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

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

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

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Share your insights about this video. How does this topic relate to the focus on our class?

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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

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One of the things I do for my students is that I will have frequent check-ins on long-term assignments. This helps students receive feedback in smaller doses and allows them to want to keep working on the assignment by reworking what they have and adding to it. Another thing I do is emphasize real-world applications to the topics we are discussing. For example, many of my students find Environmental science boring because they "do not care about the environment" or "do not feel like it applies to them". Therefore, I developed a human impact project that allows them to choose an area where humans are impacting the environment that may interest them (such as water pollution if the student is interested in fishing or poaching if the student is interested in animals). Lastly, after each marking period, I like to survey my students and see what they liked about the marking period, what they did not like, and what they would like more of in the next marking period. I look for feedback on assignments and the way the class is run and incorporate some of their suggestions into the following marking period. I think this fits into the principle of engagement because it allows students to feel like they have a say and allows them to become more interested in the class.

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Multiple means of representation are used often in my classes. For example, I have a lot of ELL students who are either new to the language or have been in the program for a few years. When I assign videos for them to watch, I always ensure that closed captions are available in their language so that they can follow along. Having closed captions also helps students who have auditory processing issues. Another thing I do in my classes is highlight the important information (especially in lab report procedures) to guide them more directly and clearly show the pattern to follow in the lab. Lastly, I have recently started to use vocabulary word mapping. Being that science introduces a lot of new words that students are not familiar with, I use this sort of graphic organizer to help students define the word, draw the word (when relating to a concept), find synonyms to the word, and use it in a sentence.

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Multiple means of action and expression are used daily in my classes. For example, when we do a lab activity, students are typically asked to construct a conclusion on what they did in the lab. I give students the option to do the conclusion in any way they would like, such as recording a video, writing a paragraph, drawing their ideas, or typing their paragraphs. Another example is used primarily with my ELL students but could be for anyone in the class. Being that the language barrier does exist, I will always show what the lab procedure is by reading it but also physically doing it at the front of the classroom to allow students to visualize what is expected of them in the lab. Lastly, when students are assigned a project, they are given multiple options for completing that project. For example, my class just completed a volcano research project. The students had the choice to conduct their research by either typing it, speaking it, or recording a video and they used multiple resources at their disposal. The result of the project could have been either a Google Slides presentation, a poster board, constructing an exploding volcano, or a comic strip.

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I think this video is very intriguing in that it provides a new way to look at things. Such as the idea of the airplane seat that he used in the video begins to make you think about the "average" and how that one size does not fit all. One of the ideas he touches upon is how technology can be used in the classroom to meet everyone's needs. This relates to our class being that technology is absolutely a great tool to use to meet diverse needs. However, it is important to realize that not all technology is good for everyone. For example, as we talked about in class, glasses are not useful to everyone but are very useful to some people, the same thing with an AAC device or a wheelchair. Therefore, in the classroom, it is important for the teacher to not just generalize certain pieces of technology and be intentional about how they are using it to better suit all of the learners in the classroom.

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I decided to explore the accessibility features on my iPhone because I truly have never really looked into it. One of the things I found was that you could change the size of the font of the writing and even bold the font. One of the more obvious ones (which I did not even consider until this) is face ID. There is also an option to turn on closed captioning or subtitles when possible, potentially for people who have auditory processing disorders. Another feature is assistive touch which seems like it allows you to use an adaptive accessory if you struggle touching the screen on the phone. Another feature is the talk-to-text which I knew about but find it to be super helpful to those who need it, such as those who struggle to spell or touch the screen. Lastly, there is a voice-over feature that will speak items on the screen for you, potentially if you cannot see them or struggle to read. I found all of these accessibility features in settings on my iPhone and there were so many more that I did not even mention. However, I truly find it to be amazing that we have technology literally at our fingertips that can do all of this at any given time.

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This video really hits home for me because, this year especially, I have been struggling since September to effectively teach group lessons in my classroom. As most of you know, I teach in an ABA setting. I have 5 students this year 1 2nd grader who attends inclusion for specials and is reading at a level E, and of my 4 3rd graders, I have one who can't receptively identify letters, one who is reading at a level B, one who is very bright in math, but struggles with reading, and one who attends inclusion and is reading at a level O. I started the year teaching to the average and it was terrible for everyone. The higher students were bored and the lower students were frustrated. Then I played with many ideas to engage everyone and still teach the material on various levels. I ended up having two groups, and teaching two different levels of the materials. My best example was community helpers. My lower group was working on expressively and receptively identifying community helpers and my higher groups was working on comparing and contrasting community helpers and identifying why they use the tools they do. It's a logistical nightmare but right now, it works. I am slowly seeing the skills of the lower group advance and as often as I can, I combine the two.

