncs with all devices, sends reminders for completion)
-Evernote app
-Remember the Milk app
-Finish app
-Pomodoro app(breaks up an assignment or task into manageable parts along with a visual timer to use while completing an activity.)
Study skills/organization:
-Quizlet app (creates flashcards and other tools to help student remember info for tests)
Focus/Attention:
-StayFocusd app (uses visual timer and a remind notification sound when off task or not engaged)

Social skills with peers (for Brad):
-Peer support & mentoring
-Small group work
-Video modeling of how to work with others.
-Visual prompts for behavior and responding in class
https://education.wm.edu/centers/ttac/resources/articles/teachtechnique/strategiesforteachingsocialskills/index.php
-Social Navigator app (provides in the moment strategies for a variety of social situations.)

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Assistive Technology Technology Tools using Anywere Anytime Learning Entered by: Diana Beckman

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Assistive Technology Technology Tools using Anywere Anytime Learning Entered by: Diana Beckman

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In the first clip, we learn Brad has deficit areas within social components, comprehension, and executive functioning skills. To support Brad within an inclusive setting, areas to focus include striving for independence and integrating strategies.  To break the barriers teaching Brad and Myisha as well as all within the class, instructors can teach students how to use assistive technology as resource tools within all class settings.

To support Brad and Myisha the first tool would be to start using an IPAD App called IMovie. This assistive  technology  promotes a Video Modeling method and/or strategy will teach  a  wide  range  of  skills to Brad and Myisha.  The video works as a display  of  a  targeted  skill  or  behavior  through  video  format. It can  be  used  as  a  standalone  method  or  integrated  within  other  types  of  Social  Narratives  and  visual  supports. This strategy can support both students in a regular inclusive program. It directs  attention  to  instructional  cues  and  salient  contextual  cues. This strategy will also help Myisha. As we learned Myisha can become anxious and development fears within content and formal assessments. This strategy will decrease  Myisha's anxiety,  improve  self  awareness,  and  promote independence.

The second strategy to self regulate for Myisha and Brad is to use Software for organization of ideas and studying (e.g.Inspiration, Claris Works Outline, PowerPoint).  These programs allow for a student to become engaged through Visual Learning.  Myisha may prefer to use software program to organize and analyze the information. This strategy can help her with reviewing course materials, prior to taking assessments.  This strategy benefits all within a classroom setting.  Brad can also develop  an outline, graphic organizer, concept map and more to develop a better method of planning and staying focused within class content.

All students require activities and strategies to further grasp the content.   Students who struggle with attention to task or written expression such as Brad, can use the writing software program First Author.

First Author  curriculum is for students who are struggling with writing and takes data to measure progress. If Brad needs improvement with staying on task, First Author can can support diverse needs of skills. Using this software Myisha and Brad can be supported. The program helps identify writing topics, provides images to use in writing, audio speak and forms into a book to present.
https://vimeo.com/71280501
https://www.youtube.com/watch?v=ti5nVOEZOC8

Next to support all students and improve Myisha's reading skills and Brad's attention skills, teachers can provide them with at the software program Learning Ally. https://learningally.org/

Learning Ally reaches millions of struggling readers, strives to provide independence and revolutionizes the classroom for teacher who support students who learn differently. Learning Ally removes barriers to education for Brad whom has written expression disabilities and Myisha who needs reading comprehension support to reach their full academic potential!

A wonderful and easily accessible way teachers can help Brad and Myisha improve within the classroom is by downloading the REMIND 101 iOS and Android app. Myisha and Brads instructors can send quick messages for school, class, or just for them individually. Remind is accessible from for any device and translates into 700 languages.  Brad, Myisha and all inclusive students are given direct information, remain organized and develop time management by being provided reminders ahead of time.

https://www.youtube.com/watch?v=NFbAjRdMyXk&feature=youtu.be

https://assets.remind.com/marketing/pdfs/top-10-ways-to-use-remind.pd

Lastly, students around the country have access to GOOGLE Chrome Extensions. A classroom teacher can teach Brad, Myisha and all within her classroom how to access free chrome app extensions for assisted technology in the classroom. To access these apps simply click on the App Waffle and click on the web store to search.

