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Based upon my EF, I’ve used Google Calendar because I think that it would be easier for me to be aware of upcoming events I have within the day (I went on that EF platform of Google Calendar and I took a screenshot of it). It helps me organize my plans or activities I have going on throughout the day. Similar to the Remind app, I could encourage students to use it as an agenda to mark down any homework, tests, projects, or quizzes they have for the night on their calendar. This will help them know what they have to do for the night before school the next day. Additionally, I would use Google Calendar just because it automatically sends me and my students email notifications to be alert of important dates happening.

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I have two apps that can use my EF, which came with my phone. These apps are Google Calendar and the Notes app. Google Calendar can support my EF with the idea of time management. Google Calendar is an effective tool for me to manage homework assignments and provide students with a timetable to help them remain on track, for instance. Additionally, students may set reminders and arrange events lasting an hour for each assignment as another example of time management skills on Google Calendar. Another way Google Calendar can support my EF is the idea of scheduling. With that, I am able to plan activities and meetings and create reminders to assist students in staying informed about upcoming events. With the Notes app, it could support my EF by outlining tasks. With this, students can define their daily goals and tasks using the table style. Another way the Notes app can support my EF is by setting reminders. This would help me and my students remember important things we have to do on a daily basis. Similarly, both of these apps supporting my EF help me keep track of everything that's essential to me in one place. And it also allows me to highlight or color-code which category of events or activities I have within the day.

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No Tech Teaching for Primary Grades Webinar

There are core learning areas that can benefit from the lack of tech support. Some of the core learning areas that can benefit from the use of no tech support are: from the video, the author brought about removing barriers before students can think about participating in their own learning. This can indicate, for instance, that teachers could provide and model opportunities. To foster curiosity in students and assist them in overcoming obstacles to learning, educators must embrace lifelong learning. Instructors ought to be kind and forgiving, allowing students further opportunities to succeed. They must be understanding of personal difficulties and offer further assistance beyond class. Assignments such as make-up examinations or exams missed might assist students in overcoming obstacles to their learning. Teachers may assist students in overcoming obstacles to learning and developing abilities for lifetime learning by doing this, especially when it comes to in-class discussions or group projects, for example. Another core learning area that can benefit from the use of no tech support that’s brought up in the video is the idea of keeping visual schedules going. If students are using schedules in class, they should be using them in the environment where they are learning. If students aren’t using visuals, they would have to use them in class. According to the author, there’s nothing fancy about technology, especially with post-it notes, scrap paper, a whiteboard, or notebook paper to develop these materials for students.

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After listening to the Podcast PD episode, there are ways I can apply these strategies to the development of my own PLN. One way is that with my PLN, I could build my own network by creating it by meeting new people that would push me into different positions that would allow me to expand my system more by trying different things. In other words, this means building my own network with people as a strategy for the development of my own PLN. For instance, I would search or browse for people who could make a big difference. Adding influential people to your network who can advance your career is the goal of networking. Developing connections with experts in the field and possible mentors, such as college professors, can be beneficial. Another example would be that to build my own network with people, I would focus on meaningful connections. Although it takes effort to develop enduring professional relationships, both sides can gain from forging strong bonds with colleagues. It's critical to keep developing and making fresh relationships. Another way that I could apply these strategies to the development of my own PLN after watching the Podcast PD episode is the idea of professional development. By doing this, I would set goals for myself. For example, SMART goals are a great way to start because they can provide me with guidance for my career and assist me in making a strategy. Another example would be that setting goals can help me make a strategy to determine the professional objectives that will enable me to pursue my ideal position. Another way of doing this for my PLN in professional development would be to seek feedback. In order to do this and aid in my growth, I can get input from my mentors or other leaders around me in this situation. Ultimately, all of these helpful strategies for the development of my own PLN will make a huge difference that will definitely enhance student success and learning in the long run. Without this, there wouldn’t be any accomplishment within my PLN.

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There is one thing I could implement into my practice. From the QIAT Transition video, I could implement the idea of addressing AT needs. This ensures that students' usage of assistive technology is transferable from one environment to another, meeting the requirements. To maintain continuity, individuals from various programs, organizations, buildings, or subjects must collaborate. In addition, this exemplifies the assignment of responsibility and the creation of accountability. And students aren’t banned for any reason from the AT evaluation, which includes any type of disability, age, race, etc.

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I made a sample list on an app called Lists to Do. The app is very simple - you can create lists and add as many items as you need. Once you complete a task, you just click the circle next to the item and it checks it off. You can easily edit or sort your lists at any time. I think this app would work for someone that wants something easy to use that isn't too complicated or overwhelming.

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I decided to use my notes app to write down a to do list on what I need to get down today. I do this at least three times a week in order to keep myself organized and accountable for what needs to be done.

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The main apps I use for executive function is the calendar that comes with my phone and the alarms app. I find that I use the calendar app daily to keep track of appointments, hanging out with friends, family functions, and work meetings I need to remember. I like that I can set on the calendar when I want reminders that something is happening. I also like that I can color code the events in the calendar app. I use the alarms app daily to wake myself up as well as different alarms for when virtual classes start as well as when I need to leave my house for work and other things. I can differentiate the alarm sounds which tells me what the alarm means without looking at my phone which helps when I am running late. These apps keep me organized and on time.

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Some core learning areas that can benefit the use of no tech support is to use whiteboards. I found it so cool that you can make whiteboards out of so many things, including windows! I also liked to hear about how labeling everything can help students take in new vocabulary. I used to do this when learning Spanish in high school and it helped me so much.