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Engagement by the UDL definition is something that is more difficult for most of my class. They aren't able to really do self-assessments or reflections in the "typical" sense. What I do in my class is a basic thumbs up or thumbs down for a reflection. I take that feedback and use it to plan the next lesson. What my class does wonderfully is choices! We thrive on forced choices! For my higher, more motivated students, choices are less forced and we allow them to choose what work they want to complete in what order (we don't have set reading or math times) and they know as long as everything gets done, I don't care what order it's done in. For my lower, less motivated, students we provide more forced choices, with a higher ratio of work to earn time for less motivating tasks. We are also a big token economy classroom. All but one of my students use a 10 point card, when they get 10 points they can earn for 3-5 minutes. So if an activity is harder or less motivating, we give those points quicker to keep them motivated to finish. The last thing I do, that is wildly unpopular with some of my co-workers, is allowing the students to choose their reading materials. I have one student who loves dragons and dinosaurs so I pulled a variety of books on his level that were appropriate for guided reading lessons. He was so excited when he realized he could choose the book!

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Due to the make up of my classroom and our program, multiple means of representation is something that we excel in. Every skill that our students learn has to be generalized before it can be mastered. Take math facts for example, we break it down like this... Step 1: J will answer 1+ ____ (0-12) within 5 seconds. Step 2: J will answer 2+ ____ (0-12) within 5 seconds. Step 3: J will random all 1 and 2 facts (0-12). This process then proceeds until all the math facts are learned and the final step before it moves into maintenance status is random all known facts 1-12 + ____ (0-12) generalized staff, settings and materials. We do this because we have found so many of our students are able to answer math facts in their cubby on flash cards with Ms. Smith, but have no idea what the answer is if Ms. C asks them, or if it's written on the smartboard or horizontally as opposed to vertically. Then we take it one step further and generalize the skill to a group setting, and if applicable to the community setting. We want to make sure our kids really understand the material and not just memorize it.

One of my favorite websites is n2y.com for group and current events. They have a new issue every week, and every article is differentiated a thousand different ways to Sunday. They have two levels of the same article, one has PECs under every word, both levels will read to you, and it comes with a wide variety of differentiated activities to do that relate to the article.

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Our program has built in requirements to ensure progress monitoring. Most of our students utilize DTT or discrete trial teaching. An over simplified explanation of DTT is a student practices a very specific skill that helps them move closer to their IEP goal. That skill is practiced a set number of times a day, typically 10 times. They either get it correct, needed a prompt, or got it incorrect. At the end of the day we take the data and divide the amount of correct responses over the total number of times (10). We put that score on a graph, when the student meets criteria (usually 3 days at 80% or above), that skill is mastered and we move onto the next skill. If the student is on the same skill for 5 days with no movement, we need to modify it. We also do progress reports 4 times a year where we go in and rate each goal and objective based on the data we have as either mastered, progressing, partial progress, introduced, or not introduced.

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I chose to explore my Samsung S23+ (can't wait to get something different, I am NOT happy with Samsung, but that's a long, unrelated story). I have used my phone as an assistive device at work several times when we had a very aggressive 14 year old yelling at us in Korean. Google Translate came through and saved the day. The first thing that I noticed about the accessibility features were they took some time to get to. That's not so much a problem for me, but for someone with a disability it would be quite difficult to navigate to. Beyond that, the menu is broken down into vision enhancements, hearing enhancements, interaction and dexterity and some other potentially less important areas. I never realized how many features Samsung has! You can change the size of the text, the contrast, the color of the screen to adapt for color blindness, you can remove animations, add magnification, increase the cursor thickness, and increase the screen zoom. There are about 10 other vision enhancements alone that can be done. You can also change the shortcuts that the volume and side buttons activate and enable flash notification where the screen, camera or both will flash when you get a notification. From the accessibility menu you can also enable the voice assistant (Bixby). Settings like these can allow those with any type of disability (physical, or mental) to be a bit more independent and not rely on others as much.

On the other side of that coin... TL;DR: Apple is not sensitive to those with cognitive disabilities and the only way around that is to lie about your brother's age to put parental controls on his account so he doesn't spend all your money on coins for Pirates of the Caribbean: Tides of War.

As most of you know, my brother has autism. He has an iPhone that he uses for everything under the sun, including games. We set him up with his own account because he was downloading things like crazy and clogging everything up which was fine. Apple requires you to have a credit card to download anything from the iTunes store, even if you use a gift card. I know this because we give him an iTunes gift card (his choice) as allowance every week. He can't use it unless either my mom or myself put in our credit card information (he can't have one because of SSI). My mom and I sat down and brainstormed things we could do to remedy this situation. We got him the green light card and it was working great until he overspent by whatever the amount was. It locked up his account and chaos ensued. See on Google Play if you don't have enough money on your primary form of payment, it tells you payment denied, which I feel is the responsible thing to do. Apple does no such thing. Apple says "sure! We'll give that to you even though you don't have enough money, but we won't let you cancel it." Not a huge problem for someone who understands the concept of numbers and value and money. Big problem for us. We called Apple and explained that he has autism and asked if there was a way we could put parental controls on his account... they were less than kind. His account quickly went from his chronological age of 31 to his cognitive age of 10.

