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Tell us who you are: a fun fact about yourself; an example of an AT device in your house; and share one professional resource (book, video, website, podcast) Feel free to add a picture too!

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Hi everyone! I am looking forward to working with you during our semester. I am an Assistive Tech Specialist and the Director of our state's AT Act Program - at4nj.org

Fun facts: I love Star Wars, music and reading. Current favorites: Pearl Jam Dark Matter and The Demon of Unrest by Eric Larson

AT in my house - Lever door handles

Professional resource (totally self serving!) - My book Inclusive Learning 365: Edtech Strategies for Every Day of the Year - inclusive365.com

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Mike and Toby sitting on the deck not working!

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Hiii everyone!

I'm Sadie Weiss and a fun fact about me is that I'm an environmentalist 🌱 I enjoy practicing & promoting conscious consumption and sustainable living practices!

An example of AT in my home is a shoe horn- if you don't know what it is LOOK IT UP. It changed my life for the better.

A Professional Resource

Shifting the Balance: 6 Ways to Bring the Science of Reading Into the Balanced Literacy Classroom

Book by Jan Miller Burkins and Kari Yates

https://thesixshifts.com/ < this helped me SO much last year!

Looking forward to a great semester together :)

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Hello. My name is Brain!

I love to drive around the country, listen to music, and play hockey

AT in my house could be a ramp I made for my dog since she can't do stairs

Professional resource: http://www.pmtassociates.net/index.html

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Hello!

My name is Andrew Gunther. I am from a rural part of New Jersey in Sussex County, and like most of us, I have started my brand new teaching job this month! A fun fact about me is that I have moved three different times. Another fun fact is that I am not the most tech savvy, so I'd love to upload a picture, but I'm not sure the best way to do that from phone to computer.

An AT device that can be found inside my home, and is a staple for wherever I go is closed captions. Some people strongly dislike them, but without closed captions I'm not sure I'd survive with anything that I have watched!

https://www.edutopia.org/article/assistive-technology-resources/

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

Getting Started

Whether low-tech, high-tech, or somewhere in between, assistive technology and related services play an important role in reducing barriers to learning for students with a variety of special needs and challenges. Before exploring the resources below, watch VideoAmy's " Five-Minute Film Festival: The Power of Assistive Technology," to better understand how technology can empower kids and help them build independence.

For Educators

Assistive Technology Module: To review the basics, check out this great overview of assistive technology for classroom teachers. (IRIS Center/Vanderbilt University)

Assistive Technology: Find general information on assistive technology and accessible educational materials, including relevant federal laws. Assistive Technology Resources is a comprehensive list of national organizations, conferences, state resources, and transition resources. (National Center on Accessible Educational Materials)

AEM Navigator: Explore a decision-making tool -- designed for use by Individualized Education Program teams -- that can help determine the need, selection, acquisition, and use of accessible educational materials. (National Center on Accessible Educational Materials)

For Parents

Finding Assistive Technology

Explore the following websites for information about specific technologies and guidance on finding appropriate tools.

For Educators

TechMatrix: Search a database of over 400 assistive and educational technology tools and resources. The products are searchable by content area, grade level, IDEA disability category, and type of instructional support. (U.S Department of Education/American Institutes for Research)

Consumer Guide for School Administrators: Download TechMatrix's useful consumer guide for guidance on technology purchases. Also available are research articles on the theory and practice of using technology to improve student learning. (National Center for Technology Innovation and the Center for Implementing Technology in Education)

For Parents

Tips and Tools

Social-Emotional Apps for Special Ed: Find apps to help students of all ages build emotional literacy, learn self-regulation, and focus on problem solving and task planning. (Edutopia, 2015)

Apps to Support Diverse Learners in the Classroom: Find apps to help diverse learners gamify tasks, learn social cues, prioritize, strengthen math skills, and sharpen language abilities. (Edutopia, 2015)

It's a Snap! 4 Ways to Use Music With Special Needs Students: Discover ways to supplement visuals with music, teach through students' favorite songs, emphasize rhythm, and generalize lessons into non-musical settings. (Edutopia, 2014)

Creating a "Least Restrictive Environment" with Mobile Devices: See how mobile devices can help create a "least restrictive environment," not only for students with disabilities, but for everyone else as well. (Edutopia, 2013)

Dictation Technology Will Change Writing Instruction: Consider this thoughtful examination of how dictation technology is likely to change the future of writing instruction. (Edutopia, 2013)

Resources to Address Specific Challenges

Universal Design for Learning (UDL)

What is UDL?: Understand the basics of universal design for learning. (National Center of Universal Design for Learning)

UDL and Technology: Read about the relationship between UDL and technology. UDL strategies do not replace the need for AT, but UDL and AT can be complementary. (National Center of Universal Design for Learning)

Universal Design for Learning: What It Is and How It Works: Explore key takeaways for parents, including information about advocating for children. (Understood.org)

Was this page helpful? Are you familiar with other useful resources? Please share your feedback in the comments, and let us know if you'd like to see other types of resources included on this page.

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

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Hi, I'm Megan Mooney.

A fun fact about me is that I love to travel, and this summer, I went to Alaska (as shown above, although you can't see much).

An AT device that used to be in my house was a chair lift by our front stairs for my grandma, who used to live with us. Now it is at my other grandma's house.

A professional resource I would like to share is the book Let Them. I believe it benefits all aspects of life, including education, family, and friendships.

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Hi everyone!! My name is Meagan Carr and a fun fact about me is that I have a published article in the AMTNJ spring newsletter!