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Before listening to the podcast, I had never heard of clubhouse. I found it very interesting to learn about different ways to connect with others. I like how Chris Nesi said that making connections goes further than just making connections in the profession but also connecting as people which will also develop us as better educators. I feel it is important to make connections with people that understand the things you are going through which is why making these connections is so important.

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I will implement meetings with the student and their family about their AT plan and how/what they can do to support their student at home. I will make sure both the family and the student understand what the AT device is used for and how to use the tool to succeed. It is important to check in with both the student and the family to make sure they are seeing the AT working the way it should be and that it is helping the student. This open communication is essential for us as educators to have with the family because we are a team and both want to do whatever it takes for the student's success.

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I created a sample of what a daily schedule might look like for me to remind me of what I need to do and at what point. This schedule is very basic but is a sample of what today's schedule might look like for me. It has reminders in it to make sure that I get everything I need to get done and at what time for the day.

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One app that helps with my executive function is Google calender. I am not the best at remembering everything that I need to remember, so I schedule everything into my Google calender. From remembering family members birthdays to joining meetings and getting my work done I rely a lot on Google calender to keep me organized.

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A growth mindset can lead to a well-designed online course and student experience in several ways. A well-designed online course would have the teacher provide strong feedback so the learner can improve on their quality of work. An online course is all about working hard and staying on task as it is very easy to get off task online, so a good class would be able to grab the student's attention and keep them invested and interested in their work.

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UDL is all about working backwards, coming up with a goal for the unit, and making the unit work towards the goal that you already have come up with. So when trying to incorporate UDL principals you must come up with a goal that you want your students to achieve by the end of the unit. Then you must plan out lessons that will allow your student to successfully accomplish that goal by the end of the unit.

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I choose to use my iPhone for the device. I explored the speech-to-text function the phone can offer. This worked great as I was able to say what I was thinking instead of having to type/write out my ideas. This feature can be very beneficial to someone who might struggle to get pen to paper but has all the ideas they want to get across in their head. It is perfect for the student who has trouble writing down their work but verbally can get their work done.

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In order for anything to be done smoothly in the education system everyone must be involved and understand what is needed from them. The same can be said for implementing AT into a child's IEP. This process must be done where everyone is on the same page. I would start by making sure the teachers are on the same page as the CST about why AT is being implemented and how they can best help the student. You must also make sure that specialty teachers are on the same page. Next, you must ensure the parents understand why AT is being implemented and how they can offer continued support at home.

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I am a huge believer in having students have a big say in their education. I always found that with a schedule students are able to understand what their day is going to look like, so I like to post the schedule every day. During my student teaching my cooperating teacher strongly believed in getting the students out of their seats. Whether that meant reading around the room, doing partner work anywhere they choose, or changing where you did your lesson, she and I now believe it is vital to have your students up and moving throughout the day.

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I love this video, I think that it is so awesome. When the Air Force ran into issues with their planes, they blamed the pilots. The Air Force created cockpits to fit the average pilot, but they were not meeting the standards the air force wanted. Fitting the "average" pilot did not work best for everyone. However they needed to adapt to each individual pilot. The same can be said of the classroom, we cannot just teach to the average student. We must teach to each students individual needs and strengths.

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I use my google calendar daily! I love being able to actually see everything I need to do in an organized manner, as well as in a colorful one! It also gives me reminders of anything I have to prepare for, and I can edit it whenever I need. I use it year round for school, work, and everyday life!

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I am very dependent to my Notes App on my Iphone! I use that app for almost everything and anything necessary for me to write down whether it is something for school, a quote, a memory, something I need to remember, a password, etc. I like how all my notes can be in one place and I can access them through my Icloud when needed.

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"No Tech...:"

There are many instances where we do not need to use technology, but it is indeed a growing resource. Encouraging students to not rely of technology is important for their learning and their growth. Students can read physical books and physically write stuff down that they can keep forever. Students can help themselves when learning how to read and learning how to write as well. The tools can be as simple as a paper and pen, but it is still as important.

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I feel that connecting with others is incredibly important, and something I plan to keep developing. There are so many people available in a school district, new and old, with all different experiences and careers. It is my understanding that almost all are available to help, and a lot of them truly want to. Connecting with other teachers will also help implement different ideas and strategies for the future and that I can use in my own classroom.

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I am personally a big fan of Storytellling, especially in schools. I feel that it allows for expression for students of all ages, while also giving room for growth. Three takeaways from this are:

It allows students to understand that they have a voice of their own and it matters. They can use their imagination and creativity for whatever they want. It is empowering.

There are many different resources for storytelling available for students of all ages.

Personalized content is important. This adheres to all students with different personalities and interests, rather than one for all.

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Some apps on my phone that support executive functioning skills are reminders, notes, calendar, and clock. I use my reminders app a lot because it is such an easy way to make sure I don't forget to do something. For example, if I am out at the store but remember I need to send an email later, I can add a reminder on my phone with a time set. Additionally, I can set reminders to be recurring. For instance, if I need to remember to take attendance every day at the same time, I can set that as a recurring reminder. As far as the other apps, I use my notes app to jot down ideas I want to look back at, my calendar app to input important dates, and my clock app to set alarms and timers.

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I tried out Notability, an app we discussed in class, and found it very user-friendly. It offers customizable templates for weekly schedules, with options to add notes, images, and highlights. I've been using Notability since high school for school organization, and I think it will be beneficial for my students who struggle with keeping track of their planners or schedules. Having their schedule integrated into their Chromebooks or phones will help them stay on top of homework and upcoming tests, both at home and in school.