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One strategy I use to engage my 5th grade students in their learning is to provide choices when they are doing independent work. This is especially helpful for Math. To access the math curriculum material, I often allow students to choose a few stations to help them practice a skill, since they all learn in different ways. Some students prefer worksheets, some prefer a game, some like to work with a partner, and some require audio, video, or teacher-led reteaching that helps them grab on to the lesson. This choice element can go beyond a simple lesson - I often have extra math projects and research opportunities that students can choose to work on as an independent project based on their interest. I find that providing choices whenever I'm able to helps students feel in control of their learning and engaged in it because they are able to access it in a way that benefits them.

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My students really benefit from multiple means of representation, since I have a variety of different types of learners in my class. One example that comes to mind is providing multiple means of comprehension in my book club reading unit. I have some students with dyslexia who have trouble keeping up with how quickly other book club members read and comprehend a text. So, I provide audio books for them to listen to so they can keep pace and comprehend on a deeper level. Without this access, they would likely fall behind, not feel confident about reading, and not be able to engage in meaningful comprehension conversations with their peers. Another tool I might give some students is a list of comprehension prompts to guide their discussions with others. For other students, I may provide them with a list of vocabulary words in the book with pictures, especially if the book has an historical context that they might not be familiar with. The vocabulary words with pictures are also great for ELL students. My goal for these book clubs is to get students to comprehend at a deeper level and activate their curiosity to dig into literary concepts with their peers. If providing them with assistive tools helps them get closer to that goal, I'm going to do it.

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Multiple Means of Action or Expression is my favorite way to provide options for my students. For social studies, for example, I always let students choose how they present information they learned in a specific unit. One of our units is Indigenous Peoples, so I allow students to pick an indigenous group to study, gather research information, and present it in either a flipgrid video, audio recording, poster, Google Slide show, or even a shoe-box diorama. I also tell students to be creative and to ask me if they can think of another way to present their information that I hadn't thought of. One year, I had some students who wanted to write a song to teach the class all the characteristics they learned about the indigenous group they studied. It was awesome and showed me how well they knew their research, just as much if not more than those who presented in a more traditional way.

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This isn't the first time I've seen this video but I feel like I have more takeaways everytime I watch it. I think the video relates to our class because if we know that all students have a jagged profile and that none fit what is considered "average," we can take assistive technology seriously as a means to allow all students access to achieve learning goals. I love being able to accommodate student needs as best I can by giving them tools to help them succeed. From a low-tech piece of assistive technology like a pencil grip to help students write on paper, to a high-tech voice-to-text program to help students write on a computer, I am grateful for anything that can give students confidence in themselves and the ability to do something that they may not have known they could.

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I have seen this video many times, and it provides such a powerful message. The idea about what is considered "average" does not mean that it will meet everyone's needs. With assistive technology, certain things might need to be used to help students succeed, but those things may also help all other students as well. Thinking about the idea of the ramp that we looked at in class last week-the ramp was necessary for the student in the wheel chair, but could also be used by all of the other students as well.

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I explored the accessibility features on my iPhone. Prior to this, I had only ever played with the size of the text on an iPhone for my parents. I did not realize how many different things could be done within the scope of the phone itself. The different categories include: vision, physical and motor, hearing, speech, and general. Seeing the different categories broken down make it much easier to navigate and would help me if I needed to use some of these features in the classroom. Within the vision category, I first clicked on voice over, and there were so many subcategories. Seeing everything that was available just under braille was incredible. My students are so attached to their phones, but I doubt many of them are even aware of some of the features that their phones offer that could assist them. I think having some kind of training, for students and teachers, could be extremely beneficial, so that these features can be used appropriately and effectively.

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Being an elective teacher, one might think that there is very high engagement within my classes. However, the reality is that many students are placed into the classes without any interest in art. I try and incorporate choice as much as I can within my project parameters, which can help lead to student engagement. For all projects in my Art 1 classes and Ceramics & Sculpture classes, students all compete self evaluations where they can reflect on different aspects of the project. I also use their responses to help guide further instruction, even for following years. These reflection sheets come at the end of a project, which can sometimes take a few weeks to complete. As students are working independently, I conduct informal critiques with students and to give feedback and answer any questions they might have as they are working.

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When thinking about multiple means of representation within my classes, the first thing that comes to mind is how I present materials for all different learner styles. Teaching visual arts, I always do hands on demonstrations showing the students the physical step by step of each project. Along with the demonstrations, students hear my verbal instructions and are given written instructions that have visuals. Students are able to revisit the written instructions with the step by step visuals at any point as needed. Additionally, I have pre-recorded videos that students can access if they need to rewatch any demonstrations. The visual demonstrations and step by step instructions with pictures are great for my ELL students.

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When students are filling our their self evaluation sheets in Art 1 or Ceramics & Sculpture, they have the option to hand write, type, or record their responses to submit. Within the major projects that we work on, almost everything is hands on and needs to be done using specific methods, like one of the 5 hand building ceramic methods. With the limitations on the methods that students must use, they have options on the forms, creative additions, glaze application, etc.

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Multiple Means of Engagement is another UDL principle which allows students to be involved in the learning activities by: providing choices, connection to real world examples to create interest, use of technology to vary teaching concepts (i.e., simulations, edpuzzles, pear deck, etc.),positive feedback and praise, and so much more.

