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Consider determinants of learning for famlly when selecting AT

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Consider determinants of learning for famlly when selecting AT

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Writing Lesson Objectives for Classroom Teachers

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Use of focus groups to understand needs of learners

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There is a simple way to design effective eLearning courses about any subject: brain-based learning. This instructional approach was defined by Hileman in 2006 and has since inspired many "brain-compatible designers" - those who seek to understand the principle and reasoning behind their teaching.

The idea behind the concept is that learning is innate and linked to biological and chemical processes in the human brain. Much of the time, eLearning designers are unaware that they are hindering the learning process through ineffective training methods and inappropriate instructional design. When eLearning professionals have a greater knowledge of the brain , they are able to make better decisions about design and create richer learning conditions that attend to students' social and emotional needs.

Actually, most eLearning professionals know more about brain-based learning than they think; for instance, many start their courses by activating prior knowledge, which helps learners build on what they already know and strengthens connections in the brain. Many use a variety of media types that help students think visually, kinesthetically, and phonetically.

Creating brain-based courses is actually relatively easy, especially when following the acronym B.R.A.I.N. B.A.S.E.D., coined by Sarah Hileman in 2006 ( Hilemans, S. (2006). "Motivation Students Using Brain-based Teaching Strategies." The Agricultural Education Magazine, 78(4), 18-20).

The human brain runs on 90 to 120 cycles called ultradian rhythms, which influence attention, interest, cognition, memory, visual perception, arousal, performance, moods, and behavior. To accommodate these cycles, it is important to vary instructional activities and spend no more than 12 to 15 minutes of focused attention on passive learning.

Don't expect your learners to go through content once, pass the assessment and remember it forever. Repetition of information strengthens connections in the brain and the brain encodes information most efficiently when content is repeated in multiple ways. Therefore, the most effective eLearning courses repeat information in a variety of ways such as video, images, charts, before and after modules, and graphic organizers.

Review of information should happen at gradually lengthening intervals as this reinforces neuronal connections. The more practice students have, the stronger these connections become; however, it is essential that practice be interesting.
There are a few approaches designers can use to create effective eLearning courses:

Pre-exposure - providing hints about the learning topics days, weeks, or months in advance.

Previewing - clear exposure to content before a lesson such as through an overview.

direct exposure to content.

Reviewing - recapping of learned material.

checking that students have learned material correctly.

Read More: These Are The Reasons Why Learners Forget Your Training

A: Active Learning

Rather than allowing learners to become passive recipients of information, eLearning professionals need to get students actively involved through physical or mental performance. When people learn by doing, they become energized, they stick with the content, and they learn more.This increases the blood flow around the body, improving learners' memory, retrieval, and confidence.

Low energy levels are unavoidable if students remain seated for long periods of time. In eLearning environments, role play, energizing online discussions, and quick games can all add sensory stimuli to raise blood pressure and epinephrine levels to eliminate drowsiness, reduce restlessness, and reinforce information. Allowing learners to do some exercises on their own to better understand abstract ideas, write an essay or work with an interactive simulation are also helpful strategies.
4 Triggers For Creating Addictive eLearning Content
The brain responds best to visual content: of all the information it absorbs, around Studies on memory have found that one of the easiest ways to ensure that learners store information in their long-term memory is to pair concepts with meaningful images. Visuals help people make sense of the content and direct attention, increasing the possibilities that the learners will remember. This implies that eLearning designers would do their best to match chunks of text with graphics, diagrams, and videos whenever possible.

Recommended read: this post digs deep into some statistics and facts to further convince of why eLearning developers should embrace visuals when creating their courses.

When learners see something new, dopamine levels increase in the brain as students know the stimuli have the potential to reward them in some way. This motivates learners to seek out the reward. There are a huge number of opportunities to introduce novelty in eLearning courses simply by being creative; for instance, designers can use fresh examples, surprise learners with new data or present a scenario that's completely unpredictable. Or, even engage students through games and simulations that require learners to apply the information in unfamiliar contexts.

As color connects neuropathways, people remember colors better than verbal or textual cues alone; for instance, The Institute for Color Research - now called confirmed that color can improve learning from 55 percent to 78 percent as well as comprehensive by as much as 73 percent.