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I use several apps on my phone to help with executive functioning. Google Calendar is one I rely on the most, both for work and personal life. It helps me manage meetings, plan out weekly meals, and keep track of important deadlines. Its color-coding, time-setting, and reminder features are particularly helpful. I also use the alarm app to stay on schedule throughout the day, whether it’s for starting a workout or reminding me to take breaks. The Notes app is great for keeping track of tasks, like packing for trips, and Google Drive helps me store and organize important documents, making them accessible from anywhere without the need for physical storage.

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I watched the "Kids Just Wanna Have Fun" episode. We can support all students in play by selecting toys that are easy to handle and stabilize, like using Velcro or ties. Offering various options to cater to different interests and needs is crucial since kids won't engage with toys they aren't interested in (even color matters!). Many of these options are affordable or made from inexpensive materials, making it easy to create toys or games in-house to meet students' needs.

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I found this podcast interesting because each speaker shared their personal experiences. One key takeaway was that you don't need to be on multiple social media platforms to build a strong PLN. One speaker mentioned focusing on just one platform, like Twitter, which resonated with me. I agree that social media can be valuable for networking, and I might focus on one platform for my professional connections. I also see potential in using podcasts to expand my PLN by learning from and connecting with speakers. My goal this year is to grow my PLN through Twitter, a platform I haven't explored yet but hear many educators use to connect and share ideas.

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Developing a tailored assistive technology (AT) transition plan is key for educators to support students as they move between educational environments, like from high school to college. This involves assessing the student's current AT use and future needs, setting specific goals, and involving the student in the process to ensure solutions align with their interests. Collaboration with teachers, parents, and professionals creates a comprehensive plan with necessary training and support. A timeline for the transition and regular progress reviews ensure AT remains effective, helping students maximize their independence and success in new settings.

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I watched the Adaptations for Play webinar. I was really impressed with all of the different adaptations and modifications that were discussed; I had never thought of most of them before. Some examples that were given included confining the play area such as using a hula hoop or tray, ways to make playing less overwhelming such as limiting the number of toy pieces or adding a contrasting background underneath the toy, and how to make it easier for a child to build or connect pieces by adding velcro or magnets to different parts. Another example I thought was really cool was using a piece from a pool noodle as a way to hold the cards during a card game. This is such a simple tool but could make playing cards so much less frustrating for kids. Watching this webinar did inspire me, because it showed how easily adaptations can be created. One item I could use from my house is a box lid; I could use it to help confine a play area for a student so that things aren't sliding all around. Also, I have many materials that students could use to personalize their toys like duct tape, markers, crayons, etc. so that they can decorate and feel more engaged.

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One idea I liked from this podcast was creating both a professional and personal account on various social media platforms. This way, your professional network doesn't always need to interfere with your personal one, and vice versa. I plan to use this strategy in the future. Additionally, I liked Chris's idea that a lot of times people just try to 'echo' others on social media, but is important to allow your own voice to be heard, and be okay with whatever responses you get. Dave also mentioned how he has been pushed to do new things since becoming more connected, and this inspires me to become more connected in the future on various platforms.

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A takeaway that I got from the webinar is that storytelling can enhance confidence and also a love for literacy. Storytelling can help students find their sense of  self and also incorporate collaboration. Teachers can also use storytelling as an intervention for students with learning disabilities to help with writing and reading techniques students learn in school. Storytelling can be an outlet for students to find their voices.

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One thing I can implement into my practice is encouraging student and family activities. As said in the video, keeping families involved in their student's AT ensures more continuity. AT is helpful for students both during the school day and at home for homework and projects. The link between school and home should feel like a team effort and students will be more successful when there is more communication between this team.

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In order for a school district to develop a plan of action for QIAT into their service delivery process I think it is important to have a staff member familiar with QIAT. This staff member should be part of the IEP team so that they can make sure all the correct information and their is consistency in their process. The school district should make sure they look at the student and their needs that incorporate their environment and what they need to accomplish in order to find AT that is the right fit for them. The school district should also hold AT professional development for the staff on the IEP teams as well as for classroom teachers and specialists. I have noticed that specialists often are not involved in many professional development days and they often struggle with behaviors in their classes. Having them better equipped with knowledge in AT can assist them when they have a student that may need it. Classroom teachers should be well versed in understanding the process and the data they should collect on the student to better analyze what type of AT if any would be beneficial for the student.

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A school district should develop a plan of action to incorporate QIAT into their service process for a few reasons. They need an effective process with many different levels to it. They need to ensure there is teamwork and collaboration on all ends, as well as increased understanding on the student level. While being on the same page, districts can have open communication and effective plans.

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One thing that I would implement into my classroom from the QIAT Transition is bridging the gap between family and student connection. I feel that this is super important for many different reasons. Student need to be supported, and like to be as well. Having families be more involved in their student's lives will add better involvement on both sides, as well as allow family members to be involved in their child's school life.

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My name is Savanna and I will be teaching high school English! I currently am teaching 9th and 11th grade, as well as some elective classes! A fun fact about me is that I love to go on walks and to read. One AI device in my house is my sound machine to help me focus on school work, or sleep more! Professional Resource: Pinterest! It seems silly, but I use this platform for so much - class room decorations, organization skills and tips, and even some really good lessons!

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It is so important to look back at a class design and see what went right, but also what went wrong. In dong this, people and teachers can re-evaluate their courses and see what needs to be changed. Incorporating the UDL principles is important because it allows different students and different learners to have equal opportunities to do their best. It wouldn't necessarily be up to one model or resource, but it would be adapting to each student and what they need for themselves.