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I have seen this video before in some of my earlier Special Education classes. I enjoyed hearing his personal story and then the real life 4th grade digital science tool and how it would allow for "Billy" to access the Science curriculum, even though he had some reading challenges. I loved how the teacher reported to Todd that she was somewhat intimidated by the digital application, but was there because of 1 kid who she felt was gifted in Science. She explained how that student was having trouble excelling in Science due to his reading struggles. Later, Billy would reach his potential in Science after finding the digital tool allowed him support for his reading. Furthermore, I loved how Todd shared that he was a high school drop out, but now has reached his true academic potential and is Harvard professor. This video was an excellent example of how teachers should teach to an individual student's strengths and weaknesses. Education should not be taught to the average student only.

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The comment above was created by Jacqueline Sheehy

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The comment above was created by Jacqueline Sheehy

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My exploration of my iphone and Macbook (IOS) revealed some of the technologies I use everyday such as: Zoom, Magnifier, Dictation, Hover Text, Text to Speech, Speech to Text, Enlarged Fonts, Flashlight. What was new to me was the following: VoiceOver, Switch Control, Speak Screen, Sticky and Slow Keys. It is amazing how people who may not have use of the hands or fingers and so many other disabilites, can still have access to every day devices through the use of technology.

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Multiple Means of Representation is a part of UDL and is an educational principle aimed at making education accessible to all students. I use this everyday. I provide multiple examples, use technology, Adjust reading levels, graphic organizers, varying the methods for teaching concepts, peer learning, scaffolding and teaching to multi sensory learners. It is part of my role as a special education teacher. I feel that some of my teaching is instinctual and part of my everyday teaching. However, my students are supported and are able to access the Science content.

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Multiple Means of Representation is a part of UDL and is an educational principle aimed at making education accessible to all students. I use this everyday. I provide multiple examples, use technology, Adjust reading levels, graphic organizers, varying the methods for teaching concepts, peer learning, scaffolding and teaching to multi sensory learners. It is part of my role as a special education teacher. I feel that some of my teaching is instinctual and part of my everyday teaching. However, my students are supported and are able to access the Science content.

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Multiple Means of Action & Expression is another UDL principle that focuses on allowing students various options of demonstrating their knowledge to show their understanding. We use differentiation on our assessments and allows students varying methods for demonstrating their understanding. We use, voice, written work, technology for students to provide responses. We break down larger assignments into smaller chunks, we design groupings that are targeted for success for every student and provide opportunities for movement in the classroom.

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I decided to explore the accessibility features on my iPhone. Specifically, I noticed there was a Spoken Content feature. The feature works similarly to programs my students use on their chromebooks that can read the text on the screen to them. For the phone, you can select a text message, and a speak button will appear to read the content of the message to you. To have all the text on your screen read aloud, you can swipe down with two fingers from the top of the screen to hear it read to you. There are various options for voices, languages, reading speeds, and even pronunciations. I truly had no idea this existed! This would be a great tool for students with reading disabilities, such as dyslexia, or for any auditory learners. It would also be a great tool for ELL students, especially because of the language, speed, and pronunciation options.

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

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

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

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

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

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

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

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

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SETT Framework includes student, education, task & tool. Encourage collaboration between team, student, teacher, caregiver. If you assess a student an assistive technology device or support is designated, the student must know how to use it. In order for the device to assist in the child's education, they need to use it ofter to establish independence.

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The pandemic had an impact on Assistive Technology

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acqueline Sheehy

SETT Framework includes student, education, task & tool. Encourage collaboration between team, student, teacher, caregiver. If you assess a student an assistive technology device or support is designated, the student must know how to use it. In order for the device to assist in the child's education, they need to use it ofter to establish independence.

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Three takeways from SETT video's is:

1) The Assistive Technology has to be in the student's IEP, because he/she will need it specified when travelling around the school and working with others.

2) Data collection needs to take place to ensure that the student is benefiting from the AT being used.

3) Another question is: Is the AT being used lowering the barrier for the student? Must keep collaboration open.

4) Must know a student's goals before assessing if AT is needed to achieve or work towards the goals.

5) Which tasks will the student need the tools?

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The pandemic took learning into student's homes and if AT was in a student's IEP, the AT would have to be accessible from the home. In addition, no one at home could guide the student in utilizing the AT for their needs.

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Low tech tools, least complex, that will lower the barrier to education, should be your first choice. We want to lower barriers, changes must ensure that barriers are being lowered, rather than high tech devices which may be more than the student needs which will raise the barriers.

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The SETT framework assists in developing an AT plan by taking into consideration the individual that is being discussed. As we have learned, AT tools are not universal and do not all help every individual. It is important to identify and describe what a student needs to reach expectations and make progress. It is also important to consider where the tasks the student will need to accomplish are done to see achievement. The SETT framework also takes into consideration the current abilities that the student has and what tools would best fit that student to be able to achieve their goals. Additionally, the SETT framework also allows for multiple device integration opportunities in the various environments that the students will experience and need to use them in. Lastly, collecting data is super important in developing an AT plan because all individuals involved in the process must identify who the student is and what are the areas of concern, how do they currently function in their environment, what tasks will tools be needed and what features of those tools are needed by the student.