Some MUST HAVE Extension Apps using Chrome include:

CoWriter: a word prediction tool designed to help students write efficiently.

Snap and Read: is a tool that converts all text into audio. https://snapandread.com/

Google Hangouts:

Messaging, Voice and Video Calls

Tab Scissors and Tab Glue: Splits Chrome Browsers  to see multiple screens at once. https://www.youtube.com/watch?v=neLDSiQwkgA

Grammarly: Free writing app to help with written expression and writing skills.
https://www.grammarly.com/

1 click timer: Timer to use for class instruction.  It can be used as a countdown to next activity.
https://www.youtube.com/watch?v=dFPd0Wz1BKM

Incredible Start Page: Ways to take notes and book mark on screen next to your browser.
https://www.youtube.com/watch?v=T7F6RgQtYYk

SpeakIt! Text to speech app.
https://www.youtube.com/watch?v=MaDurEAd7So

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Video Clip: Brad is Encouraged explanation (by Lora Pershern)

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Video Clip: Brad is Encouraged explanation (by Lora Pershern)

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In the first clip about Brad we learned that when he entered high school his team decided to enroll him in Special Education content courses. Well this clip revisits Brad and where he is at. In this video we learn that during his freshman year his counselor and the History teacher encourage him to try the General Education History class. Brad did do just this and was actually being successful in the class. Why? Because his team asked what he would need to be successful. Those successful inclusive accommodations/strategies included: reading accommodations, help with his planner, and peer support with note taking. I really liked hearing that not all support was being given by adults and his peers were included in the supports. To me that is a key part for inclusion to work, is that all students accept and work with each other. This clip showed what can happen if students are giving the right support and are pushed to reach higher expectations, they are successful

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Video Clip:                                Meet Brad & Meet Myisha                                         by: Rita  Brown

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Video Clip:                                Meet Brad & Meet Myisha                                         by: Rita  Brown

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Brad, a high school junior who is identified as Autistic. He struggles with attention, organization, study skills and engaging with peers. His reading and math is on a 7th-8th grade level. He has difficulty with reading comprehension, math and handwriting. Brad is a visual learner and loves hands-on activities. He likes science and plans to work on cars as a career. Myisha is a high school Junior who is identified as LD. She is on a 8th grade reading level. Myisha struggles with oral reading comprehension, written expression and anxiety. She currently receives accommodations for testing and general curriculum; extended time, read aloud and AT to support listening comprehension and writing. Both Brad and Myisha could benefit from the use of assistive technology tools to create an inclusive learning environment.
Assistive Technology Tools:
First, I would like to suggest the Livescribe smart pen. https://www.youtube.com/watch?v=rn0NMW_2H1c
The use of this assistive technology tool could aid both Brad and Myisha.
Since Brad has struggles with attention and organization, being able utilize the livescribe pen to record notes and lectures as he is taking partial notes will allow him the opportunity to go back and listen and organize materials as needed without distractions. This could potentially increase his attention on task.
Myisha would be able to take notes, record, replay which could decrease anxiety of possibly missing important information shared in class.
Brad has difficulty with handwriting
some suggested tools for Brad would be:
Grip aids
Weighted pencils
Hand  & Wrist weights
Tactile Paper

The second assistive technology tool is a software program  Kurzweil 3000. This is educational technology, or assistive technology, which provides a reading, writing and study platform aimed at people with learning disabilities or other disabilities that make reading or writing difficult.
<iframe width="560" height="315" src="https://www.youtube.com/embed/ig036pLpOA4" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>
Since both Brad and Myisha  are both on reading levels significantly below their grade level they could benefit from the use of assistive technology that provides them with a platform that aides in reading.
Both tools are good strategies to create a natural inclusive learning environment
To address Brads difficulty with handwriting the following tool.
Visual Note Taking
http://showwithmedia.com/visual-notetaking/
Instructional/Learning Strategies:
Brad is a visual learner and could use instructional strategies that will assist him with his difficulties in math.
http://www.allkindsofminds.org/thinking-with-numbers
Math Inclusion resource and strategies
http://impactofspecialneeds.weebly.com/math-inclusion-resources-and-strategies.html