AT that I have in my house is a vibrating alarm clock!

A professional resource that I love is storyline online!

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How's it going, my name's Dillon.

In my free time I like to rock climb, skate, and do puzzles.

I just moved so there's not much but an AT that I have at my apartment is my standing lamp. The lighting in the apartment is really wonky so it's helpful to have a light source that I can freely move around.

My professional resource is a podcast that I found on Spotify called Secondary Science Simplified by Rebecca Joyner. It fills a niche so a lot of the stuff won't apply to people but there's a lot of helpful stuff for new teachers if you dig through it.

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These are my 2 Shih Tzu's: Rudy & Freddy :)

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Hi! My name is Isabella, and I am excited to continue our wonderful cohort! A fun fact about me is that I love to read mystery and thriller books, as well as watch the same genre of shows/movies. An example of an AT device in my house is a voice activated remote for the tv.

I am currently working as a Kindergarten teacher, and a resource that I have been using is Tara West's resources for math.

Thank you so much for a great intro to our fall course. Wishing everyone a great second week of classes/work!

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Hey, I'm Cecily!

Fun fact about me is I have a black belt in taekwondo!

An AT device in my house is the banister against the wall in my stairwell.

A resource I use in my class is the website https://line-of-action.com/ (Although it's not very useful unless you are teaching a drawing class). I also recently read The First Days Of School by Harry and Rosemary Wong. :)

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Think about classroom strategies / tools you already use and how they fit into the Principle of Engagement

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Think about classroom strategies / tools you already use and how they fit into the Principle of Representation

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Think about classroom strategies / tools you already use and how they fit into the Principle of Action & Engagement

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Share your insights about this video. How does this topic relate to the focus on our class? (Include your name in your post)

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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Explore the built in accessibility features of your iPhone or iPad and report back. What type of device? What did you explore? How could you use this to support a person with a disability?

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Explore the built in accessibility features of your Chromebook and report back. What type of device? What did you explore? How could you use this to support a person with a disability?

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Hi guys! My name is Madison. A fun fact about me is that I was born on Thanksgiving Day :)

AT device in my home: Video doorbell.

A resource I love is storyonline! My class loves to watch these during snack, and saves me from lots of chaos!

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A classroom strategy I like to implement that fits into the Principle of Engagement is any chance or time we "look ahead" in the class. For example, this week and next have an inconsistent setup with two days off this week, Tuesday and Wednesday, as well as a day off next week on Thursday. In order to give the students some normalcy and direction during a weird, agaisnt the norm type week, I like to take a minute or two at the start of a class to fill them in on the week(s) agenda.

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A strategy I like that follows the Principle of Representation is a differentiated approach to how notes are "written" during a given week. Having students jot down notes through lecture, graphic organizer, video, station work, etc gives the students a different representation of the content each time it is being learned.

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Similar to representation, I like to have the students learning through various different levels of action and expression. Students will sometimes write longer responses, utilize textual evidence, engage in socratic discussion, draw/use imagery to depict meaning, kinesthetic work, etc. All of these different forms of action/expression fit the criteria of the principle.

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I am using my Iphone(I don't know what year it is). I explored the calendar app as well as the features that allows a person to send a calendar event to someone and that event is automatically submitted into their calendar so long as they RSVP. This would support a person with a disability as it will serve as a constant reminder if they have something upcoming. Especially with deadlines, anyone in general can be forgetful and may need added reminders for upcoming events. The calendar app allows not only for that, but organization of plans too. In my opinion, its the most effective organizer for myself personally.

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I explored the apps of my staff device, Macbook(Its the new one). One feature that I absolutely love about this laptop is the fingerprint recognition. This is very helpful for students with disabilities because it completely bypasses any time or thought behind typing down a password. This allows students to access their device right away and eliminates any troubles with passwords and even potential internet issues.

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I think this topic perfectly relates to this class as it discusses what is out there that is assistive for those who do not define as the "average" person, but makes sure to note that the assistance is only as good as the facilitator of said assistance. I think the analogy he uses to start is a perfect representation. Pilots are often at the control of many different lives. They are given a plethora of different tools and devices to manage on a given day. Similar to an educator and their students, the pilot and the technology will only work so long as the facilitator(pilot) is well versed with their technology(students). We as educators will be able to understand work with those who are not "average" by putting in the work necessary for it to occur.

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I am using my Iphone 13. I am specifically looking at my Photos app. The photos app has a lot of features to support people. I explored the different albums that the app automatically creates for you. Something interesting that the app has is the ability to search for an image. It could support a person with a disability since they are able to easily access something they are looking for. For example, if they need their license and don't have it on hand, but they know they have an image of it somewhere... they can search "drivers license" and it will pop up. Scrolling though hundreds of photos can be overwhelming and hard for some people, so this feature is a helpful tool!

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I explored the chromebooks that my school provides. Something that my district installs is ClassLink (a chrome extension). This automatically opens a dashboard of all the educational apps my students need. I also have it for all of the apps I need. I teach in a third grade inclusion class and having ClassLink is extremely helpful for all of my students. It allows students to access their apps without having to search for them. Some of my students have trouble with typing and it is helpful to have them all readily available for when we need to use them.

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The Myth of Average Ted Talk discusses how there is no such thing as an "average" student like many believe. Lots of kids end up falling behind because of this, especially those with disabilities. This topic can relate to our class because we are learning about tools that support meeting the needs of our students. Instead of expecting everyone to learn the same way, we are using tools available to us to help those who need support. Some of my students need voice-to-text or text-to-speech to support them. It is important to have these features accessible to students because not all students will succeed like the "average" student. This ted talk was very informative and connects well to our class.

