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One helpful accessibility feature on the iPhone is VoiceOver, which reads aloud what is on the screen. This helps people who have trouble seeing read messages, emails, websites, and use apps on their own. In a UDL classroom, VoiceOver gives students another way to access information, so those who struggle with reading or seeing text can still participate in lessons. Teachers can use it for reading assignments, research, or digital activities. VoiceOver helps all students be included, work independently, and access learning in a way that fits their needs.

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Instructional designers and teachers should look at course design differently to include UDL principles from the beginning. This means giving students many ways to access lessons, take part in activities, and show what they know. Materials should be easy to use and include different formats like text, pictures, and audio. Teachers can also offer flexible ways for students to complete assignments. Getting feedback from students and checking how well they are learning helps make improvements. Using UDL makes courses more fair, interesting, and helpful, so all students have a better chance to succeed and feel included.

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A growth mindset is the idea that people can get better at skills with effort and practice. When teachers use a growth mindset, they design courses that help students learn and grow, not just show what they already know. They give the students chances to practice, get feedback, and try again after mistakes. This requires patience from their teachers as some concepts come easier to some students more than others. However being a teacher and having a growth mindset, you allow more room for your students to feel more motivated, confident, and willing to keep trying. Lessons include different ways to learn and show understanding, so all students can succeed. Using a growth mindset makes lessons more supportive, flexible, and engaging, creating a better learning experience for every type of student.

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The built in AT feature I was exploring was within the photos app. If you take a picture that consists of words, the iphone recognizes the words and allows you to copy and paste them from the image. This can allow students with typing struggles, or spelling struggles to copy notes from the board with ease by taking a picture of what is written on the board.

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The SETT Framework helps make assistive technology services effective, consistent, and useful for students. It starts by looking at the student’s strengths, challenges, and preferences. Then it considers the environment, like the classroom or home, to make sure the tools will work there. Next, it looks at the tasks the student needs to do, which helps choose the right tools. This step-by-step process sets clear goals and makes it easy to see if the tools are helping. Using SETT ensures assistive technology fits the student, works well, and supports learning in all settings.

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The pandemic changed what it means to have and effective learning environment. Schools quickly have to move to online and hybrid learning, showing that students need access to technology, support, and ways to stay motivated. Teachers learned that learning is not just about teaching lessons but also about keeping students engaged and helping them feel supported. It was hard to teach through a screen especially with younger students as household distractions and technical complications may have occurred and impacted the student throughout the learning day. Even now, schools still use what they learned by adding technology, hybrid learning options, and social-emotional support. The pandemic taught us that a good learning environment must be flexible, fair for all students, and able to meet each student’s needs.

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The SETT Framework helps teachers create and use an assistive technology plan that fits each student’s needs. First, it looks at the student’s strengths, challenges, and preferences. Next, it considers the environment, such as the classroom or home, and the tasks the student needs to complete. Only after this is the right tool chosen to support learning. The framework also helps with data collection by setting clear goals and tracking how well the tools are helping the student succeed. Using SETT ensures that assistive technology is helpful, purposeful, and supports each student effectively.

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To incorporate UDL principles instructional designers and teachers should rethink course design with the learner in mind from the beginning. This means creating flexible learning experiences that offer multiple ways for students to engage with content, understand material, and demonstrate their knowledge. Incorporating diverse media, interactive activities, and choice in assessments supports all learners. Reevaluating course design through UDL enhances accessibility and fosters an inclusive, supportive environment where every student has the opportunity to succeed and stay engaged.

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To me the word consideration means taking the time to understand and respect every person’s unique needs, abilities, and circumstances before making decisions or acting on something. In assistive technology interventions, consideration looks like carefully choosing tools and strategies that truly match a student’s strengths, challenges, and learning goals. It means involving the student in the decision making process, respecting their preferences, and adjusting supports as their needs change. For example, selecting a text-to-speech app for a student with reading difficulties should be based on how comfortable they are using it and whether it helps them access content effectively, ensuring both accessibility and comfortability

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Hi, I am Lauren and a fun fact about me is that I have a twin brother who also attended Ramapo. An example of Assitive technology that I use in my house are the Ring alarm and camera systems. This helps ensure safety and protection around my house. We've recently had quite a lot of suspicious behaviors going on throughout my town and installing these systems helps my family and I feel safer especially at night time when things tend to go south.

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In my first-grade classroom, I support multiple means of action and expression by offering students different ways to show what they know and encourage active participation from all students. I use tools like Chromebooks for recording responses, whiteboards for quick check-ins, and hands-on manipulatives for math problem solving such as counting cubes, number cards, and number lines. Students were also given the option to create their own stories with paper and crayons. In addition to these, my students are given the option to share their work in front of the classroom using a doc camera. Some of my students would do better working on their own, while other would need to work with a friend to help build their knowledge and understanding to complete assignments. Because of this my students had the option to work how they felt the most comfortable. These options give every student a chance to demonstrate their learning in the way that works best for them.

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A growth mindset encourages educators to view teaching as an ever evolving process. This leads to more thoughtful course design and improved student experiences. Teachers with a growth mindset are more open to feedback, willing reflect on what works/doesn't work, and will seek ways to increase engagement to improve results. This mindset also supports creation of inclusive environments where mistakes can be seen as learning opportunities.

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The SETT framework facilitates quality, consistent, and effective AT service delivery by providing a structured, student-centered approach. It ensures that decisions are based on the students strengths, challenges, and goals. Analyzing the learning environment and specific tasks the student needs to accomplish can help identify appropriate tools that support success. SETT supports thoughtful evaluation and alignment of tools with student growth and changing needs.

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In my first grade classroom, some strategies that aligned with the UDL principle representation include using visual aids such as pictures, diagrams, and anchor charts alongside verbal explanations, incorporating read alouds with illustrations, and providing hands on manipulatives to make concepts more concrete. I also use graphic organizers, color coding, and real life examples to build understanding, as well as digital tools like Google Slides and videos with captions to present information in multiple formats. These strategies ensure that all students can access, process, and connect with the content in ways that work best for them.