Instructional/Learning Strategies
Myisha's difficulties can be addressed by incorporating
Cooperative Learning strategies in the classroom.  Cooperative learning groups is to make each member a stronger individual in his or her right. Students learn together so that they can subsequently perform higher as individuals.  Myisha can be grouped with other students in which they will build off of each others strengths.
https://www.ode.state.or.us/opportunities/grants/nclb/title_iii/5cooperative-learning-strategies.pdf

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Instructional Strategies to use:

For Both students:

Homework Options- this can be giving students choices of the assignment they complete, how they complete it, or assigning the work based on student’s level of readiness.  This would help both Myisha and Brad as they would be able to complete the  work at their level and/or in the way that is easiest for them.

(http://www.fortheteachers.org/instructional_strategies/)

Include Diverse Content, Materials, and Ideas- This involves including lanague, examples, socio-cultural contexts, and images that reflect diversity.  Bring in other culture perspectives and contributions on topic. This would be helpful with Myisha and Brad having various backgrounds to be exposed to things that may related to the culture they identify with. Also with this concept is bringing in and using subjects/topics of students interests to get them interested in the overall theme being taught.  Both Myish and Brad had individual interests and when they can pull those interests into their classes the more successful they will be.  (https://teachingcenter.wustl.edu/resources/inclusive-teaching-learning/strategies-for-inclusive-teaching/)

Strategies for to help Brad with his writing difficulties would be: completing things like comics, cartoons, or other art instead of a writing assignment, dictate his work to someone else, be provide more time to complete task, and shorten written assignments if needed. (https://www.kean.edu/~tpc/Instructional%20Strategies.pdf)

For Brad:

Graphic Organizers- provides students ways to organize thoughts, idea, notes, etc. in a visual way. As Brad is a strong visual learner using this strategy will most likely increase his ability to fully learn what is being taught. (http://www.theteachertoolkit.com/index.php/tool/graphic-organizers)

Alternate assessment options- Allowing students alternate ways to complete tests.  For Brad being able to complete assessments orally or type on computer/device would be beneficial since he struggles with writing. Another option could be completing a project as with this option Brad would be able to do more hands on activities which is a strength of his and also this could incorporate more visuals then most likely a regular test.  (https://www.kean.edu/~tpc/Instructional%20Strategies.pdf)

Strategies for to help Brad with his writing difficulties would be: completing things like comics, cartoons, or other art instead of a writing assignment, dictate his work to someone else, be provide more time to complete task, and shorten written assignments if needed. (https://www.kean.edu/~tpc/Instructional%20Strategies.pdf)

For Myisha:

Strategies to help Myisha with writing are: completing things like comics, cartoons, or other art instead of a writing assignment, dictate his work to someone else, be provide more time to complete task, and shorten written assignments if needed.  Provide samples of what the finished writing assignment should look like.   (https://www.kean.edu/~tpc/Instructional%20Strategies.pdf)

Pre-listening activities: Provides students with clues on what to listen for. Ideas are providing a vocabulary sheet, read related text,  use images that relate to what will be read, and provide background information. Myisha would benefit from this as she struggles with oral comprehension and this would help her with her understanding of what is being read. (https://education.seattlepi.com/strategies-enhance-oral-comprehension-students-2042.html)

Structured listening activities: This can be separate games or activities from the reading but also tasks that go with the text being read.  Tasks that go with the texts would be things like note sheets, questions, and one idea I really like was the bingo like game where a board is filled out with something related to the text such as vocabulary then when item is heard it is covered.  Doing activities like this will help Myisha with her comprehension not just with the text at hand but also overall improvement of it too as she is practicing in different ways. (https://education.seattlepi.com/strategies-enhance-oral-comprehension-students-2042.html)