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Topic/Presenter: What is the "Blended Approach" to Note Taking? by Adam Pearce and Daniel Goerz

Overview: This webinar main focus was on the NoteTalker Pro which is a note taking assistive technology program. This is a great tool and can be used as an visual, audio and a it is technology driven to help create a smooth note-taking experience for those who struggle with note-taking.  It is a complete recording and note-taking solution for lectures, meeting and especially within the classroom.

3 Take-Aways:

1. This is a “blended approach”  that allows students to record on a device and then retrieve their information from the software that they are using. It is a virtual note-taker and it is easily accessible for all student abilities.

2. Notetalker app can be accessible from your smartphone or tablet, Notetalker Edit for Windows or Mac PCs, a microphone and cable kit which enables you to plug a directional microphone into any smartphone or tablet and a Notetalker Power Card.

3. This allows students to work independently and not have to rely on the teacher or their peers for support , they are able to note-take and be able to process the information from the use of the software.

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Topic: Using Skoog an Accessible Music Interface to Support Creativity and Play

Presenter: Dr. Benjamin Schogler who is a Developmental Psychologist.

Overview:  The role of music plays a vital role within development and communication. An array of musical activities is a great tool for students of all abilities to use with Communication. Skoog application incorporates a tactile ( relating to the use of touch ). Skoog was created to enable all students with having access to the world of music and become creative through play, with supporting the development of their natural musicality.

Take-away:

1        This device allows students to become hands-on with this innocent object that looks like a child’s toy. It is a cube with a large, color – framed buttons, it is inviting and friendly design with a basic form.

2        Students are able to interact with Skoog by the use of touch , twisting, or squeezing any of the cube’s buttons. This device is great for all learners, Visual, Auditory & Kinesthetic.

3        This product is able to connect to an iPads and integrates with several applications such as iTunes and it can be used be all age groups and all abilities.

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Topic/Presenter: Build the Brain When it Counts: Stimulate Literacy Development with Enriching Experiences / Padmaja Sarathy

Overview: This webinar was created to increase preschool-kindergarten student’s communication, language, and literacy skills by designing engaging literacy experiences, focused on children’s executive functioning and critical creative thinking skills. The activities were based around one children's book.

Three Points:

1.)   Sarathy defines Executive Function skills allow learners to retain and store information, focus during activities, filter information, and "switch mental gears". They are split into 3 groups: Working Memory, Inhibitory Control, and Cognitive Flexibility. She believes they are essential for cognitive and social growth in young students, and are best developed between 3-5 years of age. Executive functioning skills have been shown to lead to math and literacy achievement. When I was reflecting on these skills, I realized how essential they are to academic and social achievements at any age. They allow students to adjust to changing demands, recall information, and to resist impulses. Being able to develop executive function skills seems beneficial to any young student - not just those with learning disabilities.

2.)   Sarathy defines the six stages of early literacy development: phonological awareness, print awareness, comprehension skills, alphabetic awareness, written language, and oral language. I love that she mentions that sometimes educators "overload" print awareness; focusing too much on a child being able to recognize a book and turn the pages the right way. Instead, she mentions how essential it is to develop written language in young children. Although when we think of written language, we think of words, she states that it does not always have to mean words. Instead, it could be pictures, drawings, or symbols that mean something to the child. As an early educator, I want to incorporate more of that "written language" into my classroom. I think this will help my students develop a confidence and a strong love of books!
3.) Sarathy also explains the difference between "read-alouds" and "story telling". She says, in her experience, not many teachers story tell anymore. Instead of reading books, story-telling "enables children to draw the pictures in their minds, visualize, recall details, and increase focus in attention". As an early educator, I have never realized how cool the concept of story telling is with my students. I often read books to them aloud, focusing on the story elements, the pictures, how they can draw information from what has been given to them, etc. However, I never thought of story telling as a tool to build executive functioning skills and literacy skills. Upon reflection, I realize how simple it seems. Instead of using the bright pictures of story books, story telling would allow my students to have to focus the whole time, draw the picture in their head, and "create" the story. I realized also that I use story telling with my students during more laid back times of the day, when I'm not actively teaching. I often tell them about my weekend, or tell a silly story about my pets, or my family, and they LOVE it. It engages them in a completely different way than a read-aloud. Instead of doing traditional read-alouds, I plan on doing a lot more story-telling in my room.

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Title: Transition Techniques for Children with Autism Spectrum Disorder: Transform Meltdown to Calm Down
Presenter: Padmaja Sarathy
Overview: This webinar focused on students with Autism Spectrum Disorder, but it could definitely be generalized to other students who have difficult with transitioning, as well as just a hard time dealing with frustration. The strategies presented here were low-tech strategies mostly. Some I already implement, but some I definitely would like to try with some of my students with Autism who struggle with transition and controlling their emotions.
1. The use of visual supports as a technique was a key area discussed throughout the presentation as being extremely helpful for students with transition. Having a picture schedule for the entire class is beneficial. To individualize more for certain students, there was something called an advance learning card, which has the stop light colors. It can be used to help students know how much time they have for certain activities. Green means go, yellow means almost done, and red means stop.
2. There are cue cards that can be held by a teacher or a paraprofessional at first, reminding students silently of rules using pictures and words instead of acknowledging it out loud and causing a disruption to the class. Eventually, the students should be able to use the cue cards on their own. The students can signal things they need on there, as well, such as a break. Also, they can identify an emotion they’re feeling.
3. For students who have Autism Spectrum Disorder, fire drills or other kinds of drills can often cause melt downs. The webinar discusses the use of preparing the students before the situations happen. (They actually discussed preparing for transition changes throughout the whole webinar in every way!) Familiarizing the student with the routine, the sounds associated, videos of what it might look like, along with social narratives will help students prepare and therefore feel less agitation.