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Multiple Means of Engagement is a key part of the UDL framework. This is what keeps the students interested and excited to learn. I like to use various engagement tools to help keep my students active, curious, and excited to learn everyday. I like using interactive games such as Kahoot to help make reviews more fun and active. Along with this I enjoy the use of hands on materials such as various math manipulatives, art supplies, story props, anchor charts, etc. By using hands on manipulatives, you are catering to visual learners while also promoting engagement in your lessons. This helps make lessons concrete and playful while also adding some play and fun into them which is key to keeping the younger students more engaged. In addition to this, I like to do read alouds with interactive questions as we read. This helps the students share ideas and identify parts of stories they may not have noticed on their own. These various tools encourage participation, creativity, and a love for learning.

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Flexibility, accessibility, and new tools became the main focus for impactful learning. Teachers adapted to new tools, and students needed greater self-motivation and digital literacy. These changes continue to impact learning today, with hybrid models, personalized learning, and tech based instruction being much more m=common. Effective learning environment has expanded to include both physical and virtual spaces since the pandemic. This emphasizes adaptability and inclusivity in academics.

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Teaching students how to recognize and express their own learning needs using visual aids or sentence starters, providing role-play scenarios to practice these skills in a secure environment, and modeling how to politely request accommodations are some tactics and resources I could implement to encourage self-advocacy. To help students take charge of their education and track their progress, I might also give them goal-setting templates or self-monitoring checklists. Students can gain self-assurance and independence in standing up for themselves in the classroom and beyond by including these tactics into regular classroom activities.

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Matt’s approach balances innovation with caution. I liked his “shades of gray” infographic because it acknowledges AI’s benefits without ignoring the importance of student-created work. I agree that AI should be a partner in learning, not a replacement for original thought.

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From the webinar and resource doc, I learned AI can help brainstorm lesson ideas, create differentiated reading passages, and generate practice questions. I’d add this to my AT portfolio as a way to support both planning and student engagement.

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After exploring the extension, I liked how it offers text-to-speech, word prediction, and picture dictionaries right inside Google Docs. This would be especially useful for multilingual learners and students with reading challenges, giving them tools for independence.

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I explored Storyline online and found it offers accessible, customizable reading materials. In my class, I’d use this for reading a story during snack because it is fun to watch, read, and eat. It helps all kinds of students because it has the words on the page, a narrator, and fun visuals.

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Making a visual choice board for everyday tasks is one concept I could implement in my classroom. Clear images, symbols, and straightforward text would be used to help all students—including those who struggle with communication or processing—understand their options and make decisions on their own. In addition to being simple to modify for various courses or themes, a choice board fosters decision-making abilities, boosts engagement, and provides students with a stronger sense of ownership over their education.

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To improve sensory input, we can modify play materials by providing a range of textures, using larger or easier-to-grasp pieces for students who struggle with fine motor skills, and adding visual signals like vivid colors or patterns with a lot of contrast. For students with visual impairments, auditory components like bells or sound effects can help increase the engagement and accessibility of activities. With the help of these modifications, play becomes inclusive, enabling all students, regardless of ability, to actively engage, practice social skills, and have fun with their peers.

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I want to start using more high-contrast and simplified visual materials in all lessons so students with visual processing needs benefit without having to ask for modifications.

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This podcast reminded me that building a PLN isn’t passive. It’s about sharing as much as you take in. I can apply this by regularly posting ideas, successes, and challenges to my professional groups and inviting feedback. That way, my network becomes a place of two-way learning.

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I learned that for students with CVI, cluttered visuals can be overwhelming. Simplifying layouts, using high contrast colors, and reducing unnecessary movement on a screen can make a big difference. I can use this by redesigning slides and handouts with clarity and focus in mind. The range of tools for students with low vision is much bigger than I thought, from magnification software to braille. It reminded me that tech should be individualized; what works for one student might not be right for another. In class, I’d partner with the student and vision team to select the most helpful tool and ensure everyone knows how to use it.

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To start, a school district should make sure that all employees, including administrators, special educators, general education teachers, and related support providers, undergo training on the QIAT process so that everyone is aware of the indications and their function. To ensure that QIAT is used uniformly across all schools, the district should then develop a standardized procedure for integrating it into IEP meetings and assistive technology decision-making. Clear deadlines for assessing assistive technology's efficacy, gathering information on students' development, and modifying assistance as necessary should all be part of the implementation. To guarantee that the process stays student-centered and adaptable over time, the strategy should also have frequent chances for reflection and cooperation.

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This process showed me that accessibility for D/HoH students isn’t just about adding captions. It’s about making sure content is designed for comprehension in their preferred language mode, like ASL. It reinforced the need for collaboration between educators, interpreters, and tech specialists to ensure materials are both timely and truly accessible.

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It would be beneficial for a school district to begin by providing all staff with training on the QIAT Indicators and their significance. Integrating the QIAT process into the current IEP workflows would help make it a regular part of every student’s plan, rather than an extra step. Regular check-ins to assess the effectiveness of assistive technology and update supports should be the norm. The goal is to create a consistent approach, making QIAT a built-in part of the process, instead of something that only happens if someone remembers to ask.

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After viewing the interview with Matt Miller, I found his perspectives both insightful and applicable to real classroom contexts. While debates surrounding the role of AI in education are inevitable, its effectiveness ultimately depends on how it is implemented. Used selectively, AI can provide significant benefits without undermining essential learning processes. In addressing the “shades of grey,” Miller emphasizes the importance of acknowledging the complexity inherent in AI integration. He prioritizes establishing clear expectations with parents, students, and fellow educators from the outset, ensuring everyone understands the boundaries of acceptable use. Additionally, he outlines concrete guidelines for teachers to follow so that students can meaningfully benefit from AI tools

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Eric Curts’ AI webinar and resource list gave me a bunch of ideas I can definitely see myself bringing into the classroom. One thing that really stood out was using AI to modify reading passages to fit different Lexile levels. That would make it easier for all my students to engage with the same material, which is a big win in my high school English class. I’m also into the idea of using AI to generate quick exit tickets or formative questions. It could save me a lot of time and still give me solid insight into how well students are picking things up.

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I found Read & Write to be a really helpful and user-friendly tool that can benefit all kinds of students. The features that stood out to me the most were the text-to-speech and highlighting options—they're great for learners who have trouble staying focused or understanding what they read. I also liked how easily it works with Google Docs and websites, which makes it super practical for everyday use in class. I was impressed enough that I added it to my portfolio last week. I see it being a valuable resource in both general ed and special ed settings, and I know I’ll be using it often to help promote student independence and make learning more accessible.