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A strategy I use in my classroom that fits into the Principle of Engagement are brain breaks/movement breaks. I teach third grade, and in order to keep my students engaged I need to allow them to get up and move around. This keeps their energy and focus up throughout the day. I give choices from Youtube of different themed brain breaks. I also offer quick games like 4 corners, or simon says.

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A strategy that I use that fits into the Principle of Representation is offering choices for independent reading. My students can choose to read at their seat, read next to a buddy, read a book online through Epic!, or read an article. This gives them different formats and experiences with reading each day. I encourage them to try a new option daily so they are exposed to various ways of accessing texts.

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Something I do to support the Principle of Action and Expression in my third grade classroom is allowing my students to choose how they do their book reports each week. I allow my students to show me that they understood their book in a variety of ways. Some of my students prefer to draw pictures of characters and events they read about. Others prefer to write what happened in the story. Some of my students would rather have a conversation with me about what they read. Especially since I teach in an inclusion room, this is helpful for many students. It is most important to me that they are able to show me that they understood what they read, so whichever way they are going to be most engaged works for me!

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I teach ABA to intermediate school-aged students in a special needs school; engagement is key. I use " this then that" as well as token systems. Students who engaged in their tasks get tokens, after 5 tokens they get a break. One student earns a token if they go a minute without hitting or throwing objects. These are reinforcement strategies that lead to better student engagement. Engage with school work earn break.

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My students can do their work throughout the day. If I have a student who is showing signs of being done with work, I will either give them a break if they earned it. Or I will start a different task. I want to give my students options rather than forcing work on them.

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Most of what I do is through action. ABA tends to correlate with UDL due to its application in a special needs environment. I have my students physically show me their work. For example, I have programs written for students that require them to wash their hands and clean tables. I essentially have students "show" rather than tell.

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I love this video! I have seen this TED talk many times. This video is absolutely true; there is no "average". What does average mean? It means nothing. Every student is unique, and each learns differently. What works for one student may not work for another. I am fortunate enough to work in a classroom where each student has their own individual program written just for them. Each student works independently with one of the teacher assistants in the room. There is no "average" in my classroom; every student tries their best to do the work that is tailored towards them.

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Here comes the one person that does not have IOS.... Hi!

Ever since I was a kid, I hated IOS, I wanted to be different, I guess, but I stuck with it. I am either a Google Pixel user or a Samsung user, but regardless, I am an Android user. I currently have a Samsung Galaxy S 25. There are numerous accessibility settings, including text-to-speech, and a feature that speaks to you to assist individuals with visual impairments. There is also AI built into it. It is pretty advanced and can lots of things for accessibly.

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My Chromebook has similar accessibility to my Android phone. However, a key accessibility setting would be voice typing. My students might not necessarily be able to use it. However during my student teaching a bunch of students used it. Typing can be hard for people with low tone, so voice typing can help alleviate the struggle.

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A classroom strategy that I use that fits into the principle of engagement is visual/verbal check ins. For example, when students are on the carpet, I go through our carpet checklist and point out students who are ready to learn (engaged). This encourages other students to make sure they are seated properly, looking at the teacher, and ready for the task. Positive reinforcement is a great tool for this strategy.

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A classroom strategy that I use that fits into the principle of representation is flexible seating. When students need to be on the carpet, there are some students that I know benefit from sitting at a seat. I give them that option or I have a spot where they have more room. Furthermore, there are seating options throughout the classroom where they can sit by themselves, or in a different type of desk. It is important to know your students' strengths and how they learn and represent themselves best.

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A classroom strategy that I use that falls into the principle of action & expression is differentiated or choice activities. In Kindergarten, there are many varying ways to express your learning through a paper project. Sometimes I am prepared with multiple projects, crafts, or worksheets that all show the learnings of the same topic. I will give students the choice of how they want to express their knowledge that day.

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The Myth of Average by Todd Rose is a video that I have had the pleasure of watching many times throughout college. The reason for this is because is captures the essence of teaching and education in such a captivating way. There is no such thing as an average pilot, or an average student. Teachers need to remember this and teach to each individual student in their class rather than this imaginary student profile. This connects to our class and what we are learning because that is a lot of what UDL and technology is about. Using these new tools and strategies of differentiation gives teachers the opportunity to create lessons/activities/plans that cater to their specific students as a whole or as individuals. As a teacher you should be thinking about this concept every day when planning your class.

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I am currently using my Iphone 14! Looking through my settings and apps a couple of things stuck out to me. There is a text to speech feature when typing anywhere, such as messages, or on a web browser. There is a way for you to adjust the brightness or color scheme of your phone, which helps the viewer see better. There is Siri, which is a way to ask questions verbally if someone was unable to use their hands, or see the screen. Furthermore, there are implementations for an emergency such as dialing an emergency line.

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I looked at my staff chromebook, as well as the student chromebooks at the school. These computers have ways to adjust the appearance of the screen, similar to most other devices. Similar to Madison's response, my school also uses ClassLink as a tool on the computers. This makes it easy for students to access apps, as well as sign into everything more easily. It is really nice to not have to individually type in every single password each time.

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I'm Eleni Bubalo and a fun fact about me is that I am ambidextrous- sometimes I do everything with my right hand, sometimes my left! Oh, I also love caffeine, especially iced lattes!!! I have been reading a lot more lately which I have been loving as well.

AT in my house- or I should say outside of my house- a camera facing the driveway for security purposes but also makes sound when activity is nearby.