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This "growth mindset" is extremely important, especially for young and new educators. I feel that lessons and learning experiences are open spots for growth. There is so much development for us to learn about, similar to this class. We are learning about so many different tools and resources we can use, so adapting to all of this is important. I feel that adapting to new things is the most similar we can get to this type of mindset, and it is key to creating a successful online class and for students.

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I have a lot of Apple products, so naturally I reached for my Iphone to play around with for this assignment. I use the text-to-speech feature more often than I realized. I will talk a message into my phone instead of physically typing it out because it is easier when I am busy or focussing on something else. Another things I do is use my car or just my phone to read my messages out loud to me. Both of these features could be utilized for an individual who may not be able to type out or read messages themselves. It can be someone with a physical disability, or someone with more of a fluency problem. Either way, these are very helpful features.

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It is crucial to engage all educators in integrating assistive technology into IEPs for different reasons. This can be done through regular meetings with parents, teachers, specialists, etc., to make sure all needs are being met and everything needed is being addressed correctly. The student should also be involved in all processes, especially when changed are being made. All teams should be able to collaborate and work together on different processes, especially AT assessment processes. These are all about helping the student, which is why everyone should be involved - professionals, teachers, parents, the student.

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I think that all students have their own levels of hard work and effort, and it is up to them to adhere to that. All students have different strengths and weaknesses, and it is rare to find that of the same ones. Students should be able to work to their best ability, rather than fitting into a "standard" or being "average." The truth is, being "average" shouldn't really exist. I really like this TedTalk and all of the information it provides about students and classrooms.

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Making sure that students are engaged and expressing themselves is important, especially in the day to day classroom. Starting the class with independent work, then going into a short lecture, then changing to group work can actually add a lot to a classroom. It keeps all students engaged, and makes for a more exciting class session. It also changed up the typical class, and allows all types of learners to express themselves.

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Like previously mentioned, I like giving my students options with their work. For projects, they typically have options that they can pick what best meets their needs. For example, I like to give them options on big assignments so they can perform to the best of their ability. I also like to change up my lessons so all types of learned are being adhered to. It can be verbal lectures, group work, independent work, etc.

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In my classroom, I use many different strategies. I had one student in particular this past year who could not use the computer for a long period of time, so our assignments were typically printed out. I gave different options for assignments for students with different strengths as well. This allowed them to use what they felt worked best for them, whether that was a slideshow, an essay, a reading annotation, a drawing, etc.

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The SETT Framework facilitates all of these qualities because it focusses on multiple aspects of the student. It gets all of the qualities needs about not just their school life, but also their regular life as well. It shares information on the student, their strengths and weaknesses, and where they best learn. It also looks at the student's development, growth, and goals for the future. t

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There are many different strategies that can help teams consider low tech tools for student needs. They can first administer where the school stands on equity of resources for all students in their school? Are they all getting a fair education? Do they all have access to a computer if they have online assignments? Do they all know how to use one if so? This then brings in their home life and how they are being supported in that sense as well. Teams can go back to their essential roots with low tech tools and still be effective at meeting student needs.

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I think the pandemic did not ruin the concept of "an effective learning environment," but rather just changed it. It made it so that students need a little extra care and attention to their needs than before, and some are heightened, For example, students need more help with attention and a variety of learning to keep engaged. Students of all different ages were affected, and it is applying to them at different times in their education career.

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The SETT framework assists with this development in many ways. For example, it works in different categories for different concerns. The tools allow different devices and tools to work with students and their individual needs. The student section allows people to understand their exact student: what they need, who they are, their strengths and weaknesses, etc. The environment sections explains what environment and place best fits that specific student and their needs. These three sections assess data and monitor development of the student to see what they are doing and what they need.

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To me, consideration means going out of your way for others, without being asked. It means being kind and reaching out to others for what they need most. I believe all good teachers are considerate and it is a trait they share without even trying.

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Trying to get different representation into the classroom is key as our students learn in several different ways. I always tried to show exactly what we were doing on the board. I would scan the worksheets we were working on and put them exactly as the students had it so they could visually see what we were doing as well as auditorily as I would say it. I would always try to start my lessons with a callback to what we learned already to activate students' prior knowledge. I would also always try to diversify my lesson to engage several different perspectives and promote diversity.

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I try to use several different ways to engage my students in my teaching and their learning. I am a big believer in getting students involved in their learning. I try to give students the option of picking how they would answer a question or deliver a project. I also try to get students involved by incorporating their interests into my lessons when appropriate. I try to come up with games for reviews and ways to learn. I also have students collaborate with each other through group projects and group reading. I also like to have the students do check-ins throughout the lesson so I know what my students have picked up on.

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One way that the SETT framework facilitates quality AT service is by using trials. The SETT framework first identifies some potential AT services that might benefit the student. Then we work towards finding what might be the best AT device for the student for their individual needs. Then instead of just implementing the tool with no check-in, there is a trial period. During the trial period, training is given if needed to the teacher or person helping to use the tool, then the tool is assessed for when it will be used during the day and what the outcomes are for when the student uses the tool.

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I think teams must consider what the students needs are before starting to consider what low-tech tools can be effective. That way they can narrow down the potential options that will not be effective for each student's needs. One strategy can be input from the student and the student's family. The team can ask the student and family if they have any tools that they like or use at home. From there, the team can consider how they can adapt those low-tech tools to the classroom. Another strategy is to research low-tech tools that have helped other students with potentially similar needs.