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I found his perspective on AI to be introspective and interesting! I found it to be particularly interesting that he talks about using AI as a tool rather than anything else. Similarly, I found it interesting that they talk about it in this way because it makes it seem more inviting. For me, when AI first came out I was nervous to use it because I did not want anyone to think I was cheating. However, as I learned more about it and how to use it I realize how it is used as a tool to help you understand a passage better, how to maybe word something more easily, or even just to help get an outline for a project. This perspective helps create less of a stigma around the use of AI and allows for more people to use it freely and correctly.

When considering how the "shades or gray" infographic looks, I found it to be very interesting and thoughtful. It shows in a creative yet simple way that there is and will continually be a balance between AI and real life work. AI can never replace a persons thoughts and opinions on something (though it can influence it). In other words talking about how we can use AI to help outline our thoughts - not write them for us.

Overall, I found this to be an interesting perspective. And one, I am interested in keeping up with as a teacher!

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Through watching Eric Curts' webinar, I got a lot of ideas for how to use AI in the classroom effectively. I particularly liked that he provided lots of links and "how to's" on using these various applications to help you, as the teacher, get lesson and project ideas, and as the student to understand and help them learn with the assistance of AI. I liked the idea of using AI to assist in making rubrics and grading charts for teachers. And being able to adjust the categories and point values based on the students and what they are ready for at the time. What also stuck out to me is the ability to use AI to assist in making accommodations for an IEP/504. When I was watching the webinar, I was thinking about how helpful it could be to use AI in this way. As there are tons of options and different tools out there for people to use to help their education, and it would be hard for someone to know all of them. By using AI, the pool of knowledge and ideas becomes much wider, thus helping the student so much more.

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I liked this application because it offers a range of useful features for both students and teachers to utilize. I particularly liked that you can highlight different sentences or blocks of text that you find particularly interesting. Also, you can use different colors that make sense for you and what you are studying or reading. Then you can group all the highlighted sections, so when you are studying or looking back on your notes, you can easily see the important details. I also liked that you could practice your speech with this feature on. In other words, you could highlight some of the text on the page and then record yourself saying it to send to your teacher. I found this very helpful, as you could practice sounding out unfamiliar words and overall help with reading comprehension. One of the best features of the extension is the ability to have a picture representation of the definition of the words. This way, students who do not know the definition of the word can identify the definition through the pictorial context.

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To support learners' mental health in my high school classroom, I would set up a small section of the room as a "rest, reset" corner. This would be were students can go to take a break or destress during classroom activities. The students could use their Chromebook's to listen to music or play a game. It could have things like stress balls, coloring pages, ands stretches they can also do independently. I would make sure that all students respect the space, and use it when it is truly necessary for them.

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In order to strategy promote self-advocacy, I would help the students learn and understand their own individual learning strengths and challenges. I would do this as a check-in, a simple self-reflection. I could also do this through activities as well, where I could collect data. I'd like to provide a comfortable and safe classroom so they feel confident to express their needs. I'd also introduce how to set goals, that why the students can track their progress and see how they are in control of their educational and personal life.

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While exploring the TextHelp Read&Write for Google Chrome extension, I was impressed by how many features it has to support various learners. The text-to-speech tool is great for students who struggle with reading, and I like that it highlights each word as it’s read aloud to help with tracking (a cooler version of my AI prototype). The speech-to-text feature could be a huge help for students who have difficulty with typing or writing, letting them get their ideas out more easily. In my classroom, I could definitely see myself using this to support for all students in my class.

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From Eric Curts’ AI webinar and resource list, I got a lot of ideas that I can foresee myself using in the classroom. I really liked the idea of using AI to adjust reading passages to different Lexile levels so all my students can access the same content, which would be super helpful for my high school English class. I also think using AI to quickly create exit tickets or formative questions could save me a ton of time while still giving me good data on student understanding.

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I like Miller’s approach to using AI in the classroom because he frames it as a spectrum of uses. He doesn't treat AT as something that is wrong or taboo to use, he treats it as a tool. I like this idea because encourages the use and decision making that comes along with it. Miller's “shades of gray” infographic is especially helpful because it visually shows the balance between AI and student-created work. I feel as thought I could use this to not only show my students how to use AI, but also how to decipher right from wrong in our world.

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Matt’s AI approach focuses on using AI responsibly and as a partner. AI should not be used entirely to create lessons and complete assignments. This tool should be used collaboratively and in a balanced manner. Taking time to read the outputs of AI and selecting what is accurate or tweaking it to fit your own ideas is important. When used appropriately, AI can differentiate instruction, promote engagement, and support student learning.

The "Shades of Gray" Infographic discusses the amount of assistance AI is providing. If a student is using AI to complete their entire assignment it would be dark gray and not authentic. On the other hand, if a student is using it to learn or gain knowledge but still putting their own ideas into it, it is considered light gray. Acknowledging AI use and being open about it is important. I agree with Matt’s “Shades of Gray” idea, AI is a great tool and should be used but should not take the place of our own thoughts and ideas.

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Matt Miller’s approach to education is both transparent and proactive. In the podcast, I really liked his point about how AI can save teachers a significant amount of time, which is something especially important given the many responsibilities educators juggle daily. He emphasizes the importance of raising awareness about AI and its capabilities, not only for teachers but also for students.

Miller advocates for giving students the skills to thoughtfully collaborate with AI, rather than avoiding it altogether. He acknowledges that AI use is inevitable, so instead of banning it, educators should guide students on how to use it responsibly. One way to do this is by clearly communicating when and how AI tools can be used in the classroom.

I also found his explanation of the “grey area” particularly meaningful. He challenges the idea that AI use is either “good” or “bad” and instead presents it on a spectrum that is entirely human-created work to fully AI-generated responses. By embracing this nuance, educators can design lessons that allow AI to be used as a brainstorming tool while still expecting students to share their original thinking.

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The video provided several AI ideas including, using AI to differentiate work, brainstorm or kick start ideas, create rubrics, and lesson plan. AI resources have become extensive and can be super helpful as a new teacher. Using AI tools to differentiate worksheets or assessments can be done easily through AI. Making harder word problems for excelling students or simplifying problems for students who need more reinforcement, both can be done through AI. Using AI to get an idea or lesson started can be helpful when stuck. I can use this as a starting point but then change it to fit my teaching style and meet my learners. AI can create rubrics for assignments that can be altered or changed to fit the means of the assessment. In the document, Magic School AI stuck out to me. This site offers tools that provide rubrics, professional development opportunities, and personalized learning. This can save time and help teachers grow their knowledge and differentiate the classroom.