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Topic:Taking The IEP Into The Classroom

Presenter: Terry Wendorf

Overview of the topic:  This webinar focused on first time teachers who have students who need certain modifications with severe multiple disabilities.  It gave a new teacher different strategies and ideas to bring the IEP objectives into the classroom and activities that take place around the school.  It discussed the importance of making sure activities were engaging and age appropriate.

Share your three (3) points you took from the webinar:

1.  I thought it was a great reminder when watching to make sure the activities are age appropriate and that they flow from one to another.  I think sometimes we forget what the students are interested in, and that some activities are not as engaging as others.

2.  When thinking about if an activity is age appropriate, it is important to think about the class as a whole, not just a student with an IEP.  If a student has and IEP, as an educator you have to make sure the activity is age appropriate, and would be engaging for a general education student.  If it is not, the student with the IEP may be disengaged.

3.  There are different ways for students to participate.  Whether they have an IEP, are a general education student, or are gifted.  All students should learn in large group (whole class), small groups (broken into gifted and special needs), and quick short segments whether with the teacher, and/or in small or whole group.

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Topic/Presenter: Enhancing Teaching and Learning with UDL: Multiple Formats for Access and Engagement/Padmaja Sarathy

Overview: This webinar focused on UDL, or Universal Design for Learning, and how to use it most effectively in the classroom to teach students with learning disabilities. The webinar focused on what UDL is, reducing barriers to students, and the 3 principles of UDL (representation, action and expression, engagement). It utilizes engaging and effective delivery, optimal challenge with technology and other supports, as well as partial participation. It is teaching in multiple ways to reach all types of learners.

Three Points:

1)    Universal Design for Learning is really applied best at the Design state of instruction. This ensures that barriers are minimized to students with learning disabilities and learners with diverse needs. I felt this was interesting, because many teachers often feel like differentiation happens during the actual engagement or during the lesson, based on how students react to it. I think it’s important to note that effective UDL requires knowing your students, and pre-planning ways that will engage all types of learners. The video suggests asking “What is my goal?” to begin your planning. Then, “what are the barriers?” to help plan how to properly reach your diverse students.

2)    I thought it was really interesting that the video mentioned the three parts of your brain, and how they are essential to UDL. The video breaks the brain into three parts: recognition (the “What”), skills and strategies (the “How”), and caring and prioritizing (the “Why”). The curriculum needs to help them gain all three in order to challenge and most effectively teach all learners. In special education, I feel like teachers often focus on the “what” and “how” of learning most often, and the “why” gets lost in the shuffle. As part of UDL, I realize how essential it is to teach to all three types of the brain for truly effective instruction.

3)    I love that the video stressed all kinds of learners benefitting from UDL – not just students with disabilities. Although it is known in the special education world that UDL benefits everyone, I feel that often times, general educators forget this. I loved that she broke it into “What is my goal? And “What are the barriers?”. This breaks planning up into such simple, yet effective steps. “What are the barriers?” could mean planning so that a student with a visual handicap has access to materials, or planning around a general education student who is known to get “silly” during read-alouds. The questions presented to define UDL truly break it up into meaningful and effective steps.

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Title: Apps and AT to Support Executive Functioning
Presenter: Diana Petschauer
Overview: This webinar showed both apps on the iOS and google that help support executive functioning, which involves planning, organization, thinking skills, and behavior control. In addition, many of the apps that were shown would also be helpful with students who struggle with different issues. Some of the tools were as simple as teaching students to use the calendar app. I felt that this would be beneficial to watch because a handful of the classified students I work with now struggle with organization and self-regulation, and I felt like several of these apps would be extremely helpful to implement in the classroom. I focused mostly on the apps that were for iPads, since that is all we have access to in our district currently.
1. There were several apps shown that worked through students’ routines with them, such as getting dressed, the morning routine in the classroom, preparing for a special, etc. Many had visuals, which would be extremely helpful to many students. There was a timer option, as well. One app, called choice work, allowed students to pick rewards if they got through a routine (these could be modified in the app), such as taking a walk.
2. Tools 4 Students is an app that provides graphic organizers to help students who struggle with organizing their thoughts. There are some pre-made ones, and you can implement your own into the app. It comes with many more features. One I particularly liked was a predictability keyboard, which comes up with the words they think the student will like. The student is able to listen to the word out loud to be sure.
3. Notability was an app I feel like would definitely benefit older students who may require more note taking in their classes. It can store notes from in subject in color coded folders, and you can change the way you take notes by adding lines, changing colors, etc. You can highlight important information. It can record you or the teacher’s voice to take notes.