Additionally, humans exhibit different reactions according to the wavelengths of color. Yellow and pink can improve memory, green and blue help students relax and lead to increased concentration, and red leads to a release of adrenaline and can be aggravating. Researchers have found that blue or black on a white background is the best for overall comprehension and retention.

Also read: The Complete Guide to Color Combinations in eLearning

Scientists believe that around , which means non-verbal communication is of central importance in eLearning courses. Designers need to create a positive environment with sufficient resources and stimuli where students will enjoy learning.

Start by being curious about how the learning material can trigger the unnoticeable or subtle aspects of your learners' experience. After all, while the conscious mind is analytical and rational, the unconscious mind follows no logic.

Book recommendation: Brain-Based Learning: The New Paradigm of Teaching by Eric Jensen

Neuroscience research underlines the brain's inherently social nature. Humans are social animals, and working together can enhance learning. Effective eLearning courses should include plenty of opportunities for social interaction that enables learners to increase their comprehension and retention of new information. Include places on your course for learners to be social, whether it is a blog with comments, a chat, or a forum.

Also read: Successfully Apply Social Learning to Your Existing eLearning Programs

Emotions are pivotal to attention, perception, memory, and problem-solving. When the amygdala , the emotional part in the center of the brain, notices that content has a high emotional value, it considers this material to be more important. Learners remember these stimuli more easily. is one of the best ways to evoke emotions such as risk, excitement, urgency, and pleasure. Plus, stories have the added benefit that their structure makes sense to the hippocampus and this helps students store this content. Storytelling

Including problem-solving in eLearning makes content more relatable to the real world. Effective eLearning courses often allow students to gather information, conceptualize a problem, generate possible outcomes, and publicly present the final results.
Read more: Why Aren't Employees Completing Your eLearning Courses?

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A List of Brain based Strategies to Create Effective E-Learning - Shift

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Looking to create effective E-Learning? Check out this article on brain-based strategies that can help make your online courses more engaging and impactful.

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A learning theory that supports learners & students

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Rationale of questionaire development

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Program Participant Questionnaire HP720 A3

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family with 6 AT users for communication & participation youtube channel

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We are a family of eight with four kids are learning to use PODD to communicate! Visit us on our We Speak PODD FB page!

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two-switch user works for Apple

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implementing brain based strategy: Learners benefit from examples of AT success

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implementing brain based strategy: Learners benefit from examples of AT success

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Motivation to see success or happiness can improve learning -Willis, J. (2009). What you should know about your brain. Educational Leadership, 67(4), 1-3.

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integrating motivation when developing multimedia education

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TECHNIQUES & STRATEGIES FOR TEACHING & LEARNING

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TECHNIQUES & STRATEGIES FOR TEACHING & LEARNING

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The learner seeing where they fit in the big AT picture

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The learner seeing where they fit in the big AT picture

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DeCoste- The changing role of assistive technology teams in public school settings

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Assistive technology & the occupational therapy practice framework

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Assistive technology & the occupational therapy practice framework

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similar to Person-Environment-Object (PEO) model

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similar to Person-Environment-Object (PEO) model

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SETT Framework- Approach to provide assisitve technology for students
Content and forms can be shared & downloaded

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My name is Joy Zabala and I am proud to have been in the field of education for more than forty years. After many years in the field of assistive technology, in the fall of 2007 I joined the staff at CAST (Center for Applied Special Technology) to concentrate on accessible instructional materials and Universal Design for Learning and their relationship to assistive technology . I maintain this site primarily to serve as a location for providing information and supports related to the SETT Framework but also include links to other areas of interest, particularly QIAT, UDL, and AIM.
The SETT Framework is a four part model intended to promote collaborative decision-making in all phases of assistive technology service design and delivery from consideration through implementation and evaluation of effectiveness.

SETT is an acronym for Student, Environments, Tasks, and Tools . Although the letters form a memorable word, they are not intended to imply an order, other than that the student, environments, and tasks should be fully explored before tools are considered or selected. Some people have tried to explore the first three separately and in order, however, that is nearly impossible because the first three are closely linked.

I invite you to explore the ideas and documents shared on this site to find out more about the SETT Framework.

Permission is granted to download and use documents on this site for non-commercial purposes as long as source and credits are maintained and prominently displayed.

I would very much appreciate a copy of any documents you create that are based on the SETT Framework or in which the SETT Framework is included.