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I found Read & Write to be a great resource because it provides a platform for diverse learners. It has features such as a highlighting tool, text-to-speech, and visual dictionaries. All of these tools can be used in my classroom to support learners in a way that is effective for them. The highlighting tool can enhance fluency and comprehension skills. Text-to-speech can allow students with visual impairments or difficulties paying attention to read a book in a way that better serves them. Visual dictionaries can provide students a various form of representation helping students who have trouble reading or comprehending text.  I also explored the tab on dyslexia where it provided information. This regarded what dyslexia is and what other sites or tools are available to support dyslexic students. This site provides a wide range of tools that can help make UDL and inclusive learning possible.

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After watching the webinar and reading through the Google Docs, I was really amazed by the number of AI resources that can be helpful for teachers. I liked how Eric Curts explained that AI should be viewed as a tool to gain insight and generate ideas, but it shouldn't replace your own thinking. At the end of the day, AI can’t teach for you, but it can guide you and help you come up with ideas you might not have thought of, especially as a first-year teacher.

I didn’t realize you could upload a PDF into an AI tool, which is incredibly useful for reviewing long texts or even getting feedback on your work. Additionally, as a student teacher, I’ve had limited exposure to the parent communication side of things, but I can definitely see how AI could be a helpful support when drafting professional emails or responses. I will definitely be using these resources as a valuable tool that I’ll continue to explore and use in thoughtful ways.

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I enjoyed using Read&Write because it is interactive and supports learners with diverse needs. It’s a versatile tool that can be used across all grade levels/subject areas and makes it easy to integrate into different classroom settings. It works on multiple platforms, including Chrome, Windows, Google Docs, and PDF files, which makes it accessible for both teachers and students.

One of my favorite features is the dictionary and picture dictionary, which offer clear definitions and visual aids. The text-to-speech tool also stood out to me. It highlights text as it reads aloud, providing visual and auditory support for students. Additionally, English Language Learners can benefit from the built-in translation tools, which allow them to access unfamiliar words in their home language while still being exposed to English vocabulary and sentence structure.

This is definitely a tool I plan to add to my PLN. It’s an inclusive resource that can support readers and writers at all levels, and I look forward to using it in my future classroom.

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Matt's approach to using AI in the classroom is thoughtful and balanced. He sees AI as a powerful tool to enhance instruction rather than replace authentic learning, which is an important mindset especially during today's times. I appreciate that he focuses on teaching students how to use AI responsibly and not just to get answer but to also spark ideas, guide revisions, and build independence. His "shades of gray" infographic was especially impactful because it acknowledges that AI use in education isn't all black and white. It highlights the nuanced discussions teachers and students must make when integrating AI into the creative process. I really liked how much it encourages critical thinking about when AI is helpful, when it's too much, and when student voice might get lost. Overall, his perspective models how educators can embrace AI while still persevering integrity, creativity, and student ownership.

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After watching the video and reviewing the other source, I gained a deeper appreciate for how AI can enhance teaching and learning in meaningful ways. I was especially inspired by how AI tools can support lesson planning, differentiate instruction, and foster creativity by helping students brainstorm or reflect more deeply on content. I like the emphasis on using AI not just for answers, but as a partner in productive struggle-encouraging critical thinking rather than replacing it. I also found it valuable to think about the importance of teaching students how to use AI responsibly and ethically, which I plan to incorporate into future lessons. These resources made it clear that with the right guidance, AI can be a powerful, inclusive tool in the classroom.

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I really liked using Read & Write and was impressed by how intuitive and supportive it is for a wide range of learners. The text-to-speech and highlighting tools stood out to me the most, especially for students who struggle with reading comprehension or focus. I appreciate that it works seamlessly within Google Docs and web pages, making it easy to incorporate into daily lessons. I had actually already had it added to my portfolio last week since I saw it as a resource for both general and special education settings. It's a tool I can definitely see myself using regularly to support accessibility and independence in the classroom.

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After watching the interview with Matt Miller, I found his ideas to be thoughtful and practical. There will always be controversy with AI and how to use it in a classroom. I feel like depending on the way it’s used can be beneficial. As long as it’s not used for everything, then it’s helpful. When discussing the “shades of grey,” he mentions that there is a lot of nuance in using AI. He says that he wants to have clear expectations with parents and students, and other teachers. He makes sure that he's clear from the start about what is allowed and what isn't. Miller also has clear guidelines for educators to follow certain guidelines so that students to be able to benefit from AI tools.

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After watching the video and looking at the document, I saw some resources I’ve used before and some I’ve never heard of. Some that I’ve used are MagicSchool AI and ChatGPT. I knew there were a lot of different AI platforms, but I didn’t realize there were this many, each with different purposes. When looking through the document, I found Diffit and Curipod, which I think I will think about using in my teaching preparation. Both of these were cool and I feel could be very useful when differentiating. Diffit can help me differentiate for students, which would be interesting to see how it could benefit my students. Curipod, I thought, was super cool to make video presentations. It seems pretty easy when looking through the website. I feel like anytime I’ve had to make a video presentation, it was difficult, but I feel like this won’t be as tricky. Overall, each of these resources will be helpful in the future, and I’ve already saved the document for myself.

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The application was cool and easy to figure out. It offers numerous useful features and would be great in a classroom to support learners. Some of the tools it offers could be useful for diverse learners, such as students with IEPs, dyslexia, or those whose English is a second language. Using Read&Write in the classroom could help students improve their reading. It could help their writing skills, comprehension, and allow them to work independently. Students can have their text read aloud and listen to it, which can be beneficial to many students.

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The SETT Framework supports the development of an effective AT plan by organizing the data collection and decision making process around the student’s needs. By focusing on the Student, professionals gather data on abilities, challenges, and preferences. The Environment aspect prompts analysis of the contexts in which the student learns, including physical settings, people, and offered supports.

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To me consideration is the careful thought or attention applied to something before making a decision. I view it as including weighing options, understanding needs, and evaluating possible outcomes. In terms of AT interventions, consideration refers to the thoughtful process of determining whether a student needs AT to access the curriculum and achieve their educational goals. This involves evaluating the student’s strengths, challenges, and environment, and then exploring appropriate supports. Consideration ensures that decisions about AT are student-centered based on indivdual data.