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One of the biggest impacts that the pandemic had on students is the idea that the consideration of environment was amplified. When considering the SETT framework, environment plays a huge role and I believe that educators and everyone involved in the students life realized the importance of developing plans and identifying tools that can be used in multiple environments to see the success of the student. Another area of impact was the flexibility required by educators to be able to teach their students through a screen without being able to control their environment, etc. Therefore, the SETT framework is so important when considering environment because within a matter of a few weeks the entire world of education turned to a virtual platform and students were forced to work with their AT at home (which they may or may not have been prepared for).

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One of the things the video stressed was the consideration of lower-tech/least complex tools first that can lower the barrier to achievement. When certain barriers are lowered for students by using more complex technology, other barriers can be raised in its place. Another strategy that can be used is to consider the present needs of the student and not 10 years down the road because what may be helpful in 10 years may not be helpful now and vice-versa. This is especially true with younger students who are still developing (they could require vastly different AT devices at a younger age as opposed to when they get older). Lastly, a consideration that the video made was to talk with the OT to see what possibilities exist. OTs may have options that are low maintenance and do not require charging etc that could be useful to the student.

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3 Takeaways:

1. IEP members need to be knowledgeable about AT devices or have someone present in the meeting that is. This can help the discussion of what may be considered for or needed by the student.

2. Something that is used in the classroom by every student but is required by a specific student needs to be put in that student's IEP as an AT device.

3. Having a conversation about AT devices and not the services is ineffective. Services are needed to benefit students in effectively using and implementing AT (especially in different environments).

Lastly, using the QIAT indicators can lead to supporting a more effective consideration of AT. AT needs to be considered for ALL students not just those who are considered to have severe disabilities. Additionally, it helps in expressing the need to explore a range of AT devices that could potentially benefit the student and not just a few. QIAT indicators also allows for the AT consideration to be based on the student's IEP goals and objectives.

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Share your reflections about the 2 webinars you explored [ADD NAME TO POST!]

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Share your reflections about the 2 webinars you explored [ADD NAME TO POST!]

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The SETT framework helps to develop an AT plan because it addresses what an individual student actually needs. I liked how SETT was described as the who, where, what for, and what. Because there are many available options for AT, it's important to consider who the student is, the type of environment where they need help, what tasks they need help with, and which tools could be appropriate in order to help them accomplish their goals. This consideration helps teachers develop an understanding of what could actually help students rather than offering the newest form of AT or what has worked for other students in the past. SETT also helps with data collection because you can collect data on which devices are working for the specific student's environment and the tasks they need help with. This data can help determine how effective an AT tool is for an individual student.

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The first webinar I watched was "Smells like teen spirit: using gaming, drones, and social media to increase engagement and skill in teens with complex actions needs". The first few things discussed were eye gaze and head pointing. To be completely honest, I had no idea what either of these were. But as they discussed and showed short youtube how-to videos, I realized that I have seen these in use, but did not know the specific names for them or all of the functionality. Among other things, their discussion on voice assistants like Siri and Alexa was very interesting. I have an Alexa speaker and use Siri on my phone, but I never really thought of them as AT. As they explained some of the most basic functions of them and how they connect to AT and aiding individuals in communications and even setting up schedules, the dots started to connect for me. I also have a smart light bulb, and I have set up schedules on it so that it turns on at a specific time in the morning, and will also turn off or on with specific voice commands. I would have loved to hear more about how voice assistants can be used as AT.

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In the SETT framework, the environment the student is in is heavily considered when deciding how to accommodate and modify student needs. The pandemic made this factor extremely relevant because students were no longer in environments that teachers had control over and were in a bunch of separate home environments. This caused a heavier consideration regarding how to help students succeed using tools that we could offer in an online format for students in various environments that were different from a classroom. Students may have used certain AT while at school, but the tools they used may not have worked for them once they were in a different environment at home. Some pieces of AT were not helpful anymore for certain students and teachers needed to find other ways to support student needs while they were at home.

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Because the goal for AT tools is to help students accomplish tasks in the environment they are in, it is not always necessary to utilize the highest tech and most complicated materials to help students reach their goals. The video emphasizes using "whatever is needed" to accomplish the task, so it is best to look for the lowest and least complex forms of tech needed for a student to accomplish something. If a low form of tech helps the student do what they need to do, it is an extremely useful tool and it is not necessary to get something with higher-tech that accomplishes the same goal. One way the video mentions to help find the right low-tech options for students is to talk to an OT, since they have a variety of ideas to help students with low-tech devices and tools.

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The second webinar I watched was "Indestructibles: making some tough AT". I was so excited to hear Professor Marotta as the moderator and host of this one! I was also very confused as to why the presenter kept changing his headwear throughout the session. The idea of being able to build low tech AT is so interesting to me, which is why I chose this session. I liked that he had materials that would be recycled or thrown out, and then also other materials that would be cheap to buy at home depot. The fact that he showed multiple versions/options (with all supplies needed) for different AT (like tablet stands or iPad handles using different materials) was great, and his images of the durability tests he did were a great visual as well. I would love to work with the technology teacher and have his students design and build some AT that the students in my self contained Art class could benefit from.