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Topic: Apps for Guided Reading

Presenter: Jane Farrall

Overview:  This Webinar focuses on Guided Reading and the ways in which to use this literacy teaching strategy in order to help our students become better, more strategic and thoughtful readers.  The presenter shares the different guided reading models that currently exist and ways to incorporate reading apps in order to enhance Guided Reading instruction.

Three Take-Aways:

1.    With guided reading (or really any reading) it is important that teachers activate prior knowledge and give context to the story. For example, we cannot assume that a story about a zoo will be familiar to all students, as many of them may have never visited a zoo.

2.    PicPocket Books is a company that makes digital storybook apps.  It is important to “weed through” apps in order to be sure the app provides a clear and engaging storyline for students to follow, as well as illustrations to support comprehension and understanding of material.   Equally important is making sure these apps do not have spelling or grammar errors.  Not all apps are quality apps.

3.    Word-by-word highlighting (or a bi-modal presentation of the story) can help struggling readers or those with dyslexia follow and comprehend the storyline.

This Webinar focused on early literacy, which is not something that I would personally use in my daily instruction, as I teach students in grades 4-8, but I did find it interesting to consider how using these apps in early literacy instruction could influence the ways in which students learn and understand new reading concepts as they move into the upper grades.  This webinar made me question which gaps these apps could fill and how often these strategies could/should be implemented in the primary grades in order to foster reading comprehension.

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Topic:
Supporting Students with Severe and Multiple Disabilities: What Paraeducators Need to Know and Do
Presenter:
PADMAJA SARATHY
Overview:
Paraeducators provide academic and behavioral supports for students with disabilities under the leadership of the teacher. Their input regarding the students' progress is extremely valuable - as long as their roles are properly carried out in the classrooms they are assigned to.
Three Points:
1) Paraeducators can contribute to the effective implementation of UDL by providing the teacher with information regarding the students' strengths, needs, and interests. They can also implement the appropriate accommodations and modifications for the students to effectively gain access to the general education curriculum.
2) Although paraeducators provide these supports for the students, it is essential for them to facilitate independence. More often than not, I have seen paraeducators sit right on top of their students to ensure that they are on task and understand the material being taught by the teacher. However, this is not best practice. Paraeducators should sit at least three feet away from the students they provide services for; if they do not follow this "rule," other problems can arise. For example, the students may become too dependent on them to fulfill their academic obligations, or they may begin to experience difficulties with peer interactions. Paraeducators have to provide supports from afar.
3) In addition to these principles, paraeducators need to "see the able and not the label" of their students. They need to understand that their students CAN learn and CAN be successful. In order to do this, they must limit the amount of information they present to the students to successfully complete their work. The teacher should also show paraeducators how to break down larger assignments into smaller segments by utilizing the task-analysis approach and how to increase their wait-time while asking questions and waiting for the students to respond. It is also important for paraeducators to praise correct responses and reduce the amount of prompting they provide to facilitate them.

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Topic:  A Literacy Journey: Invigorative Instruction to Engage Learners with Severe and Multiple Disabilities

Presenter: Padmaja Sarathy

Overview:  This Webinar focuses on how educators can incorporate the UDL framework to design ELA literacy activities, with a focus on engaging learners in order to move them from passive spectators to active participants in learning.

Three Take-Aways:

1.     Educators must understand their learners’ strengths and needs in order to develop student-specific (individualized) supports and adaptations to course material.  He/she must take into consideration both academic activities, as well as functional activities that are accessible to the student.  Student progress is monitored and adjustments are made as necessary.
2.     The essentials of this framework include:
(a) Universal Design for Learning (UDL), where learning is made accessible in order to meet the needs of diverse learners; (b) Partial Participation on students’ behalf is okay—this will promote learner independence, as they complete some of the tasks, but maybe not all; (c) Delivering engaging and interactive instruction—ie. multi-sensory approaches; (d) Providing effective and appropriate technology aids; (e) Incorporating age-appropriate activities and materials.

3.     When presenting materials, a concept, or a lesson, educators should be sure to present in many formats, adjusting the level of complexity as needed.  They should also allow for flexible methods of expression, where a variety of formats are offered for responding and demonstrating student knowledge.  Finally, teachers should provide multiple, flexible options for student engagement, where student interests are considered and there is room to challenge students and increase their own motivation.

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Topic: What is the “Blended Approach” to Note Taking?

Presenter: Adam Pearce and Daniel Goerz

Overview of the topic: This webinar talked about the Notetaker Pro.  It is an assistive technology program that used the different senses- audio, visual and technology.  These different strategies help the students who struggle with keeping up and taking notes.

Share your three (3) points you took from the webinar:

1. The support is in class and can be on a daily basis.  The students or support are able to speak and the words are translated into notes.

2. This leads into my second thought, of how it allows the students to be self-directed learners and take ownership of their work.  They are able to take their own notes, and may not have had the opportunity to do so before.

3.  Lastly, depending on the students needs, the app adjusts.  The students are able to do their normal work, record the notes they want taken and then the app adjusts to the specific needs that the student needs.  You can customize the app- and meet the needs of specific students.

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So.. first time doing AND I don't think ANYONE ever really "gets used" to hearing their voice (I sound SO weird). Anyways, I recorded my ideas about the 2 webinars I watched (about science and games for engagement). If you are not able to listen through the Padelt, you can download the audio and it should play through your computer.