A professional resource I have been loving lately and using a whole lot is The First Six Weeks of School from Responsive Classroom! It has been a wonderful guide as a first year teacher and I have been able to pull further resources and techniques from reading it.

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A classroom strategy I have been loving recently for engagement and classroom management fits right into the Principle of Engagement and that has been Secret Student. Every morning before the kids come into the classroom, I choose my Secret Student for the day and put there name on the back of my 'Secret Student, Who Could it Be?' sign and hang it up high where no children can see or reach. Throughout the day, I will let the students know if my Secret Student is on task and following all the rules, expectations, directions the first time, etc. None of the students know who it is so it creates a lot of excitement and build up towards the end of the day. Now, if my Secret Student had a great day, their name is revealed in front of the class and I contact their parent via note, email, phone call, etc. to let them know that their child had a wonderful day! However, I use Secret Student as a positive reinforcement and engagement strategy, so if I feel as if my Secret Student was NOT on task throughout the day, I simply just do not reveal who it was and we try again tomorrow. Both the students and parents love this-as do I! I am excited to switch up the reward system as the year goes on as well as communicate with the parents in different ways for it is so important that each student is represented in different ways around and in our classroom!

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A classroom strategy I use and have been loving recently that fits into the Principle of Representation is my "Spotlight" bulletin board I have created in my classroom. At Back to School Night, I created an entire slide for parents on the importance of student representation in the classroom their children sit and learn everyday. I have created a Spotlight board that is dedicated to any and all pictures of the students that the parents send in, email me, etc. and it could be from their child's sport tournament, playdate with another student, weekend vacation, anything! If the parents email me a picture/ video, I allow the student at the end of the day the opportunity to come up to the class and share a few words about their spotlight if they want to. The students have been loving being in the spotlight and so do I as I begin to learn more about them and their interests. I am so excited for the Spotlight board to fill up over the year, it is so very special.

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A strategy and tool I use in my classroom that fits into the Principle of Action & Engagement is tied into the work and stories we read for our ELA curriculum. For a majority of the activities post reading/ assignments, I allow my students to express to me what they know in writing, pictures, or both. This has been amazing to see and get to know my students and their different preferred learning styles. By allowing students to do this, I have been receiving their best, most authentic work that they are excited for and can show me what they learned and know. This has been especially great for students who express themselves verbally and through art as they have explained such wonderful pictures and ideas to me across various subjects- ELA, Social Studies, Science.

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The Myth of Average-Todd Rose truly is a video I think every educator and non-educator should watch! The topic fits perfectly in with this class as there is more than one way (UDL), more than 1 MILLION ways to represent something solely based on who YOU are as an individual, YOUR strengths, YOUR environments rather than an "average" fit that closes an individual in to thinking only inside of the box to fit the picture. As educators, we cannot expect every student to learn in a certain way that we teach. We as educators hold a toolbox that grows through experience and time that helps us not only fill our own cups, but our students' cups with what they need from us in order to succeed and blossom. This ted talk was a great watch and always is. Differentiation is crucial in connection and success with our students- don't be afraid to think outside of the box and try something new!!

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I am using my i Phone 16! Over the years, I feel as if there are so many apps that come pre-installed for Apple devices that have either gone unnoticed by me or I have lacked attention to explore them. However, one app that I find is very versatile and helpful is the Apple 'Books' app. I find this app wonderful to use on-the-go on my phone if I am sitting in a doctor's office waiting around, or laying down in bed at night, this app has a large selection of books of all different genres. In the past, I have even rented my college textbooks on the app. However, my favorite part about this app, as I find it would be helpful to an individual with a disability as well, there is an audiobook option for every book so that you can choose to read or listen to a story. With this feature, Apple makes it accessible to various types of readers and learners!

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I had to opportunity to explore the different apps on my Staff laptop, which is a MacBook! I really enjoy how it is a MacBook, because of the Apple 'Airdrop' feature that makes it easy to send over files, pictures, saved drives, etc. to myself and other coworkers. With airdrop, I am able to send a large file, that would otherwise usually be too big to send via email, to my laptop or other staff laptops. My grade level team and I LOVE airdrop to send over the different material we share with one another. Prior to airdrop, I would create large Google Drive folders and share it with others. Even though I still do that, Apple makes it efficient, even for those with a disability, to send from 'device to device' in just seconds! With Apple's accessible settings, it reduces any need for complex, multi-step actions, but it is rather clear and direct in sending and receiving files.

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A classroom strategy that I love and used during my student teaching was a doorbell. This tool was very effective because it provided a consistent and non-disruptive signal for gaining students attention. It falls under the principle of engagement because when I ring the bell, students are expected to stop, look, and listen, which refocuses their attention and helps transition smoothly between activities. Using the doorbell created a routine that students quickly learned to recognize, reducing downtime and maximizing instructional time. It also helped positively manage the classroom environment, as I didn’t have to raise my voice to get attention. The doorbell sound, compared to my voice, also kept students alert and engaged. Overall, this strategy supported active participation, minimized distractions, and ensured that students were ready to listen and respond, which is essential for keeping engagement high throughout the day.

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For the Principle of Representation, one strategy I really like using is the “Student Spotlight.” This is when I display students’ best work either in the classroom or in the hallway. Showcasing their learning in this way not only highlights their achievements but also represents the different ways students can demonstrate understanding—whether through writing, drawing, or creating. It gives students a sense of pride while also showing others the multiple forms that learning and success can take.