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The pandemic changed the way we teach and learn in the classroom forever. We are starting to see those changes in our students and classroom environments more and more as the years go by and our students grow. I had a teacher tell me during the pandemic that we would not know the impacts of the pandemic on our students until several years later, and that teacher was absolutely right. During the pandemic the teachers did not have the tools to properly teach the students. No one knew how to really adapt to teaching online. Schools were scrambling to find the technology to meet their learner's needs. There was no way to reach the students who needed the support. Students had every reason to not pay attention and learn. There was no way for teachers to truly even tell if their students were paying attention to them or not. I think that is still impacting learning to this day. Students seem to struggle more with the ability to stay on task and focused, impacting how much a teacher can teach, compared to how much they need to reinforce proper behaviors and protocols in the classroom.

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The SETT framework assists with the implementation of an AT plan in several ways. The SETT framework serves as an organizer to develop how AT can be effective for each individual student. The SETT framework allows us to customize each student's needs into an effective assistive technology plan. The framework allows us to breakdown several different current conditions in the student's day at school. It asks us to think of the student, the environment, and the tasks the student faces every day. We then get to brainstorm many different AT tool systems to match as many of the student's needs as possible, allowing us visually to see what tools match what the student needs.

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Consideration is a word that can be shown in several different ways. I believe that consideration is showing that you keep in mind other peoples feelings and thoughts. I think that consideration is a key skill needed to teach. Even though in a classroom a main priority is teaching educational material, another main component is keeping your students feelings in mind. You must be considerate of their perspectives and emotions in order to fully be able to get through to them. You must be a manager of feelings and emotions as well as a teacher.

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My name is Nick Carola and I am going to teach general ed 2nd grade next year. Some fun facts about me are that I am an only child and I love Marvel and Star Wars. One AT device that I have at home is my glasses. One professional resource that I use to prepare to teach is the podcast teachers need teachers.

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I use Google Calendar to keep track of my husband's schedule. He is a police officer and this helps me to remember when he is off and when he is working so I can make plans or make appointments. This schedule and app is also efficient because days and nights are different colors in the calendar.

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The app on my phone that could support executive functioning could be the notes app on my phone. This app is very useful to me because I write down anything that II need to remember in this app. This app can also save pictures or important documents for me to refer back to later. Also, I use Google Calendar to help me on a daily basis to help me be organized and to stay on top of important tasks and deadlines.

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I watched the No Tech Teaching for Primary Grades Webinar and I found it to be very interesting. I think it is important to not incorporate so much tech into my daily teaching practices because students need to be able to listen to information and then write the information down using pencil and paper. This is very beneficial to students especially in the primary grades because this helps them to retain information better.

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One thing I can implement from the QIAT Transition video is to implement device-specific activities. I think this is important because creating artifacts to demonstrate what the student is currently capable of and what the student can do independently shows what kind of AT the student may need. This will help the student to be more successful in the classroom. Also, identifying any new technology that may be needed in future settings is important because this will determine what the student will need in the future.

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I decided to use my notes app as my example to show the daily schedule I use every day. It is simple but efficient, I can add things to my schedule just by typing them out and deleting them when they are finished. Whenever I do not finish something I leave it there for the next day to finish. This motivates me to complete as many things as I can, but also to stay organized in what I need to get done.

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I use the Notes app and Calendar app to keep myself in order. I use the notes app to create daily checklists to cross out things I get done throughout the day. I use the calendar on a long-term scale to organize myself monthly and use the reminder system within the calendar app to make sure I do not forget things I have coming up.

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I watched the No Tech Teaching for Primary Grades Webinar, and I was able to connect to this very easily especially when it came to core learning areas. In my classroom, I see this through using math manipulatives for students. Students benefit students through accommodating several different types of needs like visual impairments, physical impairments, and students who require hands-on learning. This also takes them away from working with just pencil and paper and can add more of a fun element to learning for the students.

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This podcast made me realize how useful social media can play a part in education, and in developing your PLN. Choosing a social media platform to focus on so that you can create your web of followers on the said app allows you to find so many different resources on how to evolve your teaching, but even better these recourses are free. Something that was also a key takeaway in the podcast is to stay open-minded when using social media. This can help you develop your teaching by using resources, but through making it your own and keeping your own style of teaching that you can grow and develop over time with suggestions from the internet.

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Something that can be implemented from the QIAT transition video is making sure the family is transitioning into using the new AT with the student. Keeping the family informed of the AT is key to making the transition of the AT become more natural over time. Having the student get used to how the AT works at home and school will allow them to be able to use it more proficiently on their own under the guidance of the teacher, but also with the guidance of their family. Having the family involved will make the transition into the student using the new AT will make the student more comfortable with the process.

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My three takeaways are as follows

1) Allowing the student to use their imagination builds up their engagement by creating their own story rather than feeling like they are being forced to do a writing assignment they may not care for. This can be seen as a gateway to building skills for students without them even realizing they are building on said skills.

2) Using narrative storytelling as a way to build up language skills for students who have language disorders, and also students who have learning disabilities. There are many times it is extremely difficult to develop students' skills in writing when they might have a language disorder or a learning disability, but by framing it as an imaginative exercise it is easier to sneak in ways for them to develop their grammar and other skills. Making things fun for the students always makes it easier for them students to learn the topics at hand, and narrative writing is another great way to do that.

3) Through this technique there is a lot of room for positive reinforcement that the teacher can capitalize on to help the students grow.

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When developing a plan of action to incorporate QIAT it is another place in education where having a growth mindset is key to making the process work well. Make sure that there is a team effort in implementing QIAT with a collaborative plan to make sure the plan is implemented but also tweaked to make sure the staff involved can maximize the delivery process. Lastly make sure documentation is kept very close, becoming lax on the documentation steps of this process can make it severely fall behind, and become inadequate. Keeping the process updated and up to date with documentation is key to incorporating QIAT into its delivery process.