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Topic: Taking the IEP into the classroom. (Webinar 2)

Presenter: Terry Wendorf

Overview: This webinar discusses the necessity for special educators to modify their curriculum based on the needs and IEPs of the students.

Three points:

1.) Any modifications made to the curriculum should be age appropriate no matter the cognitive or functional ability of the student.  Example: First grade students may be using assistive technology to identify body parts of "Mr. Potato Head." Although the students are delayed, it is still age appropriate for them to be using the toy.  It would be inappropriate for a middle school student (however delayed they are) to be using that activity.

2.) Using assistive technology in the classroom can also be modified to promote social interaction and classroom community.  Using the Small Group, Large Group methods allow students who may require AT and are lower functioning academically, to work alongside students working at their academic age level.

3.) Environmental Scan for Jobs: Giving students the opportunity to demonstrate their IEP goals through jobs within the school. Examples were a boy practicing his Occupational Therapy goals of riding a bike, pedaling throughout the school and collecting attendance. Another example is the same student who's goal may be to work on greetings, speaking to the teachers in each classroom as he passes.

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Topic:
Supporting Students with Severe & Multiple Disibilities, What Paraprofessionals need to know and do. (Webinar 1)

Presenter: Padmaja Sarathy

Overview: The first webinar I viewed discussed the roles of a paraprofessional in a special education classroom.  The presenter spoke about the positive and negative aspects of having a paraprofessional work closely with students.

Three Points:
1.) The presenter, Padmaja Sarathy spoke about the importance of having paraprofessionals at IEP meetings and having a say with implementations.  I found that interesting because I come from a district where para's are not invited unless the teachers request it. (Which I often do.) Next to the teacher, they are the ones with the student 90% of the day and know so much beneficial information about them.

2.) Too much contact between a paraprofessional and their student can cause an adverse effect on their social and academic interactions.  Students become dependent on their paraprofessional to give the right answer, help them speak to another child, or in severe classrooms feed the student.  Instead, paraprofessionals should allow the student to perform at their highest potential and only stepping in when necessary.

3.) "The funnel of prompting" is the level of prompting paraprofessionals should be giving to students.  I found it interesting because at the least intrusive end, paraprofessionals are modeling.  Next comes Verbal Gestural, Verbal, Physical, then most intrusive, Total Prompting. These levels mirror least restrictive to most restrictive environments and as educators should be using prompts the same way.

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Topic:
UDL Webinar Session 1: Enhancing Teaching and Learning with UDL: Multiple Formats for Access and Engagement
Presenter:
PADMAJA SARATHY
Overview:
The Universal Design for Learning, or UDL, focuses on allowing students with disabilities to gain access to the general education curriculum by providing an instructional framework for teachers to implement within their lessons. When applied correctly, learning barriers for students with disabilities are limited to help them achieve academic success.
Three Points:
1) There are four components to the instructional framework of UDL implementation. The first is application; teachers must design their lessons in ways that allow all learners to be "reached." The second is engagement; teachers must design their lessons in ways that allow motivation to be sustained. The third is supports; teachers must provide the proper aids (e.g. assistive technology) throughout their lessons to meet the varying needs of their students. The fourth is partial participation; if their students cannot fully "access" the tasks at hand, teachers must find ways to help them do so - maybe, by presenting the material in less complex increments.
2) It is important to remember that "the way people learn is as unique as their fingerprints;" this is why the proper implementation of UDL is necessary in both general education and special education classrooms. The term "universal" in UDL is used to describe the curriculum as content and information that can be understood by everyone. The term "learning" in UDL is used to describe the "what," "how," and "why" of processing the content and information within the curriculum. The term "design" in UDL is used to describe the accommodations and modifications that teachers put into place for their students to access the content and information within the curriculum because "ONE SIZE DOES NOT FIT ALL!"
3) With all of that being said, UDL is a flexible curriculum, but teachers have to continue to ask themselves the following questions: "What are my goals, and what are my barriers?" Three principles of UDL can eliminate the barriers that prevent it from being flexible. The first is that teachers must provide multiple means of representation to deliver the content and information during their lessons (e.g. not all students learn best from the smart board). The second is that teachers must provide multiple means of action and expression for the students to show their understanding of the content and information taught within lessons (e.g. project-based learning). The third is that teachers must provide multiple means of engagement. Not all students share the same interests, so it is essential for their teachers to really get to know them. When interests are fueled, a love for learning develops among students, which facilitates the UDL process - overall.

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Using Skoog, an accessible Music Interface, to support communication, creativity, and Play!
By: Dr. Benjaman Schogler
Overview of the topic:
During this webinar the presenter was showing the Skoog which is a musical instrument that plays music when it is touched by any body part. The presenter feels very strongly about the development of a child is important and so is their communication, creativity, and playing during their early ages. Therefore he introduces this skoog as something that the children with and without learning disabilities have an opportunity to use to have fun and show their creativity.
3 points I took:
1. The presenter states that music is physical, social, creative, imaginary, and multi-sensory while he also states that play is physical, social, creative, imaginary, and multi-sensory. I found this very interesting because play is part of my topic for my thesis and when he supported his facts that music is very similar I had to agree. When you are playing, you may be humming or singing, you may sing in the shower, at an early age you learn different songs and silly games with tunes. These are all examples of what he used to describe how important music and play are in a child's early development.
2. The object, skoog gives young children access to music and gives meaning to them and they can relate to the music. When the children have the opportunity to play on this object, that music becomes something they made and it is important to their development. As well,  it helps with their confidence when their disability may affect them so greatly that they could not play another instrument. The presenter also had different videos playing on the skoog and it was amazing to see that they could use any body part to hit the different parts and music would be played.
3. Lastly, the technology used for this device can be on a tablet, iPhone, iPad, and it is wireless. This can be very beneficial for students and educators when giving them the opportunity to play music and grow from these interactions. As well, the objective is not about playing a note or playing a song correctly. It is about joining in with others and making a sound that may not have been able to of been made on another instrument.