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As I mentioned before with the Principle of Engagement, the doorbell also supports the Principle of Action and Expression. When students hear the doorbell, they must decide how to respond. Their choices, whether to stop, look, and listen, or to continue talking or playing, give them an opportunity to practice self-regulation and appropriate classroom behaviors. This tool provides a consistent signal that encourages students to take action and demonstrate their understanding of expectations.

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I’ve watched this video a few times now, and each time it makes me reflect on myself as a student. On the surface, I may have looked like a typical student with good grades, but what others didn’t see was the amount of effort I had to put into every assignment and every test. Some students seem to learn with ease, but for me, it was never that simple because I had an IEP. Experiencing school that way has shaped who I am as an educator I know firsthand that not everyone learns the same. Some students need visual supports, others learn best through hands-on activities, and still others need different strategies altogether. My goal as a teacher is to meet those diverse needs and to help every student succeed in their own way.

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I recently explored the Live Caption feature on my iPhone 16 Pro Max, and I was really impressed. Sometimes it can be difficult to hear someone clearly if they’re too far away or if they’re speaking too quickly, but this tool makes conversations much easier to follow. I tried it out during a FaceTime call with my uncle who had just gotten back from vacation, and it was such a cool experience. The captions allowed me to catch every detail of what he was saying, and I really enjoyed using it. This feature can also be extremely helpful for individuals with hearing disabilities. They may not always catch everything that is being said during a conversation, but with Live Caption, they can follow along more easily. It provides another layer of accessibility and ensures that they don’t miss important details.

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I use Chrome on my Apple MacBook Air, and it’s my go-to browser since everything usually works well on it. Recently, I tested out the Select-to-Speak extension, and I really liked it. As someone with a reading disability, I find it much easier to listen and follow along rather than struggle through reading at a slow pace. This tool would be a huge help for me because it makes accessing text more manageable and less frustrating.

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A strategy I have used in my student teaching that fits into the principle of engagement is making real world connections in my lessons. In a social studies lesson I did on 3rd grade economics (supply/demand, goods/services) I created a catalog of items that students were interested in, and I allowed them each a budget to pretend buy the things they wanted. Once I saw the items that were in high demand and low demand, the prices of everything changed and students were instructed to choose the items with the new prices. Students were really excited about this activity because it included things that they would actually see and buy at the store, such as toys and school supplies.

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A strategy that I used that fits into the principle of representation is connecting prior knowledge. At the beginning of all of my lessons, I try to incorporate something we have learned about before that is similar and that is to be built off of. For example, when teaching geometry, I often ask the class what we talked about last time as a starting point. Noting how many confused faces I see, I am able to gage how much the class recalls the prior knowledge and who needs a quick refresher. I remember almost always doing a brief refresher to ensure we were all on the same page before I built upon this information.

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A strategy that I have used in the classroom that fits into the principle of action and expression is goal setting. At the beginning of each chapter, after taking the pretest, I would ask students what they are most curious about in the chapter they are about to start. We set classwide goals that were specific to the areas the students found most interesting. For example, before diving into geometry, students made it a goal to learn all of the names of the shapes up to ten sides.

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The myth of the average ted talk has been played in many of my education classes before, but I have never put it in the context of assistive technology. Assistive technology is meant to bridge the gaps that not everyone needs filled, such as text to speech options for those with visual impairments. It is interesting to think of what many devices think of as average. Hiding high-tech features of devices in accessibility settings implies that the “average person” does not need these things. What this really does, however, is hide these features from the wide range of people that could benefit from it. Text to speech benefits me at times when I am multitasking. Listening to a reading for class while folding my laundry often helps me retain the information better. Personally, I did not even know that my devices have these features built into them, and I have used third party applications many times in order to use this feature. All of this to say, the myth of the average impacts assistive technology by making it harder for those who need it to know it’s even there.

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IOS has many features that I had no idea even existed. One that really intrigued me is the use of eye movement to control a device. I had no idea the technology for this existed, and I find it incredible that people who are unable to use the touch screen of an ipad are able to control it with their eye movements. This can specifically help someone with mobility issues or movement disorders.

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Chrome also has an extensive array of accessibility applications. Specifically, I explored high contrast mode. This allows for people with low visual ability to be able to read from their computer more easily. As an enjoyer of night mode on all social media, I appreciate high contrast mode and how it is easier on the eye. It basically inverts all of the colors, making your display similar to dark mode.

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Q1-How does the SETT Framework assist with the development / implementation of an AT plan as well as with data collection? [ADD NAME TO POST!]

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Q1-How does the SETT Framework assist with the development / implementation of an AT plan as well as with data collection? [ADD NAME TO POST!]

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Q2- What impact has the pandemic (and the return to in person learning) had on the concept of "an effective learning environment"? [ADD NAME TO POST!]

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Q2- What impact has the pandemic (and the return to in person learning) had on the concept of "an effective learning environment"? [ADD NAME TO POST!]

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Q3- What strategies can help teams consider low tech tools that can still effectively meet student needs? [ADD NAME TO POST!]

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Q3- What strategies can help teams consider low tech tools that can still effectively meet student needs? [ADD NAME TO POST!]

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Share 3 takeaways from the video. How could using the QIAT indicators support more effective consideration of AT needs? [ADD NAME TO POST]

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Share 3 takeaways from the video. How could using the QIAT indicators support more effective consideration of AT needs? [ADD NAME TO POST]

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The SETT Framework is able to assist with the development and implementation of an AT plan in many ways. This framework is able to better understand the abilities that a student has, as well as their challenges and needs. The SETT Framework encourages collaboration, engages people, and is a way to lower abandonment. The framework can help by making a plan that is specifically tailored to the students needs. Additionally, it can help with accommodating to the students real life environments. This includes looking at their home and classroom. This is essential when considering what types of technology will be available and when. Data collection is supported by this framework because it guides meaningful instruction and is constantly using data to make decisions. Additionally, teachers, parents, and other school professionals can make sure that consistent data is being looked at to see what AT is working and what needs to be changed.