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Instructional designers and teachers can easily incorporate UDL principles by evaluating what barriers they need to address when designing the course. Many problems with adding UDL principles come from the state these principles are trying to be added. Adding UDL principles to courses afterwards the course outline is made can work and is sometimes needed, but preparing for possible barriers when developing the course makes it so much easier. This can be done by finding flexibility in course design, looking for places for the students to make choices in how they learn, and by being able to add more options in the course's future so adaptability even easier.

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Having a growth mindset is key to creating a well-designed online course to maximize student experience. Having a growth mindset is beneficial to all kinds of classroom environments, but it is essential for an online course. Technology is always developing, it is also important to keep in mind online learning is a fairly new learning environment. There are many different types of formats an online class can take, being able to adapt this format to specific students' needs, or making sure your format can be adapted is key to making students thrive in your class. Many online courses I have taken have adapted to students asking for change, but also some classes ask students how they prefer to complete their work in said classes. Giving students plenty of time and freedom in online classes can help develop the perfect classroom environment.

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I decided to look into the different accessibility features on my Macbook, and one feature that has become increasingly common is text-to-speech. This can help students with many different kinds of disabilities. For example, students who have dyslexia or ADHD text-to-speech can help them understand a text by hearing it out loud when they might have trouble reading it. Another example is for students who have visual disabilities, if they can not read the text because of visual impairment the device could read the text out loud to them so they do not have to struggle to attempt to read the passage or not be able to read the passage at all. This technology opens up the gates to many different students being able to complete assignments that involve reading that they might not have been able to complete before.

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The first step to engage all education stakeholders is to create a system to report growth using different types of assistive technology when added to an IEP. This could start small by using this technology on a small group of students to see overall growth when this technology is added to that student's learning plan. If growth is shown it will push educational stakeholders to want to use this technology on a wider scale. While these are good steps to increasing engagement understanding is also key to spreading engagement to those involved. Properly educating teachers, parents, and other staff on what these technologies could do and how they work can eliminate the fear of change for those who have to use the technology, both the teacher and the student. Ensuring both understanding and results are shown using assistive technology is key for stakeholders to push these tools into IEPs.

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This TED Talk perfectly highlights our class's focus in a few different ways. This is shown in the video when it comes to assisting a student or a person in general using assistive technology each individual will adapt better to tools that rely on their strengths to help build on their weaknesses. This is highlighted in the video perfectly when it comes to the video's focus on removing the average and focusing on the edges. The analogy between the Air Force trying to create a perfect cockpit for their pilots, and them trying to utilize technology that we have in the classroom now, is an ideal way to focus on ways to better the classroom.

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Here are 3 of my biggest takeaways:

1. My biggest takeaway is that indirect support is super valuable for a student and should not be underestimated. Typically, people probably assume that working directly with a student is most helpful, but educating the people close to the student can really strengthen the toolbox and knowledge of that student's circle which can have big effects.

2. Another takeaway is the convenience of sending materials to people that can be worked on asynchronously. As the speaker said, this helps families and educators to "work smarter not harder" because it eliminates scheduling issues and makes the most out of time. This helps AAC resources to be more accessible.

3. My third takeaway is about the value in modeling language using daily routines. The speaker talked about how suggesting involved activities for families to engage in with their child can actually be more of a burden. But the idea of working in AAC during everyday routines that families are already engaging in takes some stress away.

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There is a lot that school districts need to do in order to incorporate QIAT into their delivery process. First of all, staff need to be educated about AT and what distinguishes good and poor quality AT. Also, many different options should be considered for each student, with proper consideration of both low and high tech. All voices/perspectives should be heard during meetings, and all teachers working with the student given AT need to be properly trained for how to implement and maintain the AT. Additionally, data needs to be collected to monitor student progress and the effectiveness of the AT tools being used.

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For this assignment, I decided to do a voice memos. I use voice memos when I need to remember something for later and I do not have time to write it down. Voice memos are great for me because I can listen to what I said over and over again. Other times I use voice memo a is if I need to make a list for something and my hands are tied so I will just speak into my phone. I also like using voice memos when I am telling my friends or family a long story.

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I attempted to download a few of the apps that were suggested and came across Notability, which we had discussed in class. The app was very user friendly and allowed me to download a template for a weekly schedule. There were a ton of options to customize the schedule. The user can use the speaker to write in notes or use the text option to type. The user can also add pictures or boxes to the schedule or highlight certain words at their preference. I think this app will be useful to my students who have difficulty remembering their planners or schedules. This will benefit my students by allowing them to have the schedule built into their Chromebooks or phones so that they can write in their homework or any important tests that may be coming up. This app will also come in handy for use at home or in school to assist students in remembering important information.

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I tried to download a few of the apps and came across Notability which we had discussed in class. I learned how user friendly the app was in downloading a template to create a schedule for one of my students. The app allows users to write in using a variety of tools. While browsing the app, I realize how beneficial it will be with my students because they can download it to their phone for free and use it to write in their homework or any important information they may need at school or at home.

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After looking at the built in apps that came with my phone, I think the text to speech option, notes, and calendar reminders all support my executive functioning. I rely on the apps daily to assist me. Oftentimes, I am driving or working and unable to write a text message so using the text to speech app helps to save me time writing what I can say quicker. The notes app is useful when I'm unable to find a pen and paper to jot down information or have to make a list of To Dos or a grocery list. The calendar app helps me to remember birthdays and appointments. These apps are essential for me to stay organized in my everyday life.