If you have questions or comments, please contact me via email to joy@joyzabala.com.

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My name is Joy Zabala and I am proud to have been in the field of education for more than forty years. After many years in the field of assistive technology, in the fall of 2007 I joined the staff at CAST (Center for Applied Special Technology) to concentrate on accessible instructional materials and Universal Design for Learning and their relationship to assistive technology .

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motor-based perspective of switch skill development

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Use pictures and simple short sentences

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Readability formulas and learners M.K.Reilly

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Readability formulas and learners M.K.Reilly

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can score the reading level of your text from various readability formulas

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Use this tool to score 1) Automatic Readability Checker: Our free readability tool processes your text through 7 popular readability formulas! The tool will give you a consensus on grade level, reading difficulty, and age of readers. any type of text for any age group.

Use this tool to score 2) Fry Graph Readability Calculator: Our free readability tool will visually show you the grade level of your text on the Fry Graph. any type of text for any age group.

Use this tool to score any type of text for 3) Raygor Estimate Graph Calculator: Our free readability tool will visually show you the grade level of your text on the Raygor Estimate Graph. It is similar to the Fry Graph, but uses a different calculation. 3rd grade and above.

Use this tool to score any type of text for 4) New Dale-Chall Readability Calculator: Our Dale-Chall Formula uses its own graded word list to determine potential difficult words in your text and then calculates a U.S. grade level based on the number of difficult words. 4th grade and above.

Use this tool to score any type of text for 5) Spache Readability Calculator: Similar to the Dale-Chall Formula, the Spache Formula uses its own graded word list to determine potential difficult words in your text and then calculates a U.S. grade level based on the number of difficult words. 4th grade and below.

Use this tool to score any type of text for 6) Powers-Sumner-Kearl Readability Formula Calculator: Use our free Powers-Sumner-Kearl Readability Calculator to get the grade level of your text and determine if readers will be able to read and understand what you have written. Instead of a word list, this formula calculates the grade level based on average sentence length and syllable count. 4th grade and below.

To locate all of our free readability calculators individually, go to our Free Readability Calculators site map page.

© by ReadabilityFormulas.com

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FREE READABILITY CALCULATORS AND FREE READABILITY TEXT TOOLS

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Our free Readability Calculators and Grading Text Tools will automatically process your text through 8 or more popular readability formulas! Our tools will calculate a score that equates to a student grade level, reading difficulty, and age of readers. Use our tools to score any type of text for any age group.

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LEARNERS' RIGHTS: students with special education needs & their families

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LEARNERS' RIGHTS: students with special education needs & their families

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Supporting low literacy: Use videos to bridge literacy gaps

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Supporting low literacy: Use videos to bridge literacy gaps

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Videos can be an effective tool to share information visually, so as not to depend heavily on language, to convey a concept or instruct in use of AT.  Access to the video empowers the learner can refer to it as needed to reinforce learning

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The TIKES Project is launching a new on demand video series to help educate and inform parents and professionals about using assistive technology with young learners. Certificates of completion are available for viewers

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If you view the videos and/or use any of the supporting materials we would love to hear how you are using them. We invite you to share your feedback with us .

The TIKES Project is launching a new on demand video series to help educate and inform parents and professionals about using assistive technology with young learners. These training videos feature a variety of basic assistive technology concepts and can be used for new learning, to refresh your learning and to help schools build capacity for assistive technology.

Certificates of completion are available for viewers who complete a post-test after viewing the video series and answer the questions with 80% accuracy. Certificates will be sent to the email address provided.

Introduction to Assistive Technology (AT) for Young Learners
Videos in this Series Video 1: What is Assistive Technology?
In this video viewers are introduced to the topic of assistive technology, review the training session agenda for the video series, define assistive technology, meet Mason, a young user of technology, and review some common myths about assistive technology.
Video 2: Continuum and Categories of Assistive Technology
Introduction to the different categories of assistive technology for young learners with disabilities.
Video 3: Hands-on with Assistive Technology
We take you through a virtual "hands-on" time with a variety of assistive technology appropriate for young children with disabilities ages birth to 5.
Video 4: Research and Effective Use of Assistive Technology
We wrap up the Introduction to Assistive Technology for Young Learners by revisiting some important points and briefly discussing what some of the research says about the use of assistive technology with young learners.