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The pandemic has made an impact on the concept of "an effective learning environment" in many ways. Before the pandemic, learning environments were most commonly referred to as the actual classroom (in person). Now, learning environment includes not only the physical classroom, but also virtual, hybrid, and asynchronous. This has allowed more flexibility for educators and students. Since the pandemic, it has been shown that going into the classroom is not the only way that an effective learning environment can be achieved. Many people have preferred online environments due to the connivence, comfort, and safety of their own home. Technology has made this possible due to platforms such as google classroom and zoom. The return to in person learning is an adjustment for students. People had become used to learning from home, and the return to school could have been scary and overwhelming for elementary school students. This is when taking extra time for SEL lessons could be beneficial, where the teacher could talk to students about emotions they may be feeling such as anxiety or anger.

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1.QIAT is able to help support and guide the improvement of AT services for students. This allows school districts to improve the quality of their AT services.

2.An area of QIAT, professional development, is able to look at how they maintain quality as services are provided to students.

3.QIAT requires ongoing collaborative work within members.

Using QIAT indicators to support more effective consideration of AT needs helps students with disabilities. Using these indicators allows IEP teams to make more student centered decisions. QIAT supports that AT must be considered for every student who has an IEP. QIAT also supports that the individual student needs are being looked at, not just what is available for them to use. AT should be able to help students with the curriculum, which is something that they consider.

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When considering AT, it is important that low-tech options are also looked at. In order to do this, using the SETT Framework can help! First think about what the student is struggling with, what is already being used to help them, and what type of environment they are in. Some examples of low-tech options include pencil grips, highlighter tape (I have many students who use this), graphic organizers, or checklists. Low-tech options are oftentimes overlooked, when in reality, they could be a simple way to fix something big. Educators can try low tech first, then move to high tech if needed.

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The SETT Framework is important because it ensures that all voices are heard and that all perspectives are given in the classroom. The SETT framework assists with the development/implementation of an AT plan by providing background about each student and their needs. It identifies tools that each student needs, as well as modifications, varied instructional strategies, and supports. The framework also helps with data collection because it creates a collaborative team approach. This ensures that everyone is working toward the same goal and getting as much information as possible. Furthermore, it creates a direct focus for the plan that will bring everyone together. The framework is a great "organizational tool" that helps guide the conversation.

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Since the pandemic, educational setting and learning environments have completely shifted. When we were no longer able to participate in in-person learning, it opened the door for the rise of online learning. This was because we had no other choice! Now that we have been able to return back to an in-person setting, there are still many opportunities to get an online education (like this class). Now, the concept of an "effective learning environment" is extremely open-ended. There is not one specific answer to what an effective learning environment is. Each student thrives in different environments, at different times. But on a positive note, this did open the opportunity for more knowledge on using technology in the classroom to flourish.

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Teams can consider low tech tools that meet their students' needs by keeping an open mind and trying different approaches. The Sett framework can help us organize this information and find out what specifically works best for the student in mind. In my classroom, we use low tech tools such as fidget tools, stress balls, sensory tools, flexible seating (varied chairs), and personal behavior charts with outlined goals. Not every need has to be met with extravagant technology. It is important that teachers remember that some solutions can be simple and easy to create. But of course, it is important to be consistent and keep trying if the technologies implemented are not effective.

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3 Takeaways:

1. QIAT stands for quality indicators for assistive technology services. QIAT uses meaningful data, collaboration, and AT consideration to create indicators for the student.

2. There are 7 quality indicators: should be considered for all students with disabilities, should be a collaborative decision-making process, should have collective knowledge and skills, should be based on the IEP goals & objectives and access to other activities, should gather and analyze data, should have a range of assistive technology, and should have results that are documented in the IEP.

3. It can be helpful to review sample IEPs in your district, observe the AT used in your district, consider AT as much as you can, and provide AT in multiple formats.

Using the QIAT indicators can act as a guideline or checklist to make sure that I am effectively considering AT needs of each student.

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When used correctly the SETT framework can be crucial to gain information before deciding on support. The SETT framework in continuous rather than just a one time decision. This can play a role into AT since tech can be used if needed. For example Difficulty writing could lead to exploring speech-to-text ( talking into a mic). Reading challenges may possibly lead to text-to-speech or audiobooks. SETT leads to teamwork where they can decide what to do and what support is needed. Ei AT

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I believe that people "forgot" how to learn. Yes digital learning can connect to UDL however, during Covid lots of people got lazy. They would attend classes from their bed or not be in good learning environments. A lot was going on at time so it was difficult to learn but people took advantage of it and tried to take shortcuts. When returning to in person learning people essentially did not know what to do. They had to relearn how to learn.

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A team must consider where a student is at. They should not just give a student a student AT just to give them AT. They must use a data based decision. Look at what needs to be improved and how tech can help improve it. For example Low tone leading to sloppy handwriting, maybe a computer for the student to type on can be implemented.