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The SETT framework assists with the development of an AT plan because it takes into consideration the individual and their needs.  It is important to consider what tasks the AT will be used for, as well as the needs of the student and the environment they will be in.  Data collection is important to track what could need to be adjusted with the AT plan.

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The pandemic impacted AT in many ways.  The environment is such a big part of SETT, and due to the closure of schools with no notice at all, students were at home as opposed to their specific classrooms, where their teachers would have control over the environment.  Without the teachers there to help with the students’ success, those at home needed to find other ways to help.  That being said, I think it is important to take multiple environments into consideration when developing an AT plan.

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It is important to look for low tech tools first, which can help the student achieve the tasks needed.  A high tech tool is not always needed to accomplish this.  One does not need to use high tech if low tech will achieve the same outcomes.  Working with the OT can be helpful because they might have options that are low tech.

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1. AT needs to be listed in the students IEP.  This means that all members of the student’s IEP team need to have an understanding of AT AND how it will benefit the student.  If the members do not have that knowledge, someone else should be present in the meeting to be able to give this information.

2. The services need to be considered, not only the AT device itself.

3. Data collection will show if the technology is being used effectively to help the student meet their goals, so it is important to track meaningful data.  An AT assessment is not required if the IEP team has all information needed to make the informed decision.

The QIAT indicators could support more effective consideration of AT needs.  AT should be considered for all students.  The collaboration throughout the decision making process, while also looking at the data that was collected, would also be an important part.

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SETT framework takes into various aspects that are vital for determining the best AT for a student. SETT stands for student, environment, task and tools. The seemingly obvious elements of finding AT to help a student complete a task is probably what most people think of in determining AT. However, several other variables need to be looked at, such as the student's ability, the classroom environment and what tools are needed. The SETT framework forces educators to think about the whole picture rather than just the one task that the student might need support in. For example, if a student is struggling with a math concept such a regrouping, they might use manipulatives or cubes to assist in the lesson. That is only going to work if the student has the fine motor abilities to manipulate the cubes. SETT allows us to take a broad look and determine the best AT for the student.

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Personally, the pandemic made it very difficult if not impossible to run discreet trials effectively. It was a rough time and a lot of lines were cross that there is no coming back from.

Professionally, the pandemic made it very difficult to effectively teach students with autism who needed additional supports such as prompting. There were various aspects of student IEPs that could not be implemented such as community goals, behavior supports, and to some extent, assistive technology. Most students had access to their communication devices and basic materials that parents were able to gather. Some students however, required needs beyond what their parents could provide in terms of behavior. Our program ensures that everyone has the proper Safety Care training to de-escalate and mitigate challenging behaviors. We also knew the reactions our students would have to being asked to complete a school task. We tried to minimize activities that might instigate a behavior because the parents had no training on how to stay safe. We also struggled with more vocational tasks such as sorting. Very few people have 50 identical sets of 3 items to sort.

Upon return from virtual instruction, educators had to adapt teaching techniques even further to adapt to the classroom as a whole. Due to the diverse needs of our school, administration allowed students to remain virtual for quite a while after we returned. It was a logistical and technological nightmare. However, we now had access to a huge library of digital teaching materials and we discovered that some students learned better with digital materials. After all the wrinkles were ironed out, it allowed educators more flexibility to differentiate instruction.

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High tech is not always the best tech for students. Students may benefit more from basic AT for various reasons such as their development. A student who is struggling to read may not need a specialized program to read for them. They could just need a different font to isolate the letters.

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1. AT must be in the IEP. If it is written and signed off on, legally, it must be implemented. If it's not written it doesn't have to happen and the student will not be able to succeed.

2. The only way to determine is if the AT is working is to take data. In my setting, we don't do anything without data. It helps show trends of successful implementation and may even help identify factors that are causing the AT to be ineffective. For example, if the AT is consistently less effective at a specific time of day, it is worth taking a look at what the student is experiencing during that time. It could be something as simple as the AT is not needed during that period (think AAC during gym class vs reading), or it could be something more complex like the student is unable to use it effectively at that time due to environmental factors such as access to a charger, or untrained staff.

3. The AT is only as good as the person using/teaching it. Quick anecdotal story that perfectly shows this. A CST from a school outside our district but within Bergen County approached our program and asked if we would accept a student with higher behavior rates and that utilizes an AAC device. That's our wheelhouse so we set up the intake and ended up accepting the student. The CST gave the student TouchChat installed on an iPad to help the student communicate but nobody taught him how to use it. We spent the first 2 months simply teaching him how to use the program and we saw a natural reduction in behaviors because he was able to tell us what he wanted. It just so happened that I was working with him during that time. I am not familiar with TouchChat but through working with him, I was able to identify issues with the program settings and with the speech therapist, research how to change the settings to be more effective for the student. We also took a look at the student on a whole. Was it really necessary for him to hit the "I" button and then the "want" button and then the "iPad" button? For this student no, so we eliminated all the extra button presses that were causing frustration and made the iPad button say "I was iPad". Behaviors reduced even more.