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Title: What is the blended approach to note taking?

Presenters: Adam Pearce and Daniel Goerz

Overview: Note taking is tough; especially for students with disabilities. The goal of the blended approach is to make note taking less stressful.

Takeaways:

1) You have in-class, digital note transcribers that take spoken words and turn them into notes.  That sounds useful for students who may not have the writing speed, or the ability to properly grasp a pencil. The presenters recommended a specific app, but there are probably other voice recording apps that are equally useful (including your phone's own camera). The app they suggested does have a fee for usage...

2)The app they provided has useful organizational tools the divide the content into appropriate categories (i.e. announcements, key points, images, what have you)

3) The app promotes independence. There is very little work the student needs to do besides recording and sorting. The company's services take care of the rest! It can be used at any level of education (high school, college, ect). The universal design is that it allows anyone to take notes at an appropriate speed, perhaps even more effectively than writing!

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Taking the IEP into the Classroom
By Terry Wendorf
Overview of the topic:
During this webinar the presenter discussed the different subject areas in a classroom and how a teacher can modify work for a student with an IEP in these different subject areas. She dove in further and suggested examples on how you can achieve IEP goals and outcomes in a large group setting, a small group setting, and in quick glimpses during the day. The real life examples she gave really helped paint a picture of how a teacher could help a student with severe disabilities learn and be accepted in their classroom.
3 Points:
1. No matter the subject and the topic or theme being discussed in the classroom, the content and materials can be modified for the student with an IEP. Their material can be based on the theme and they research the topic on their reading level and be able to participate in the discussions. This is important for the students to be involved with so they feel that they are apart of the group.
2. The examples the presenter gave for the short segments and how they can work towards their IEP goals and outcomes during these few seconds. Some examples were making a decision of before or after lunch they will be presenting their projects, Q/A with people in the school, or their daily classroom job.
3. The presenter gave important facts that the teacher should use when working with a student with an IEP. Modeling for the general education students is very important when communicating with the students with an IEP and specifically using what the student may need. This is beneficial because the students will use that modeling to continue when they are having a conversation with the student who may have a difficult time communicating with students and need verbal prompts.

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Webinar Title: Using Skoog, and Accessible Music Interface to support communication, creativity, and play
Presenter: Doctor Benjamin Scholger
Topic: How does music affect our development and communication skills? How can technology assist in music-related development?  In a nutshell, music encompasses a multisensory approach (singing, dancing, moving, ect) that is accessible to anyone. It is a socially binding agent that fuels creativity, stimulation, and appropriate development (i.e. play and learning). The primary focus of this presentation is a device called the Skoog and how it can aide students with disabilities.

Three takeaways:
1) Music is how we learn. It's talking practice, motor skill practice, social skills practice, and an extension of human function (i.e. play and fun).

2) Skoog is a tactile cube instrument that allows individuals with disabilities to create music.  Combined with an app, you can change the kinds of sounds that come out of the device. It is good for student who: have no knowledge of how to play an instrument, may not be able to play one due to a physical disability, or a combination of the two. The focus is not on playing music, but music play as therapy.

3) Gives the student a sense of autonomy and expression. It looks great for students who may be nonverbal, or even lost the ability to speak due to apraxia, aphasia, or the like. It is also good for inclusion. People with disabilities can now play alongside their able-bodied counterparts. You can even play along with mainstream artists like Beyonce (which would be age-appropriate for, say, a 14 year old).

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Title: Supporting Students With Severe and Multiple Disabilities: What Paraeducators Need to Know and Do
Presenter: Padmaja Sarathy
Overview: This webinar was geared toward paraeducators and their role in the classroom. It discussed how a para can support students with severe and multiple disabilities that is student centered and facilitates growth of independence.

3 Key Points:
- Concerns:
- Researchers have documented that greater contact between the student and the paraeducator has an adverse effect on student learning and performance, especially if the paraeducator is not trained.
- Intrusive support with continuous prompting and hovering inhibits the learners self-dependence

****Great need for PD training for paraeducators
- Legal liability issues are arising out of insufficient training
- Improved child outcomes due to paraeducator training

Levels of Prompts:
Modeling--> Verbal/Gestural Cues--> Verbal Prompt--> Physical Prompt--> Total assistance

***Offer choice-making opportunities throughout the day consistently.

AT DEVICES:
-  TalkingBrix Communicator
- iTalk2 communicator helps in making choices
- Quick Talker
- Environmental Control Unit