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I would say that my main takeaways are that every student with a disability receiving specially designed instruction under IDEA must have an IEP that takes assistive technology (AT) into account. The IEP team and, if feasible, the student participate in the cooperative, data-driven process of effective AT planning. Instead of making assumptions, decisions are made based on the student's objectives, functional skills, and relevant data. Teams should investigate a variety of AT options, ranging from low-tech to high-tech, and understand that success requires more than just devices; training and support services are crucial. Three conclusions can be drawn from AT consideration: the student requires AT, does not currently require AT, or more information is needed.

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The SETT Framework focuses on four main parts: the student, their environment, the tasks they need to do, and the tools available to assist them in completing those tasks efficiently. The SETT Framework helps to ensure that the AT fits the student's specific needs and is practical for everyday use in school. With the right tools and clear plan of support, data can show overtime how well a student is using the tool and if it is actually being proven efficient in helping with their tasks. SETT definitely makes it easier to create, use, and continuously improve an AT plan!

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The 2020 pandemic had a huge impact on the term "effective learning environment" and what is now considered one! In the peak of the pandemic, students of all ages (K-12 and college) and teachers, professors, administrators, etc. had to make the transition to online, virtual learning. For some, this switch made it more difficult to stay focused, connected, and supported. Some students and teachers may not have had access to reliable internet, quiet spaces, or even the right technology which quickly led to learning gaps. With little training, teachers had to quickly adjust their tools and methods to be flexible and inclusive for all students. However, from a positive perspective, the pandemic led to new technology and digital tools. Both students and teachers became more skilled and creative with technology independence.

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Teams can use simple strategies to find low-tech tools that meet student needs. Most importantly, first, teams need to focus on what it is the student actually needs to do, not just the technology. The SETT Framework can help match tools to the student, their environment, and task. I think it would even be helpful to start by introducing the low-tech tools, as simple as color-coded folders, to see what might already be working for a specific student. It is also very important to include other team members like teachers and families to gain other input, support, and share ideas!

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Checklist, Team Collaboration, Student-Centered, Technology Toolbox, and DATA!!!

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Comment on webinar: VI-VHT-23: AEM for ASL Access: Assistive Technology for DHH

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Comment on webinar: VI-VHT-23: AEM for ASL Access: Assistive Technology for DHH

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Share your takeaways from the webinar. Make sure to check back and comment on other posts.

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Choose two other webinars from the list provided on Canvas. 

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Choose two other webinars from the list provided on Canvas. 

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Share your takeaways from the two webinars you explored. Make sure to check back and comment on other posts.

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The SETT Framework is a structured model used to guide the development and implementation of assistive technology AT plans. It makes certain that AT decisions are very clear for students' diverse needs. It guides collaborative and data-driven processes for developing and implementing AT plans. It ensures AT decisions are student-centered and context-specific. Provides a foundation for consistent data collection to monitor the AT's effectiveness and make adjustments as needed for that student.

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When covid 19 happened, I was a junior and senior in high school, and I can tell you none of it was effective learning it was busy work. And because I was older, it didn't set me back as much, but for the little kids, they missed out on big learning objectives. The pandemic and the return to in-person learning have significantly reshaped the concept of an effective learning environment. Before COVID-19, the physical classroom was very organized, had routines, and had great classroom management. However, the pandemic expanded that definition to include flexibility, accessibility, emotional well-being, and technology integration. Coming back from the pandemic, everyone and everything has changed. Teachers now value the importance of digital tools, student engagement in virtual spaces, and individualized support.

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There are so many strategies teams can use. 1st one is focused on the student. Meaning: Start with the student, not the tool. Find and focus on the students' abilities, environment, and tasks before adding high-tech options. 2nd, you don't want to put pressure on the student, so use the least restrictive principle. 3rd is options have different options that you and the student can use. If one doesn't work, you have different options that may.

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-QIAT is considered for all students with disabilities. -There are 3 different characteristics of consideration. 1. It is a brief process 2. Not disability specific. 3. Based on functional abilities. -Another takeaway is that the student may or may not need AT depending on their progress.

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The SETT framework assists with the development/implementation of assistive technology because it provides clear themes for teachers to follow when creating a plan for their student(s). It ensures that the who, the where, the what for, and the how is considered, and it allows all of the adults involved to be on the same page. This framework also assists in data collection because data is considered from the very beginning. SETT framework emphasizes the importance of having a shared vision of what progress looks like for the individual student, and what goals they are working towards.

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The pandemic had a major impact on a student’s most “effective learning environment” because students were forced to merge their home with their classroom for the duration of the lockdown. Learning from home put many students at a disadvantage as their home environment may have been restrictive to their learning. Speaking from personal experience, morphing the space that you sleep/live with the space that you learn can make it difficult to focus and associate your environment with learning in general. Additionally, learning from home puts students who would benefit from assistive technology at a disadvantage as they may not have had access to these tools. Alternatively, some students thrive learning from the comfort of their home and prefer it over learning in a classroom setting. The pandemic could have made the classroom feel less comfortable upon their return and less effective for their learning than their home was.

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Utilizing the SETT framework helps teams consider low tech options that fit their students’ needs because it allows them to pinpoint exactly where exactly the student needs scaffolds. Joy Zabala emphasizes the importance of intent before purchase of expensive tools such as ipads because they are not always the best fit for the student, and they may need something that targets different areas. Finding the lowest tech option that fits the specific needs of the student is the best strategy. This is because the worst case scenario is that it is tried and it doesn’t work and it can be ruled out as an option. It is generally a good idea to start low tech and work up to higher level tech if it is needed.

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1. Using QIAT indicators allow for ongoing collaboration on the types and quality of assistive technology a student uses. This is important as the student’s needs could change, and assistive technology should grow and progress with the student.