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Something that I can implement into my practice is mastering and educating myself on the various AT options. It is so important to be educated on the different ways a tool can help a student, as nothing is one sized fits all. Being able to have different tools on hand, or in mind, will allow the students to explore and find what works for them.

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I recently explored Bookshare and was really impressed with how accessible and organized it is for students with print disabilities. One of the features I found most helpful is the ability to create folders to organize books by subject, interest, or reading level. This makes it easy for students to find what they need without feeling overwhelmed. I tried setting up a few folders myself, like one for independent reading and another for class assignments, and it made the whole layout feel more personalized. Bookshare also offers a wide variety of formats, like audio, large print, and braille, which means students can access content in the way that works best for them. Being able to highlight, search, and take notes directly in the books adds even more support for comprehension. I can see this tool being especially useful for students who need help keeping track of multiple reading materials. Overall, Bookshare is a great resource for building reading independence and supporting diverse learning needs.

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After watching the two self-advocacy webinars, I kept thinking about how self-advocacy is a skill students will use in their everyday lives, not just at school. I want to make it a regular part of my classroom so students learn how to recognize their needs and ask for what supports them best. I plan to use tools like self-advocacy journals and visual supports to help students build awareness and express themselves in a way that feels comfortable. Practicing real-life situations through role-playing will help them feel more confident and prepared. I also want to include assistive technology like speech-to-text and communication boards to make sure every student has a way to communicate. My goal is for students to leave the classroom knowing their voice matters and feeling ready to use it.

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I used the IOS app Chatterboard. I have never done this before, and at first, I struggled with figuring out the logistics of creating the board. Afterwards, I got the hang of it, although finding the right pictures made things a little difficult. This was fun to make, and I hope to help create one in the future for a student.

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One idea I could incorporate into my classroom to support learners is creating a calm corner equipped with assistive technology tools that support both mental health and learning needs. This space would include noise-canceling headphones, visual timers, a tablet with mindfulness or emotional regulation apps such as Calm or Breathe2Relax, and choice boards for communication and self-regulation. By integrating low- and high-tech tools, students can independently manage stress or sensory overload while still feeling connected to the learning environment.

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I looked through LibriVox. I have been using Audible and YouTube to listen to books all summer long. I think being able to listen to a book is so helpful, especially when it comes to the tone of the writing. While getting ready for the school year, I've been searching for the best audiobooks for the various novels we will be reading during the year. I searched up about 4 books on LibriVox, but could not find any that I would be able to use. I do feel like the site is easy to explore and navigate. I presume that this would help younger grades much more than it would the higher levels!

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Tools I impliment in my classroom support the UDL principles of action and expression by encouraging active participation and offering multiple ways for students to express their learning. Manipulatives and interactive notebooks promote hands-on learning. Real-life examples and visual aids make learning relevant and increase motivation. Providing choices in how to complete tasks fosters learning. Read-alouds and language supports reduce barriers, allowing all students to engage meaningfully. These strategies create an inclusive environment where students stay motivated.

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I decided to explore Learning Ally because I thought it seemed very interesting! It initially peaked my interest because through working with students with some intellectual disabilities who need to have books read to them, I thought this would be a perfect resource. I liked that the website had lots of book options ranging from novels, to some chapter books for students, and even textbooks! Because it has such a vast library, students are able to utilize it for everything rather than having to switch between many different resources for different books. Also, I personally like that the books are generally read by a human voice, I think it humanizes the book and makes it less robotic. Though what I especially liked is that it seems like families and teachers alike can track the students reading to see how much progress has been done. This helps with accountability, and gives students access to books they might otherwise had not.

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In my 4th grade classroom some strategies that aligned with the UDL principle of representation include using visual aids, read alouds, manipulatives, and interactive notebooks to present content in varied ways. Providing instructions both verbally and visually, incorporating real life examples, and having vocabulary supports like word banks and sentence stems help make learning accessible to all students.

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One of the web resources I explored was called Storyline Online. This award-winning literacy program features videos of well-known actors reading children's picture books, including animated illustrations and engaging audio enhancements. Each book has the suggested grade level, the length of the read-aloud, and a brief summary of the story. I really liked how there was a free downloadable teacher guide, which is thoughtfully designed to support literacy instruction. These guides include a variety of activities aligned with learning standards, making it easy to extend the learning beyond the video. I could definitely see myself using this resource in my classroom, as it supports listening comprehension, models fluent reading, and uses a multi-sensory approach to keep young learners engaged and excited about stories.

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The tools I impliment, support the UDL principle of engagement by fostering student interest, motivation, and active involvement in learning. Visual aids and real-life examples make lessons more relevant and exciting. Interactive notebooks and manipulatives encourage hands-on learning, which creates participation. Providing choices in how students complete tasks increases ownership and investment in learning. Read-alouds, sentence stems, and word banks help reduce frustration, especially for struggling learners, making learning feel more achievable. Offering various ways to participate can reducing barriers, these tools create a supportive, engaging environment.

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The resource that I chose to explore was epic. Epic has a wide range of books from fiction to non-fiction. They also have a variety of audiobooks. I know how to navigate epic very well because in my student teaching practice, my class would use this website and all the students would love to us it. Everyday when students had to read they would all come up and ask me if they can use epic and I would always say yes unless told otherwise. A way that I can use this resource in my class is by letting students having the option from choosing a story to read on epic or from the classroom library. It will always be a choice for my students and not one or the other. I want my students to feel confident and comfortable with what they are reading. The reason why I love epic is because the students get to choose any kind of story they want to read and how they want to read it.

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The resource I decided to look into was Epic. When I did my student teaching, the school district used Epic. My students seemed to enjoy using it. It's fairly easy to navigate for educators and students. It has a lot of different options for books. It has a whole bunch of different reading levels to make sure students are reading at the correct level. Teachers can easily share and assign books to students. Students earn badges, which can make it fun for them after finishing a book.