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Sonja PedersenTitle: Using Low-Tech to Support Literacy LearningPresenter: Mary SagstetterOverview:This webinar showed different ways to use low-tech support to teach literacy. These supports allow students to become more independent and give them an opportunity to sit and read a book, become more involved in a story or take a quiz on their own.1.	These low-tech support systems allow the students to go off into the classroom and become more independent. The students can use these support systems to be guided through experiences such as going into the classroom library and picking a book to read on the carpet. Bringing battery-operated toys or devices into your reading brings more meaning to comprehension from the story. These toys can interact with the students to allow the characters to come to life. These devices can be used to allow the students to ask or answer questions from the story in order to test comprehension.2.	Devices such as Big Step-by-Step allow you to take short stories and record each page of a story into the device. This gives the student the opportunity to go through a book and turn the pages. Although the student is not able to read the book on his or her own, the individual is able to go through the experience of reading a book, but having it be read to them.3.	This webinar provided many assessment ideas that incorporated low-tech support. One particular assessment involved four questions each having a picture next to the question to reiterate what the teacher is asking, such as “Number 1, What was the story about?” and next to the number 1 would be a picture of a story. After the story picture would be three options to answer the question. These pictures allow the student to recall stories that he or she has already read, and it allows the student to easily point to the correct answer. Also, on top of this assessment are three pictures to give the student other options as needed, these pictures include “Help”, “Please repeat” and “Stop.” These pictures allow the student to demonstrate what they need even if he or she does not have a voice to use. 

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Sonja PedersenTitle: Using Low-Tech to Support Literacy LearningPresenter: Mary SagstetterOverview:This webinar showed different ways to use low-tech support to teach literacy. These supports allow students to become more independent and give them an opportunity to sit and read a book, become more involved in a story or take a quiz on their own.1.	These low-tech support systems allow the students to go off into the classroom and become more independent. The students can use these support systems to be guided through experiences such as going into the classroom library and picking a book to read on the carpet. Bringing battery-operated toys or devices into your reading brings more meaning to comprehension from the story. These toys can interact with the students to allow the characters to come to life. These devices can be used to allow the students to ask or answer questions from the story in order to test comprehension.2.	Devices such as Big Step-by-Step allow you to take short stories and record each page of a story into the device. This gives the student the opportunity to go through a book and turn the pages. Although the student is not able to read the book on his or her own, the individual is able to go through the experience of reading a book, but having it be read to them.3.	This webinar provided many assessment ideas that incorporated low-tech support. One particular assessment involved four questions each having a picture next to the question to reiterate what the teacher is asking, such as “Number 1, What was the story about?” and next to the number 1 would be a picture of a story. After the story picture would be three options to answer the question. These pictures allow the student to recall stories that he or she has already read, and it allows the student to easily point to the correct answer. Also, on top of this assessment are three pictures to give the student other options as needed, these pictures include “Help”, “Please repeat” and “Stop.” These pictures allow the student to demonstrate what they need even if he or she does not have a voice to use. 

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Sonja Pedersen      Topic- Voices in AAC Apps: What are the options and the opportunities?Presenter- Rebecca Bright               Overview- This webinar provided information on the development of voices and choosing voices for an app, the reason behind why only certain voices can go with certain apps determined by the weight of the app, why certain voice apps are great for certain disabilities or cases such as ALS, etc.          1.	One point that I took from this webinar is that commercial voice companies are working to broaden and evolve the voices involved in their apps to cater to different regions of the world to incorporate accents and dialects. This is great because it brings in many “considerations such as region, age, perception of others, perception of self, etc.”    2.	I found it surprising that a main challenge for app developers is that commercial companies have limited child voices and limited file sizes of child voices, thus making is hard for smaller developers to negotiate with these large companies. It is costly to buy these voices and the bigger the file, the large your app needs to be. I do not know about the making of an app so it was surprising to see that your app must be large enough to sustain more voice inputs. I was also surprised to see that commercial companies only have a limited supply of child voices.                           3.	There are opportunities to adjust the voices within the AAC apps to customize to the individual. You can customize with pitch, speech rate, custom pronunciation with things such as unique names or uncommon words and you can customize emoticons. Message Banking allows you to record messages, save them and use them for later incase someone wants to get a quick message across. Voice Banking allows you to record and save up to 1,600 sentences and upload them to a server. Voice Banking is great for cases such as ALS, before the individual begins to lose his or her voice, he or she can record up to 1,600 sentences and save them to use down the road. This allows the individual to still be able to communicate as him or herself.

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Sonja Pedersen      Topic- Voices in AAC Apps: What are the options and the opportunities?Presenter- Rebecca Bright               Overview- This webinar provided information on the development of voices and choosing voices for an app, the reason behind why only certain voices can go with certain apps determined by the weight of the app, why certain voice apps are great for certain disabilities or cases such as ALS, etc.          1.	One point that I took from this webinar is that commercial voice companies are working to broaden and evolve the voices involved in their apps to cater to different regions of the world to incorporate accents and dialects. This is great because it brings in many “considerations such as region, age, perception of others, perception of self, etc.”    2.	I found it surprising that a main challenge for app developers is that commercial companies have limited child voices and limited file sizes of child voices, thus making is hard for smaller developers to negotiate with these large companies. It is costly to buy these voices and the bigger the file, the large your app needs to be. I do not know about the making of an app so it was surprising to see that your app must be large enough to sustain more voice inputs. I was also surprised to see that commercial companies only have a limited supply of child voices.                           3.	There are opportunities to adjust the voices within the AAC apps to customize to the individual. You can customize with pitch, speech rate, custom pronunciation with things such as unique names or uncommon words and you can customize emoticons. Message Banking allows you to record messages, save them and use them for later incase someone wants to get a quick message across. Voice Banking allows you to record and save up to 1,600 sentences and upload them to a server. Voice Banking is great for cases such as ALS, before the individual begins to lose his or her voice, he or she can record up to 1,600 sentences and save them to use down the road. This allows the individual to still be able to communicate as him or herself.