2. QIAT provides a framework to ensure quality/fairness of assistive technology usage. It ensures all important areas are considered and student growth is prioritized.

3. 8 areas of QIAT are consideration, assessment, assistive tech in the iep, implementation, evaluation of effectiveness, transition, administrative support, and prof development. QIAT makes resources available like documents and videos related to each major area and their quality indicators.

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Multiple Means of Engagement (Sadie Weiss)

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Multiple Means of Engagement (Sadie Weiss)

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An example of multiple means of engagement in my classroom is Friday choice boards. My small groups only run M-F to provide me with time to focus on trouble spots on Fridays. During our usual center time on Friday, I place a plethora of activities around the room that cater to the weeks lessons. This is an opportunity for students to work at whatever way excites them most while still getting the things that have to get done, done.

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Multiple Means of Representation (Sadie Weiss)

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Multiple Means of Representation (Sadie Weiss)

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An example of multiple means of representation in my classroom is our centers. I start each week with introducing what each rotation will be. I do this in front of the class, sharing a visual model of what needs to be completed. There are also written directions included with each center tub, and a button that can be pressed where they can listen to me repeat the directions to them. This gives multiple opportunities for understanding, and helps me not have to repeat myself 100 times!!

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Multiple Means of Action and Expression (Sadie Weiss)

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Multiple Means of Action and Expression (Sadie Weiss)

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My school recently implemented a new gradebook routine, encouraging us to input 5 assessment grades a week amongst all the different subjects. As a kindergarten teacher, this felt difficult at first as written assessments aren't something we see too often in my room. As I began to grade, I realized that I wasn't just looking for written, summative assessments. I was listening to students talk, looking at their artwork, observing engagement, and really viewing the whole child rather than their ability to complete one form of representation.

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This is the most iconic video in the education program. Somehow, every time I see it i'm still able to gain something new. Thinking about this video in regard to this class makes me think about how anything can be assistive technology, it just depends on how its used. Todd Rose’s message about designing for individual differences, not the average, connects strongly to this idea. Everyone learns differently, and tools like voice to text, audiobooks, or even noise canceling headphones can support a wide range of needs. What might be essential for one person could simply be helpful for another.

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This brings me back to when I was a kid and I accidentally did something to "mess up" my phone. What really happened was an iPhone accessibility feature that acts as a built in screen reader, audibly describing on-screen content and allowing users with visual impairments to navigate and use their device. At the time I was just like, "why won't my phone stop yelling at me!!!?". But as an adult I see how essential that is for some.

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The pandemic has brought adaptability to education in ways it didn't exist before. In the past, it seemed that in-person, oral learning was the only normalized way. Today, districts use the resources they took from online learning during covid and utilize it in the classroom on a daily basis. Google Classroom/Google Meet is something that was utilized often during covid to assist in online learning, and now it's something I use in my practice daily to keep the parents up to date on what's going on in our room and what the students favorite digital resources are.

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This webinar was very informative. Something that stood out to me was the importance of allowing the student to help pick out what assistive technology they need. This shows how important it is to listen to what the student needs and including them in what is best to support THEM! Something that is equally important is that the student knows how to access their support, and understand how to use it. Accessible educational tools are so important for students to have available. IEP Teams should be considering what these students need in order to have direct communication. Students who are deaf/hard of hearing will not always need the same tools. It is important to know what each child needs to succeed, and understand the various opportunities there are to support them. I also learned that the ECC-DHH helps students who are deaf access the general education curriculum, so they can stay on track with their peers. I enjoyed learning about the various websites, youtube channels, and apps that are available to help support ASL students.

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#1: Collaborating on Accessible Instruction for Children with CVI.

Takeaways: Cortical Visual Impairment (CVI) is when children show abnormal visual responses that aren't caused by the eyes themselves. This can have consequences on their motor, social, cognitive, emotional communication/language, and psychological development. After learning from the first case study discussed with Ben. Some recommendations for Ben to be able to use his usable vision and learn are color highlighting for sight word recognition, slant boards, creating simple books with pictures, and using familiar word labels. Another thing I learned was the different iPad Modifications. There are different applications, videos, and actions that can be made to accommodate learners.

#2: High Tech Solutions for Low Vision to No Vision.

Takeaways: I learned about the apps that exist to enhance learning in the classroom for students without vision. It is important to become familiar with these in order to best support learning in the class with visual impairments. This is something that I am not familiar with which is why I chose this Webinar. Text-to-speech is a great way for students to be able to learn what is on the screen. This can help students with visual impairments be able to use the same assignments and resources as their peers, since text-to-speech would be able to read it to them.

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Built in Accessibility Features Chromebook (Sadie Weiss)

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Built in Accessibility Features Chromebook (Sadie Weiss)

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A built in accessibility feature on the Chromebook is the magnify feature. This feature either splits the screen and shows it at two different distances, or zooms the screen to the preferred level of the user. This improves accessibility for people with visual impairments by giving them a closer look at images and text that otherwise would be too difficult to see.

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This webinar really opened my eyes to how important it is to make learning materials accessible for students who are deaf or hard of hearing. I learned that schools are legally required to provide assistive technology in a student’s preferred communication mode, including ASL. There are so many great tools and resources such as Flipgrid and Loom that can help teachers create or find ASL supported content. The presenters also reminded us that everyone in a school community can (and should) learn some ASL to help make communication more inclusive. In my kindergarten class, we use small bits and pieces of sign language every day (Thank you, "clapping"), and this encouraged me to explore and implement more!