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I explored Storyline Online and I can definitely make use of this in my classroom. I can provide a choice to students to use this website to have books read to them. There are many books with varying levels, topics, and themes to choose from making it a good choice for each student. Students who have visual impairments, comprehension or decoding struggles, difficulty maintaining attention, and emerging readers are all students that could likely benefit from using this website. This allows students to expose themselves to higher texts than their reading levels and use visuals to gain a better understanding. I can use this during independent reading time to provide students an alternative way to read books. I also noticed each book has an activity guide, this can be helpful to get ideas for assignments or assessment checks that go along with the read

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One way to engage all stakeholders in the process requires clear communication. Keeping every party regularly informed about new information, changes, or improvements that are being made will help the process go smoothly and will allow everyone to trust each other and feel comfortable during the process. Eliminating language that may be confusing to the parents will help them understand the assessments and learning goals of the IEP.

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After watching the two webinars, I identified several tools and strategies that I can introduce in my classroom to promote self-advocacy. One key takeaway was the importance of not only teaching students what self-advocacy means, but also providing opportunities for meaningful reflection and discussion around it. As educators, our goal is to help students build confidence and develop self-awareness by recognizing their own strengths, preferences, and needs.

In the classroom, this can be supported through activities like journal writing and self-reflection surveys, allowing students to connect with their personal goals and better understand how they learn best. During my student teaching experience, I created a lesson where students illustrated and wrote about their “best self.” This activity encouraged students to take ownership of their learning and feel empowered to share both their strengths and the areas they want to improve. Even at the kindergarten level, we were able to engage in a meaningful discussion about how we want to feel throughout the day and how this can help us to respectfully address situations that may affect us.

When it comes to AT, student input is crucial. Creating space for students to reflect on how these tools support them encourages meaningful use. Additionally, collaborating with AT specialists and mentors can further help students identify and master the tools that align with their individual goals, which grows their independence and self-determination in and beyond the classroom.

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After watching the two webinars about self advocacy, I have learned how important it is for students to feel safe when using self advocacy in the classroom. For my students to feel safe and not afraid of self advocacy, I would like to have some lessons about strength, needs in the classroom, and accommodations that we can include in the classroom as a whole and explain that it's okay to need help and use different ways to navigate around the classroom and lessons. In the beginning of the year, I would help guide and support my students by creating personal and group short-term, long-term, and academic goals. Lastly, I want to have a mailbox in my classroom where students can write down how they are feeling about lessons they are learning, what they need help with, and what they need from the teacher to help support them. I don't want any of my students to feel scared to ask for help, tell me they don't get it, and I want them to tell me that they feel confident with lessons or anything they accomplish.

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After watching the webinar, something that I can incorporate into my classroom to help support learners is assistive technology for brain breaks. Using assistive technology to help support students with brain breaks is important because they deserve fair amount of brain breaks like other students. To help support these students I can find adaptive brain break websites to include on their computer or tablet and I can provide other resources for these students around the classroom to help guide them. Lastly, I can find a whiteboard and coloring sheets that is easily accessible online for students to use during brain breaks and when a student is getting antsy.

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Adaptations for Play Q1:

A way to adapt materials and items to support ALL students in play activities by using modified materials such as creating larger images, textured pictures, and adding magnets or velcro for students that have fine motor skills. We can also use a variety of multi-sensory elements such as textured balls or toys with lights and sounds. If students are playing outside, we can include inclusion with outdoor activities or games.

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I thought this app was so fun and useful! I have never experienced using a tool like this before, so this being the first was very interesting. I thought it was pretty easy to navigate and work through, but I struggled with finding some of the images to help with the word I was using. For example, for the word "play", when I searched it, it came up with electrical media, human, leisure, and sport as types of play, instead of just the verb. Once I figured out that I needed to add certain words to the beginning of my search, finding images became a lot easier. I appreciate the inclusion of the sentence starters as well because sometimes a student might not want to click and find each word "I", "am," "feeling." Having the sentence starter helps them to communicate more effectively.

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This webinar broadened my horizons when it comes to integrating AT and mental health practices. I feel like learning two things in isolation can make integration feel more challenging than it is. Something I find useful in the blending of the two is using timers in my classroom. By visually displaying a timer, it eases the unknowingness of what is to come. Especially during independent reading time, I find myself losing track of time since that is when I pull students for small group/ conferencing. It is easy to find myself falling short on time because I get so invested in these small groups or one on one check check-ins. Something else I do is create a number queue system with my students. During reading time, I have popsicle sticks numbered 1-10. This low-cost device allows students to take a number and be assured that I will meet with them once their number is called and my timer resets itself. This eases student anxiety by not having them wonder if I see that they need something, it also reduces their feeling singled out, or verbally articulating their struggle in front of the class.

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Adaptations for play Q2:

This webinar sparked a lot of ideas for me. I think being in upper elementary can make it hard to know the line between encouraging play and being "babyish" for the students. Something that I have done in the past and will continue to do is charades. In this, students will select similes, metaphors, figurative language, etc., and have the ability to act them out to their classmates. This allows students the opportunity to get up out of their seats while still experiencing meaningful learning. I have created props for my students to add to their displays, such as paper illustrations, blankets, hats, etc, to bring some of the abstract to the concrete.

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I can apply the strategies in the video on PLN by ensuring my practices remain intentional. I think it is so easy to get caught up in getting things done in a way we know works. By staying in a zone of being intentional, it allows us to grow and expand our thinking beyond what has worked in the past. I think, as much as we want our students to be active in the learning process, we need to stay active in it as well to create the most impactful environment not only for us but for them, too. By staying intentional with my practices, I will be able to actively look for resources that serve me in my PLN rather than just dropping and sharing links to co-workers.

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One thing I can implement into my practice is allowing students to be more selective and vocal in the process of establishing what AT works best for them. During the process, it can be easy to fall into allowing professionals to make these decisions for our students, especially if the teacher is not as well-versed in AT practices. By having the student become more engaged and involved in the selection process, the device will be more resourceful for the student.

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The built-in accessibility feature I used was on my iPhone, and it was the Notes app. The Notes app has helped me on numerous occasions. I don’t always carry a notebook and writing tool with me, so when something randomly pops up in my brain, it is easy enough to go into the notes app and either speak or type out what I was thinking. Additionally, there have been times when I think about how I need to make a list or utilize a table that we often see on computers. Thankfully, the notes app can give bulleted lists, checklists, and even make a table. I would say this tool is good for anyone who is on the go and doesn’t typically carry around a notebook and pen. It is easy enough to open and either type or speak into into. It also has a doodle option, which is great for when I forget the name of something, but know exactly what it looks like.