Take the post-test

Including Assistive Technology in the IFSP and IEP

A Child-Centered AT Plan: A Process for Including Assistive Technology (AT)

Exploring the Myths of Assistive Technology Use with Young Children
Videos in this Series

Video1: Myths of Assistive Technology Use With Young Children: AT is Computers and Tablets
There are several myths around the use of assistive technology with young children. This video series explores these myths and debunks them. In this first video we look at the perception of assistive technology as only computers and tablets and explore the range that makes up assistive technology.

Tiny Tech in Action
Videos in this Series

Video 1: Tiny Tech in Action: Lucas - Going Where He Wants to Go
Tiny Tech in Action is a video series, brought to you by the Technology to Improve Kids' Educational Success TIKES Project, that highlights young children's use of assistive technology. In this video you meet Lucas, who uses a modified child's motorized car to get around and play.

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The TIKES Project is launching a new on demand video series to help educate and inform parents and professionals about using assistive technology with young learners. These training videos feature a variety of basic assistive technology concepts and can be used for new learning, to refresh your learning and to help schools build capacity for assistive technology.

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create videos specific to the AT your student is using for other staff and family to use

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Connect to to switch & Big Mack - Mary OT

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Playing with a switch adapted toy & core word GO! - Mary OT

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 New Jersey Student Bill of Rights in Special Education

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 New Jersey Student Bill of Rights in Special Education

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 Response to New Jersey Student Bill of Rights in Special Education

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 Response to New Jersey Student Bill of Rights in Special Education

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Response document by Mary Reilly

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The Technology Act of 1988, 2004: Parent Information

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The Technology Act of 1988, 2004: Parent Information

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Website for Parents for further information and resources; updated

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Resources updated, June 2016
As technology has come to play an increasingly important role in the lives of all persons in the United States, in the conduct of business, in the functioning of government, in the fostering of communication, in the conduct of commerce, and in the provision of education, its impact upon the lives of the more than 50,000,000 individuals with disabilities in the United States has been comparable to its impact upon the remainder of the citizens of the United States. Any development in mainstream technology would have profound implications for individuals with disabilities in the United States.
(Findings and Purposes, Assistive Technology Act of 1998, Finding 3)
The Assistive Technology Act was first passed by Congress and signed by the President as the Technology-Related Assistance Act of 1988. It's often called the Tech Act for short and has been reauthorized in 1994, 1998, and 2004.

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Purpose of the Tech Act

The Tech Act is intended to promote people's awareness of, and access to, assistive technology (AT) devices and services. The Act seeks to provide AT to persons with disabilities, so they can more fully participate in education, employment, and daily activities on a level playing field with other members of their communities. The Act covers people with disabilities of all ages, all disabilities, in all environments (early intervention, K-12, post-secondary, vocational rehabilitation, community living, aging services, etc.).

A Look at Key Definitions

The Assistive Technology Act of 2004 defines an assistive technology device in the following way:

...any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. (29 U.S.C. Sec 2202(2))

AT devices can be "low tech," "medium tech," or "high tech"-as the examples below show.

power and manual wheelchairs, scooters, canes, walkers, and standing devices

augmentative communication devices (speech generating devices), voice amplifiers,and speech recognition devices

durable medical equipment and medical supplies, such as patient lifts and incontinence supplies

orthotics and prosthetics, such as hearing aids and electric larynxes

accessibility adaptations to the home, workplace, schools, group homes, nursing facilities, ICF/MRs, and other places (e.g., ramps, stair glides, lifts, grab bars, flashing smoke detectors, lever doorknobs, and environmental controls)

special equipment to help people work, study, and engage in recreation, such as enlarged computer keyboards, reachers, amplified telephones, magnifiers, voice recognition software, and adaptive sports equipment

accessibility modifications in the community, such as audio systems on public transportation, talking ATMs, and voting machines for the blind (Disability Rights Network of Pennsylvania, 2008)

An assistive technology service is defined as:

...any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.