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The first webinar I watched was "Smells Like Teen Spirit: Using gaming and social media to increase access". One of the initial discussions that caught my attention was about head pointing. I never realized that devices like GlassOuse was created. Watching the demonstration of how it is used on the iPhone was truly very interesting. The way that the individual using the device can make a phone call and even have prompts that can be read by head pointing to them is so awesome. Additionally, I have always seen Joysticks used in video games but never really thought about their imapct for individuals in wheelchairs. Lastly, the video showing the two step switch was something I have never seen before. The way that the device is programmed to have the white switch be the "mover" and the orange switch to be the "clicker" is incredible! Overall, I never realized how many devices existed that are considered AT. Seeing the different functions for devices and how they can be useful to so many people is something I never thought about prior to this class.

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The second webinar that I watched was, "50 New Ways to Adapt the IPAD for Students with Disabilities". This webinar showed me the various ways to adapt an Ipad, such as, mounting it to a tabletop, mounting it to a wheelchair, mounting it to an individuals body, and how to adapt a stylus to use the Ipad. The reason this webinar was so interesting to me was because I never would have thought about the ways to adapt an Ipad, especially with low cost materials (like the stylus adaptations). The more intersting ones to me were the ones that were attached to the body, such as, the woman's hat and how when she moves her head the stylus will move with her. The one where there was a device that mounted the Ipad to the body and allowed the individual to lay down when using their Ipad seems to me like it would solve a lot of issues for many people. The one where the attachment was on the helmet of the lady reminded me of a Go-Pro and how those can capture moments anywhere you go (I previously never thought of this as AT). This webinar was very interesting because I never realized the low tech options for AT that can truly have a huge impact for many individuals.

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1. The first webinar I watched was about reading with the Bookshare and Dolphin EasyReader. I was surprised by how many options for readers Bookshare has. As a teacher, you can assign reading to students and it seems like there are so many levels and variety of texts to choose from. What's really great about Bookshare is that it has multiple formats, including chromebook and computer options, iPad and iPhone options like the Dolphin EasyReader app, and android options. There are also various options for voice readers, which is helpful for students who find it easier to listen to text. Overall, I think this resource is awesome for helping students find options that work for them for reading as opposed to printed text or ebook options that are not as user-friendly.

2. The second webinar I watched was about Tiered Vocabulary for all students. This was a really interesting presentation because it has to do with a topic that I feel strongly about. For ELL students, students with AAC needs, or any student who struggles with language acquisition, Tiered vocabulary approaches seem extremely helpful for them. The video highlighted that students with AAC needs come into school with less than 2 years with an AAC system and typically know only about 100 words, mostly for basic needs. This causes their social language to not be very extensive compared to other students who don't have these needs. Finding ways to teach into the three tiers of vocabulary so students get exposure not to just basic words but to vocabulary and domain specific words so that their social and academic language expands. This helps a variety of things for students - their social skills, knowledge in multiple subjects, and student skills.

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Create a free account and view one of the modules. Share your takeaways [ADD YOUR NAME TO POST]

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Create a free account and view one of the modules. Share your takeaways [ADD YOUR NAME TO POST]

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The module I explored was Sensory Differences.

First off, I had absolutely no idea that there were EIGHT senses! I don’t know when this changed from the typical 5 I learned about in school (touch, sight, hearing, smell, and taste), but boy was I surprised when I started reading.  The three inside senses were the three I was unaware even existed: body movement (vestibular), body position (proprioception), and interoception (how the body feels).

All of this was new information to me: Vestibular deals with balance, posture, and muscle tone.  Proprioception deals with our position in space and general body awareness.  It is critical for development of motor skills and motor planning.  Interoception Awareness is the ability to notice body signals and connect body signals to the emotion.  Interoceptive awareness plays the starring role in this ability to notice and connect the internal signals of the body and allow you to know exactly how you feel.

The module gave many examples for all eight senses about behaviors one might exhibit if an individual is over- or under-responsive to sensory input. Upon reading this, it made me immediately think about specific students that I have. For instance, today in my Art Modified class, we were working with plaster and I had two students who did not like the feel of the plaster on their hands and would dip their hands in the water bowl to clean them after applying each strip of gauze.

I found it very interesting that there are countless first person reports directly from people with ASD, sharing that sensory differences are the most problematic symptom of the diagnosis.  In the art room, we use a wide range of materials with different textures, smells, and levels of “messiness”.  I plan to contact our school’s OT, as they have specialized skills and knowledge in assessing and supporting sensory needs.  Prior to this module, I did not think about coordinating with the OT in regards to sensory issues.