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The No Tech Teaching for Primary Grades webinar taught me that thinking outside the box is imperative to adapting materials that can support all students. Utilizing every day materials that we have around our house or school, we can create educational learning tools to support students. Watching the webinar made me realize that opportunities for learning are all around us. I loved some of the ideas for storytelling and counting. I think that coming up with creative ways to teach language arts will be fun. I plan on utilizing the modeling for adding for descriptive language to sentences, along with newspaper or junk mail scraps to projects and activities. Some of the core learning areas that see a benefit from the use of no tech supports are incorporating a multisensory approach to learning such as using manipulatives to teach math or simulating real world scenarios in which students can use fake money to pretend to buy food or items.

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After listening to the Podcast PD about connecting, I plan on having a personal, as well as a professional, account for more social media platforms. I think the podcasters did a great job of explaining how important it is to go outside of your comfort zone and explore. By meeting and connecting with educators from a variety of settings, I will be able to not only expand my PLN, but will acquire new ideas I can incorporate into my teaching. Sharing my ideas across these social media platforms could benefit others, just as I'm learning from fellow educators. It is so important to share information and ideas about teaching to better perfect your craft so that you can better assist students on their educational journey.

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Most of the tools I have used to aide with my everyday life have all been about reminders and writing. Such as notepad and the reminder app (my primary two lol). Using the notepad app can be very useful for writing things down and going back to view later. This can be compared to how I get students to journal as soon as they enter/leave the classroom. Notepad is a very simple app that has been implemented since the first iPhone, so I find it to be one of the phones most effective tools. Another app I have enjoyed using that can be helpful is my ASL App, although I may not practice my sign language as often as I used to this could help me with students that have a hearing disability. Showing me how to sign and what to say if needed at that moment of being needed. I wish to practice more on my ASL once I enter special education more and with the help of this app I believe I can continue to work on this.

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For the last question via benefits of No Tech, I think there are plenty of options we can use other than Advanced technology, of course we will always need the basic tools or low tech devices. In English as an example, there is no better tool than actual reading and writing with a pen and notebook. I am always encouraging students to practice their hand writing and writing their thoughts as soon as they come into mind. Write things out, sporadic, sloppily and come back to it later. In class journals and exit tickets to keep the students engaged and ready when entering and leaving the classroom. When students have the ability to write what's on their mind on paper it reduces the use of phones and computers, less constraints on their vision and in some ways may even help their memory by reducing the screen time. I may enjoy the use of computers and chrome books, but stepping away certainly has its benefits. The core practices of English is to promote creativity through reading and writing.

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The podcast brings up many important questions in regards to using social media as a tool. I like that they bring up how it can be used in a good and bad way, what makes the importance of using this said technology is how we connect with one another. After the pandemic it was clear that technology was the main bridge to get our lessons across to our students. However even after the pandemic it has left us with the option of using these said platforms. Educators can use apps such as clubhouse, Facebook, and Twitter to supplement our teachings. Social media brings up the importance of connection and keeping students and educators together, however it must be used carefully because it may mix the use of personal and educational use. This is why I prefer to stray away from the use of Facebook and instagram, but other apps such as clubhouse and twitter have more of an educational/public domain. As educators we must also know when to use these sparingly in order to prevent the overuse of screen time.

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This approach helps executive functioning by providing clear organization and structure. The weekly social schedule and task management system break down activities and deadlines into manageable parts, making it easier to track and complete tasks on time. Reminders and visual cues aid in staying focused and reducing procrastination, while setting specific goals helps maintain motivation and ensures timely preparation. This structured system supports better planning, prioritization, and time management, which are essential for effective executive functioning.

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Built-in apps on smartphones can be highly effective in supporting executive functioning, particularly through task management and organization. For example, the Reminder app helps enhance executive functioning by allowing users to create and organize to-do lists, set priorities, and break tasks into smaller, manageable steps. This functionality ensures that responsibilities are tracked and nothing is overlooked, which is essential for maintaining organization and focus. Additionally, users can set alerts for specific tasks, deadlines, and appointments, serving as prompts to stay on track and avoid procrastination. The visual reminders and notifications provided by the app reinforce memory and ensure timely task completion. Many Reminder apps also integrate with calendars, offering a cohesive view of both tasks and events, which aids in effective time management and prevents scheduling conflicts. By leveraging these features, the Reminder app supports better organization, time management, and focus, all crucial elements of strong executive functioning

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The "Kids Just Want to Have Fun" webinar emphasizes the importance of selecting toys that are easy to handle and stabilize, tailoring them to students' interests to support their engagement and learning. Adapting materials in this way makes learning more accessible and enjoyable for all students, including those with physical or sensory challenges. By choosing toys that are ergonomically designed and stable, students can interact with them more comfortably and independently, reducing frustration and increasing their focus on the activity. Incorporating students' interests into the selection process further sparks creativity and motivation, as students are more likely to engage deeply with materials that resonate with their personal preferences and passions. This approach not only fosters a more inclusive learning environment but also enhances students' overall enthusiasm and creativity, allowing them to explore and express their ideas in ways that are meaningful to them.

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After listening to a podcast on professional development, you can enhance your Professional Learning Network (PLN) by applying several key strategies. Engage actively by contributing regularly to discussions and sharing insights, which helps build stronger connections. Ensure your PLN includes diverse perspectives to enrich your learning experience. Set clear goals for your PLN, such as gaining specific knowledge or expanding your network, and use these goals to guide your participation. Regularly share and reflect on your experiences to provide value and stimulate discussions. Seek feedback to improve your contributions and adapt your approach. Collaborate on projects to deepen learning and strengthen relationships. Finally, leverage technology and tools to facilitate communication and organize activities. These strategies will help you develop a more effective and dynamic PLN.