Examples of AT services-taken from the law itself-include:

An evaluation of the AT needs of an individual, including a functional evaluation of how AT would help the individual

Purchasing, leasing, or otherwise providing an AT device

Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, replacing, or donating an AT device

Coordinating and using therapies, such as occupational therapy or physical therapy, with AT devices under an educational plan or rehabilitative plan

Training or technical assistance for an individual with a disability, or his or her family members, guardians, advocates, or authorized representatives

Training or technical assistance for educational or rehabilitation professionals, manufacturers of AT devices, employers, providers of training and employment services, and others who help individuals with disabilities

A service that expands access to technology, including email and Internet, to persons with disabilities.

State AT Projects

Under the law, each U.S. state and territory receives a grant to fund an Assistive Technology Act Project (ATAP). These projects provide services to persons with disabilities for their entire life span, as well as to their families or guardians, service providers, and agencies and other entities that are involved in providing services such as education and employment to persons with disabilities.

How do you find your state's AT project? Visit the RESNA Catalyst Project, and select your state from the list, that's how.
http://www.resnaprojects.org/allcontacts/statewidecontacts.html

To Read the Statute of the Act

The statute of the Tech Act is the bill that was passed by Congress into law and signed by the President. As mentioned above, the most recent reauthorization took place in 2004 as Public Law 108-364. Officially, this last reauthorization of the Act is called The Improving Access to Assistive Technology for Individuals with Disabilities Act of 2004. You can find a copy of the statute online:

in PDF
http://www.resnaprojects.org/statewide/essentialdocs/pl108-364.pdf

in RTF (rich text format)
http://www.resnaprojects.org/statewide/essentialdocs/pl108-364.rtf

Summaries of the Law

Policy advisory: The law concerning assistive technology.
http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-5-4.pdf

Module One: The Assistive Technology Act.
http://www.resnaprojects.org/statewide/newdirectors/mod1ata.html
Summary of Public Law 108-364.
http://www.ataporg.org/ATActSummary Listed in alphabetical order...
Information about Assistive Technology

AbleData | Provides objective information about assistive technology products and rehabilitation equipment | http://www.abledata.com/

AccessIT: The National Center on Accessible Information Technology in Education | http://www.washington.edu/accessit/

Alliance for Technology Access | http://www.ataccess.org/

Assistive Technology Industry Association | http://www.atia.org/i4a/pages/index.cfm?pageid=1

Assistive Technology Training Online Project (ATTO) | Provides information on AT applications that help students with disabilities learn in elementary classrooms | http://atto.buffalo.edu/

Center on Technology and Disability (CTD) | http://www.ctdinstitute.org/

National Public Website on Assistive Technology | http://www.assistivetech.net/

Protection and Advocacy for Assistive Technology (PAAT) Program | Provides protection and advocacy services to help individuals with disabilities of all ages acquire, utilize, and maintain AT services or devices | To identify your state's program, visit: http://www.adap.net/palist/pas.html

RehabTool | http://www.rehabtool.com/at.html

References

Disability Rights Network of Pennsylvania. (2008). Assistive technology for persons with disabilities: An overview. Retrieved December 15, 2009, from: http://drnpa.org/File/publications/assistive-technology-for-persons-with-disabilities-an-overview.pdf

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Resources updated, June 2016 As technology has come to play an increasingly important role in the lives of all persons in the United States, in the conduct of business, in the functioning of government, in the fostering of communication, in the conduct of commerce, and in the provision of education, its impact upon the lives of the more than 50,000,000 individuals with disabilities in the United States has been comparable to its impact upon the remainder of the citizens of the United States.

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New Jersey's Parental Rights in Special Education (PRISE)

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New Jersey's Parental Rights in Special Education (PRISE)

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Comprehensive but long and complex resource of parental rights when a child receives services to support learning.

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It is important learners can access vital information in a their primary language. NJ publishes PRISE in Spanish, Chinese, Portuguese and Arabic

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It is important learners can access vital information in a their primary language. NJ publishes PRISE in Spanish, Chinese, Portuguese and Arabic

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developing a learner profile questionaire

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developing a learner profile questionaire

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This learner profile questionnaire is targeted for family member/caregiver of a student with multiple disabilities.

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resource to share with classroom staff to support students using AT using MLT

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AT and OT handout HP720 A5 Final  MKReilly

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support staff working with students & AT in a school setting

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Book Creator is a simple tool for creating awesome digital books. Create your own teaching resources or have your students take the reins.

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make available in learner's primary language

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Example AT use guide for classroom staff - literacy level 4.1

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Example AT use guide for classroom staff - literacy level 4.1