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Instructional designers and teachers should reevaluate the course design process by considering variability. Sometimes it is hard to change the standard format of a lesson plan, but teachers should start considering students who have diverse learning styles, abilities, language preferences, and cultural backgrounds. Utilizing the UDL framework enables students to remain engaged while also representing and expressing their work and ideas in various ways. Teachers should also include flexibility within assessments and materials because, again, not all students learn or work the same way, so flexibility is needed to help those students still achieve learning goals. Lastly, being mindful of different learning styles, technology should be integrated, whether for management tools, instructional material/platforms, assistive tools, or games.

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After listening to the PD Podcast, I feel I grew a positive and stronger understanding of how important it is to grow connections and relationships in the education environment. A way to improve this in the future is by sharing knowledge such as websites, worksheets, games, and different ideas. Growing connections in an education environment is positive because it will help everyone in that community grow stronger emotionally and physically. Lastly, another way to grow connections is attending events in the communities such as plays, concerts, etc. This can help grow connections with families and building relationships with other educators in neighboring districts.

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The AAC application that I used was AAC CBoard on my Google Chrome Laptop. At first, the app was a bit tricky to navigate as someone who had never used a communication device before, but once I played around, I was able to use it pretty well. On this app, you can edit the boards and make them your own. You can create new tiles, change the picture, and add your voice to read the tile. I noticed that there was no "I want" tile, so I created it myself. I went to Google to find a PECS picture for the tile and uploaded it.

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After watching the short video, one thing that I can implement in my classroom and in general is learning different forms of AT for the students. Learning about different AT as an educator will not only be beneficial for me but for the student/students. It's important to have training on a variety of AT for students because the teacher can help guide the students with AT including different apps that will be used in the classroom. It will provide a support system for the student and new strategies to help them grow.

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Share your thoughts on Matt's approach to using AI in the classroom and also your thoughts on his "shades of gray" infographic that discusses the balance between AI and student created work.

Make sure to add your name to your post

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TGA17: Matt Miller: Shades of Gray and AI in the Language Classroom

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Two parts to this.

1. Watch the AI webinar to get some ideas of the power of AI in the classroom. https://youtu.be/dFQnon4of8I?si=4pDZsDc3YSZmNGCY

2. This one is easy. Make sure to add this AI resource to your AT tool portfolio. Amazing information here and Eric updates this constantly. https://docs.google.com/document/d/1J99hVGUVIxT9KSZ02-aeZjKkJm9BTvjUPn9LITdwlrw/edit?tab=t.0

Share some AI ideas you got from these two resources. Make sure to add your name to your post

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Explore TextHelp Read and Write for Google

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Explore TextHelp Read and Write for Google

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Download the Chrome extension to explore. Share your experiences & how you might use this in the classroom to support learners

Also - scroll down the web page to find the Free for Teachers section. Complete the form to receive a full year of the premium features

Make sure to include your name in your post

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Your subscription means everyone can enjoy the benefits of Read&Write across all platforms including Windows, Mac, Google Chrome, Edge, iPad, and Android.

Our Learning and Training resources for each product can be accessed at any time on our website. Get up to speed with our software through our learning resources, then verify your expertise by taking part in our certification program.

Our support site gives you access to lots of common questions that other users of our software have about the technical stuff. If you can't find what you're looking for there, then our Tech Support team is on hand at support@texthelp.com 9-5pm every day to help with troubleshooting or technical problems.

We're always working on making our products better, so any improvements or enhancements are pushed out automatically to you, there's no upgrading to do on your part.

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assistive technology for special education

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Read&Write For Education - Reading, Literacy & Assistive Software

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Discover the literacy support software that's helping millions of students across North America to read, write and express themselves independently.

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Tell us about the web resource your explored and how you could use this resource to support learning in your class.

Make sure to include your name

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After watching the webinar, it is evident how important mental wellness is and the significant impact it has on our students' overall well-being. Hearing the personal stories shared by the speakers about their own mental health journeys highlighted how AT supports can truly be life-changing and, in some cases, life-saving.

There are several ways I plan to implement what I learned into my classroom. For example, I will incorporate guided breathing exercises and set timed reminders for breaks. Especially in a kindergarten setting, having these predictable transitions can make a big difference. Rather than abruptly ending an activity, timed reminders give students the chance to prepare and adjust, which helps them better regulate their emotions. Supporting mental wellness through small, intentional practices like these will help create a classroom environment where all students feel safe and supported.

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How can we adapt materials and items to support ALL students in play activities?

Allowing all students to participate in play activities is essential. Not only because it’s fun, but also because it lays the foundation for learning and development. Play supports children’s overall growth and encourages creativity as they explore new ideas and make sense of the world around them. It’s vital that we adapt materials and items so all students can engage meaningfully. In the classroom, this starts with designing an environment that provides enough space for mobility devices and other assistive tools. By embedding UDL into play, we can offer multiple ways for students to access, explore, and express learning through touch, sight, sound, and movement. As a future kindergarten teacher, I’ve seen how valuable puzzles are in the play area, and it was eye-opening to learn how many different ways a puzzle can be adapted to meet the needs of every learner.

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After listening to the Podcast PD episode, I gained a deeper appreciation for the importance of building and maintaining strong connections within the education community. It reminded me that professional growth doesn't happen in isolation, and sharing knowledge and experiences can have a powerful impact on both myself and others. Moving forward, I plan to not only engage more actively within my school district but also reach out to educators in other districts. These connections can offer fresh perspectives and valuable insights that I might not encounter otherwise. Stepping outside of my comfort zone and being open to diverse ideas is essential for strengthening my PLN and becoming a more reflective, well-rounded educator.

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One thing from this video that I can implement into my practice is understanding the importance of transition planning with AT. As teachers, we should document the specific AT tools a student is using in their transition plan and help the receiving school or setting know how to support continued use. Students should also have a say and be "empowered to participate." In the classroom, I can prepare by keeping an up-to-date AT toolkit for the student and noting successful strategies and skill levels. Sharing this information with future educators or service providers can make transitions smoother and more consistent.

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VHT-13: High Tech Solutions for Low Vision to No Vision

After watching the webinar, I was surprised at the range and sophistication of assistive technology tools available to support students with low vision to no vision. From screen readers, braille displays, to magnification software, talking book players, and smartphone accessibility features, the variety of tools showcased was both impressive and inspiring. These technologies not only increase access to academic content but also empower students to participate more fully in daily activities and build greater independence.