4o mini

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Implementing a personalized assistive technology (AT) transition plan is a valuable practice for educators. This approach involves developing a tailored plan to ensure students smoothly transition their use of AT tools as they move between educational settings, such as from high school to college. The process begins with assessing the student’s current AT use and future needs based on their academic and career goals. Clear, specific goals are then set to guide how the student will use AT tools to support their learning and independence. Involving the student in this planning process ensures that the solutions are relevant to their personal interests and needs. Collaboration with teachers, parents, and other professionals helps create a comprehensive plan that includes necessary training and support. Developing a transition timeline helps manage the implementation and adjustment of AT tools, ensuring a smooth transition. Regularly reviewing the student’s progress and making necessary adjustments based on feedback ensures that the AT tools remain effective. By adopting this practice, educators can better support students in utilizing assistive technologies effectively, ultimately enhancing their independence and academic success in new educational settings.

4o mini

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I had some trouble downloading some of the apps listed, but I found an app called “Lil Planner Schedules for Kids” and thought it was great for organization. In the planner, children can look at their checklist for the day. Parents can help them create their check list for a specific day or every day of the week. As they complete their tasks, they can hit the check mark and a slash will go through the completed task. At the end of the day, parents can reset the schedule so that it is ready for the next day. This is a great way to help children who struggle with executive functioning or to help children learn how to follow a routine. I nanny for a family with children who struggle to follow routines, so I will definitely be suggesting this app for them to use!

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The biggest thing I took away from this class is the word consideration. When using AT in the classroom I don't just take consideration of the student but the students around him/her as well. If AT is needed specially for one student, I'd like to think the strategies apply to other students as well. However, I must never forget that all students learn differently, therefore the importance of communication and keeping the study team, parents and guidance counselors up to date about how to address students and AT will always be at the top of my list. The priority in student learning is how we consider the and their environment and how it can all fall into one for their progression.

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When watching Kids just want to have fun, I always think about engaging students in a multi sensory level. It is easy to have students sit down and either write or type out essays. Sometimes getting up and having debates, reenactments, or even games help students enjoy and craft their creativity when doing assignments, classwork and projects. It is always important that students of any age have this "play" type of practice and exercise.

No tech teaching reminded me of some of the issues of certain schools not having access to technology or AT. When this occurs how do we help students with their education? How do we keep them engaged? As mentioned before, lower tier technology and good work ethic can always show students your interest in their higher learning. You give students the will and drive they will start to progress on their own. Books may never always be exciting when introducing them to the students. We must find ways to help them find relation to the text and their lives.

Having a plan, always having a plan with the parents, study team and work staff is always important when keeping students engaged and ready to go.

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Keep students engaged with relatable work and topics. Although this may not always be the case, it helps to incorporate real life elements or current events to keep students engaged. When working with middle-high schoolers the biggest question I am always asked is: "When am I going to use this in my everyday life?"

Interactive Learning is always important, although this class we discuss the use of advanced technology it is sometimes best to have students step away from the computers and screen. Sticking to much more simpler or lower level tech.

Encouraging students with positive feedback and an enthusiastic attitude. I could imagine down the line that most of my students will be older and somewhat lethargic or unenthusiastic. As simple as this may sound, putting my best foot down can go a long way for myself and the students.

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Districts should always discuss a plan of implementation and its effectiveness when using QIAT. How does this fit with the standard and curriculum of the school? Going through the whole legality process and how to manage this effectively for the school and the student all comes down to how the implementation and process is in effect. When devices and services are required we have to think about the consideration as well on the effectiveness towards the student and their goals. Going over the quantitative research needed to ensure that the student receives the right AT when advancing in their schooling.

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After watching the video on QIAT Transition, I want to make sure my students are part of the AT discussion during IEP meetings. Students will feel empowered and confident when they are able to self-advocate for themselves. A student and their family should be aware of the AT usage and how a transition could alter the students use of AT in a different environment. Students should have the ability to voice their opinions, make choices and decisions about their AT use and how adjustments might need to be made about their AT. All stakeholders need to collaborate and come up with strategies and AT that will support the student best.

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I think instructional designers and teachers need to remember that there is more than one way to accomplish a goal. In other words, be flexible about the type of work you accept from students since each student has a preferred way of expressing their skills and knowledge. This all ties into UDL principles because varied options should be universally available, instead of just offered as an 'exception' to a student with special needs. A perfect example is how in this class we are able to submit work in whatever medium we feel comfortable (paper, recording, slideshow, etc.).

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Having a growth mindset is super powerful regardless of what it is you are trying to do. A growth mindset means that you believe you can improve and grow as you continue learning and putting forth more effort. This is an excellent mindset for both students and teachers to have because it allows them to believe that their success depends on their willingness to learn and work hard, and is not predetermined. The transition to online learning during the pandemic was very difficult, but teachers and students that had a growth mindset were able to approach the challenge with more positivity and hope.

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I explored some of the accessibility features on my iphone. One awesome feature is speech to text. This makes it super easy to type text just by speaking into your phone. Not only does this feature make it easier for people to text, but it could easy be implemented into the classroom as an option for students to use. Perhaps this could help students that struggle with typing or have a difficult time focusing when typing/writing. Additionally, a simple but super helpful feature on my iphone is adjusting the text size. This can be so helpful for students with vision issues. It can take some strain off their eyes and make it easier to access material. Adjusting text size should ideally be a universal opportunity for students so that they can access the text in the way they feel most comfortable.