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Title: Taking the IEP into the Classroom
Presenter: Terry Wendorf
Overview: This webinar was geared toward new teachers who are working with students with severe multiple disabilities.  It discussed different ways on how to implement a students IEP objectives into the classroom.

3 Key Points:
-  Keep activities motivating but age appropriate.

- Key elements of the classroom teachers role:
- interpreting non-verbal communication for student and class
- modeling interactions (offering choices)
- setting up parallel stations of learning for non-academic students to participate with academic students
- interpreting non-verbal communication
-  incorporating a students communications system into learning opportunities (PEX system)

What Should Modified Schedules Include?

-  Student participation in each activity
- Student skills listed for each activity
- Social activity once a week
- Jobs scheduled
- Community activity once a week

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Webinar #1

Presenter: Padmaja Sarathy

Topic: Supporting Students with Severe and Multiple Disabilities: What Paraeducators Need to Know and Do

Overview:  This webinar focused on informing support staff on their role in a classroom along with how to promote student independence. Per this webinar, Para-educators assist in implementing instructional adaptations, differentiation of instruction, and apply Universal Design for Learning.  Along with this Para educators must work closely with teachers to ensure they are implementing errorless teaching, learn how to accurately collect data and provide appropriate student praise.

Three Points I Took From This Webinar:

·      Focus on student strengths

·      How to empower Para educators to utilize assistive technology

·      How to inform paraprofessionals in my classroom on what their specific role is.

·      How to promote independence for students will disabilities

Webinar #2

Presenter: Diana Petschauer

Topic: Apps and AT Across the Curriculum, Google and iOS

Overview:  In this presentation the presenter shared her screen with the viewers. This allowed viewers to see how certain apps are utilized as well as app recommendations. Along with this the presenter shows us how to access and download applications. She gives some examples on different features of each application and how to specifically use them.

Three Points I Took From This Webinar:

·      How to block sites you do not want your students to use by utilizing the Stayed Focus App.

·      How to use Reach and Write Application- Allows students to speech their words and put their words to text.

·      How to use Air Server-allows students to adjust screen size and color for any application on the Ipad.

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Topic/Presenter: Games to Promote Student Learning by Janet Stramel
Overview: This webinar focused on mathematical games that can be integrated in any K-5 classroom. These games are highly engaging and foster mathematical strategies and skills that act as a foundation for upcoming mathematical learning.
3 Take-aways:
1. Games for any subject area are truly authentic engagement that allows students to be fully immersed in concepts and skills that have a clear meaning.
2. Mathematical games help students make sense of their world. Earlier mathematical experiences provide long lasting outcomes. Games are meaningful practice instead of timed tasks. They are fun, motivating, and correlate to strategic thinking, computational fluency, and reasoning.
3. The webinar gave many examples of mathematical games, such as ten frames, shake and spill, racing to 100, and go fish, which were very low tech.  Teachers can easily replicate these without spending a lot.  These games can also be used for higher levels of math or even modified for other subjects.

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Topic/Presenter: What is the "Blended Approach" to Note Taking? by Adam Pearce and Daniel Goerz
Overview: This webinar focused on the Notetalker Pro, a note taking assistive technology program. This program uses audio, visual, and technology to create a better note taking experience for those who may struggle with notes.
3 Take-aways:
1. The "blended approach" of note taking enables students with disabilities to have efficient note taking. They are able to record on a device, forward it to the software and virtual note taker, and revise and view the notes on the software.
2. This program fosters independence in students that do not benefit from the traditional pen and paper note taking approach. They do not have to rely on a note taker in class. Instead, they are responsible for the recordings of the notes.  They do not "stick out" in the classroom.
3. This program is highly customizable and multi-sensory, which can benefit many types of learners. The software can have audio, text, and images for the notes. The text can even be highlighted in different colors.

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Topic: Using Skoog an Accessible Music Interface to support creativity and play

Presenter: Dr. Benjamin Schogler (Devlopmental Psychologist)

Overview: Musical activities are integral to communication (expressive and receptive) in all students. Skoog incorporates a tactile sensor and smart App to enable use.

Take-away:

1)    This device enables students with accessibility needs (including physical disabilities or autism) to learn, access music, and creativity.

2)    The value of music in education is that it touches 5 learning areas: physical, social, creative, imaginary, and multisensory.

3)    This product (Skoog) incorporates UDL, connects to an iPad, compatible with Garage Band, integrates with Spotify, iTunes, applicable for all ages and abilities (inclusive).

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Topic: Accessibility for Google Drive; A Closer Look at Add-ons as AT

Presenter: Madalina Tudora

Overview: This webinar provided demonstrations, information, and free resources on built-in features that can be used for AT supports in organization, reading, writing, and math.