There was also emphasis on the importance of early exposure and consistent use of assistive technology. When students are introduced to these tools from a young age and are given time, training, and support to build fluency, they are much more likely to use them confidently and effectively later on.

Though some of these tools can be expensive, I appreciated how the webinar also highlighted free and low-cost software options. I am excited to explore those apps more thoroughly and find which ones will best fit in my classroom.

STEMfinite Possibilities

This webinar highlighted just how important STEM education is, along with the statistics that support the success rate of students who pursue careers in this field. Additionally, the webinar showcased how STEM activities can be thoughtfully adapted with tactile elements to help students who are blind or visually impaired explore key concepts in science, technology, engineering, and math.

The session also featured hands-on, engaging activities designed to make STEM content more accessible and meaningful for all learners. It highlighted a variety of assistive tools, such as 3D-printed materials, low-tech tactile tools, refreshable braille displays, and audio-based calculators, all of which can be integrated into classroom instruction. These tools not only support independent learning, but also encourage higher level thinking and problem solving skills.

By combining tactile, auditory, and visual approaches, educators create learning experiences that are accessible to all students. I will definitely bring this approach into my classroom, as offering flexible ways for students to access information, engage with content, and demonstrate their understanding will provide them with greater opportunities for success.

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After watching the webinar, I feel that I now have a deeper understanding of the needs and experiences of students who are Deaf or Hard of Hearing. As an educator, it is important to understand that accessibility is not a checklist but rather a commitment to inclusive, responsive teaching. One key takeaway that really stood out to me is that student input is essential. As teachers, we may think we know what tools or accommodations are best, but those decisions must be guided by the student’s lived experience. What seems helpful from our perspective might not be what truly supports their learning and communication.

I also really liked the slide in the webinar that stated, "Learning a language takes a community." It reminded me that some schools may feel unprepared when supporting students who use ASL or other communication modalities. However, with the right resources, training, and collaboration, we can build communities where students who are D/HoH don’t just get by, but they thrive.

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After reviewing the QIAT indicators, a school district should develop an AT leadership team that consists of special educators, classroom teachers, administrators, and other specialists. This team should have a collaborative and data-driven approach to ensure that the district goals are being met and that all decisions align with the students' needs. A timeline for implementation should be developed, and progress monitoring must be built into the process. This can include collecting and analyzing data from IEPs, staff feedback, and student outcomes to assess the effectiveness of AT services.

Equally important is the commitment to professional development. The district should provide structured training sessions and coaching opportunities that help staff build confidence in AT. This training should address both general awareness and tool-specific skills to ensure that educators can effectively integrate AT into instruction and IEP planning.

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After watching the two webinars, I plan to implement several strategies into my classroom to promote self-advocacy. Allowing my students to feel comfortable in my classroom will benefit me and my students. Possibly having a time set up to sit and talk with my students, or having a box of thoughts for them to write down something they are feeling or thinking that they wanted to let me know, without raising their hands. I want to make sure I also incorporate visual supports and communication tools. Having things like this will allow my students to express their needs. Having something like a little sign that says "I need help", "I don't need help" works well with students showing me how they are feeling while working independently. I will make sure that my students are given multiple choices in their learning process and do it in a way that works best for them. Making sure my students have the AT they need for their learning and making sure that the technology will benefit their education.

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One idea I can incorporate into my classroom to support learners is by actively listening to what my students need and making sure my students advocate for themselves. I will also encourage breaks that will allow for a moment to themselves and a mental health break, and having proper AT tools for my students. Actual things I can add to the classroom environment would be timers that will be displayed at the front of the room. I used that in my student teaching classroom, and it helped keep my students on track. The visual itself made a difference to them, too, to know how much time they had. For breaks, I would do either a stretch break or have students walk around the room and touch four walls. Allowing them to get up and take a break from what they were doing will help them remain focused.

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After watching the two webinars, I have learned and discovered some advocacy tools I want to implement into my classroom. One thing I hope to do is allow for students to have choices in aspects of their learning. So for instance, giving student choices in the books they want to read, games they want to play, or even what order they complete their worksheets in the subjects is crucial. That way students are able to become autonomous in their decision making, and learn responsibility with their choices. Also being able to have choices with how they show their learning also is becoming beneficial and helping students show their learning in a successful manner. As not all students want to write sentences, but instead can be more successful when they draw or act out the material. Overall, being able to advocate for themselves is a good skill to have and is important for students to learn. Another way in which I hope to implement advocacy in the school day is by promoting students autonomy in communication. Giving students the chance and an appropriate space to communicate is a vital aspect of advocacy. In other words allowing students to have input in their IEP specifically in what break plans, and assistive technology would be most beneficial for the student and their successes. As the student knows what is best for them, and allows them to practice advocacy for themselves and what they need.

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I watched Adaptations for Play, and the video was very interesting and opened my eyes to adapting play. Something I learned is that it doesn't take much to make something out of found items around the house. It's so important for children to play, and the video discussed that thoroughly. We can adapt materials and items to support ALL students by finding these types of items that work best for every student, not just some students. Finding engaging and fun things for students that allow play is all you need. One thing they shared was playdough, making sure that the specifics of the playdough work for all students. Make sure there are no scents, introduce it gradually, and have tools for children to use. As long as the materials are accessible to all students, it will benefit their learning and play.

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After watching the podcast PD episode, I plan to apply intentional choices and collaborate with those around me to my own PLN. I will make sure that every choice I make in my career will be intentional and put the student first and have every choice be student-centered. I will ensure that I collaborate with those I work with and those who will benefit the lives and education of my students. Gaining more knowledge will only benefit me as an educator for my students.

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After watching the two self-advocacy webinars, I plan to intro cued several strategies and tools to promote self-advocacy among my students. One effective approach is encouraging students to use self-advocacy journals, where they can reflect on their strengths, challenges, and goals, helping them develop self-awareness and ownership of their learning. I also want to incorporate visual supports and communication tools, such as communication boards or apps, to assist students who have difficulties expressing their needs. Role-playing different scenarios will provide students with practical experience and build confidence in advocating for themselves. Additionally, involving families in the process will reinforce these skills at home and create consistency. Finally, integrating assistive technologies like speech-to-text software can support independence and communication. These combined strategies will help create an inclusive environment where students feel empowered to speak up for their needs and preferences.