Take-away:

1)    This webinar offers information for the beginner to more advanced user of Add-ons by showing features and discussing use in the classroom by students and teachers.  The presenter uses a shared screen.

2)    Thesis use: The easy Bibliography Creator features APA FORMAT!!, PDF Filler Add-on allows one to create and edit a PDF

3)    Students with organizational issues would benefit from Texthelp Study Skills Add-on, students with visual impairments will benefit from the Pupil Pref Add-on

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Webinar: Communication Devices in an Inclusive Classroom

Presenter: Ian Bean

Overview of Topic: This webinar was about how to use communication devices in an inclusive classroom and what devices are appropriate.  The presenter was from England and he had a very interesting view on communication devices. He spoke about different types of devices and how they can be used. He spoke about the Big Mack, a Randomizer, Step-by-Step, a two message device and a multiple message device.

Take Away Ideas:

I do not have three things that I would take away from this I have one big idea that I will take away. I have never had experience with one of these devices in my classroom however I have seen them used before in other schools that I worked in.

What I really liked about this presenter and his view was that he thought these devices should be shared and used with other students who were able to speak. He made a comment about how allowing other people to use it, allows the student who needs it to feel more included. The presenter also talked about how these devices do not need to be used strictly for correct and proper responses. He said that he has programed jokes and comments that the student could press and it would make people laugh. The presenter was using that example to show his point again that the students using these devices should not feel left out. I love that he said these devices don’t need to just have responses to questions programed in, they should also have ways to acknowledge other students, for example having a button say “good job” or “great idea”. He also talked about how a story could be programed into the device so the student would be able to read a story to the class if they wanted to. These ideas stuck with me because someone who cannot speak the same way as other people could possibly feel very lonely or left out. By using these devices in a fun and social way a student who needs this device can feel like any other kid in their classroom or school.

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Topic/Presenter: Accessibility for Google Drive: A closer look at Add-ons as Assistive Technology by Madalina Tudora
Overview: The webinar showed a series of add-ons for Google that could be used for reading and writing, mathematics, and general teacher use. They are used within Google, so any teachers with a Chromebook, or Google Chrome as the internet browser, will be able to use these extensions within Google Docs.
Three Take-aways- I focused on the extensions that were shown for math, along with the ones that were more general for educational use.
1. G-math- within a Google Doc, this add-on allows you to create formulas and equations within a document with special symbols. Teachers and students can also write expressions with exponents, and fractions, which aligns well with the material I teach in 6th grade.
2. Calculator- built into the Google Docs page, and is a simple calculator. As a 6th grade math teacher, on the PARCC test students are only allowed to use a 4-function calculator on the calculator section of the tests, so this would be good practice for students who need extra practice with basic math facts, while getting experience using a calculator on the computer.
3. Table Formatter- has different templates to insert tables into documents. As an educator, I can use this when creating problems within assignments, or use it as a tool to organize the data collection for my classes and students.

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Topic / Presenter: UDL Webinar Session 1: Enhancing Teaching and Learning with UDL: Multiple Formats for Access and Engagement, by Padmaja Sarathy

Overview of the topic: The webinar focuses on the aspects of Universal Design for Learning, and provides educators with a knowledge of what UDL is, what it focuses on, and how to implement in the classroom. Some of the information provided includes a framework for UDL, along with detailed strategies of how to deliver material to students, increase engagement, and provide multiple means of instruction and learning for learners of all levels.

3 Take-aways:
1. The Instructional Framework highlights a key for UDL is active engagement of the students in the lesson, while still challenging them appropriately at their level. This means that the educators need to implement tools and technology that support students' diverse needs to meet the objectives of the lesson. This takes planning, and multiple means of delivering information to the students.
2. A video within the webinar states that "the ways students learn is as unique as their finger prints". This means that teachers need to use a curriculum that can be understood by everyone, provide genuine learning experiences for all students by differentiating lessons that will keep students engaged, and make accommodations for all students in the class, not just those with a handicap or disability. Teachers should start by asking "what is my goal?" and "what are the barriers I need to eliminate to provide flexible paths to learning?"
3. The presenter showed a "Simulated Store" as a tool for engagement and participation in the classroom. As a math teacher, I love this idea of creating a store in the classroom as a way for students to practice working in groups, and using problem solving skills while tying the concepts the curriculum and standards. I could also tie this into a classroom management system where students earn "money" and can make purchases at the classroom store as a reward.

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Webinar Title: Apps Across the Curriculum – Supporting Diverse Learners with Google and iOS

Presenter: Diana Petschauer

Overview of the topic: The presenter demonstrated how to use different apps to help with reading and writing in the classroom. She demonstrated ways to enlarge print, change the contrast or color of text, how to have the computer or device read the text to you and many other options for reading and writing text on an Ipod or Google.
3 Take Away Ideas:
1. Stay Focused - this is an extension to Google chrome that allows the teacher to set time limits for certain websites that students may spend too much time on and get distracted.
2. Session Buddy - this is also an extension to Google Chrome and it allows you to save your session (all the tabs that you may be working on) and open them on another computer.
3. One Tab - this extension allows you to consolidate all your tabs into one so your computer can work more efficiently. It can also be used to share different links with students so they do not need to type in each individual link.