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I chose to explore customized employment for individuals with disabilities. Customized employment is necessary for individuals who have disabilities (such as Autism) because it can be very difficult to find meaningful employment that matches their skills and interests. Traditional vocational practices are ineffective for people with complex disabilities and support needs to be customized for the individual. There are many stages that and employment specialist provides to the individual who has a disability. Some of the steps provided are called Discover process where they gain a realistic and more comprehensive understanding of that person. They look at their interests, skill sets, family life, community. Then they assess "Personal Genius" of that individual. Next they try to establish vocational themes that are tied to their interests. They complete informational interviews and the job specialist goes on the interview. The job specialist acts as a representative for that individual and narrows down the employment position. Finally, the job specialist assists with the individual and future employer the development of an employment opportunity.

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Week 2: Multiple Means of Engagement

Customized Employment

I chose to explore customized employment for individuals with disabilities. Customized employment is necessary for individuals who have disabilities (such as Autism) because it can be very difficult to find meaningful employment that matches their skills and interests. Traditional vocational practices are ineffective for people with complex disabilities and support needs to be customized for the individual. There are many stages that and employment specialist provides to the individual who has a disability. Some of the steps provided are called Discover process where they gain a realistic and more comprehensive understanding of that person. They look at their interests, skill sets, family life, community. Then they assess "Personal Genius" of that individual. Next they try to establish vocational themes that are tied to their interests. They complete informational interviews and the job specialist goes on the interview. The job specialist acts as a representative for that individual and narrows down the employment position. Finally, the job specialist assists with the individual and future employer the development of an employment opportunity.

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Jacqueline Sheehy - Customized Employment

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Jacqueline Sheehy - Customized Employment

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Customized Employment

I chose to explore customized employment for individuals with disabilities. Customized employment is necessary for individuals who have disabilities (such as Autism) because it can be very difficult to find meaningful employment that matches their skills and interests. Traditional vocational practices are ineffective for people with complex disabilities and support needs to be customized for the individual. There are many stages that and employment specialist provides to the individual who has a disability. Some of the steps provided are called Discover process where they gain a realistic and more comprehensive understanding of that person. They look at their interests, skill sets, family life, community. Then they assess "Personal Genius" of that individual. Next they try to establish vocational themes that are tied to their interests. They complete informational interviews and the job specialist goes on the interview. The job specialist acts as a representative for that individual and narrows down the employment position. Finally, the job specialist assists with the individual and future employer the development of an employment opportunity.

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The module that I decided to explore was "Emotional Vulnerability". This module taught me a lot of statistics that I never could have guessed. First of all, I couldn't believe the statistic that 35% of individuals diagnosed with autism have planned or attempted suicide and that 66% of newly diagnosed Asperger adults contemplated suicide. Another statistic that I learned was that individuals with autism typically have 4-5 other conditions (such as, ADHD or anxiety). Additionally, by the age of 10, individuals with autism have a higher rate of depression compared to the general population. I also learned some new terminology associated with autism. For example, the flat affect is displayed by individuals with autism which is a reduction in emotional expressiveness. Another new term was anhedonia which is a symptom of depression where the individual fails to find pleasure in activities that they used to once enjoy. Lastly, the term camouflaging is when individuals cover up certain characteristics of autism in some social settings.

Overall, I never realized the various additional diagnoses that come along with autism and the higher rates of sucide and depression that they may experience. Although I have not worked with students with autism for very long, I have not seen signs of depression or even occasional sadness from these students so it was truly eye opening to realize that you may never know how some students truly feel. This definitely made me more aware of certain situations relating to students with autism.

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I chose to explore BIPs. Before I dive in, I am suggesting to my supervisor that we use this website to train new employees cause it literally covers everything we do. Any who, I have been implementing various levels of BIPs for just over eight years. They ranged from token losses to supines and just about everything in between (including nose picking and purposeful urination. I was always fascinated by how our BCBAs came up with the interventions. It was not until very recently that I discovered the wonderful world of FBAs. But until tonight, I had a hard time understanding what should be included in the FBA and how the BCBAs came to their conclusions. It was very helpful to have everything laid out for me in that format.

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I explored a module called Social Narratives because I have sometimes struggled in the past with helping students with ASD with positive social interactions. The module went over constructing social narratives to help specific behaviors, social scripts, cartooning/comic strip conversations, power cards, social autopsies, and examples of social narratives for personal, school, and community situations. I have heard of constructing social narratives for students with ASD but all of these concepts and strategies were very new to me. I especially found cartooning to be a fascinating concept, since students are able to draw out a situation and teachers are able to help students navigate the student's perspective in order to assist them in going about a specific social interaction. The video examples of an actual student doing this were helpful in seeing how this could be used in the classroom in a real situation. I also really liked the idea of the power cards, which include visuals of things the child likes to help them understand how to behave in a specific scenario. I thought this was a cool way to include interests of the child so that they would be more likely to imitate the expected behavior. Finally, I really enjoyed learning about social autopsies because I found it to be a very positive way of addressing misbehavior and negative social interactions. The way these social autopsies address the mistake, who the mistake affected, and how to correct it help children to see how their behavior affects others but in a way that is more like coaching rather than reprimanding. Overall, I loved learning about this and am very interested in these strategies. I'd love to observe them in practice in a real classroom.

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Being a special education teacher Multiple means of intelligence is an essential part of our work. I assist and engage my ABA class in learning by giving them choices during independent work. This means letting them pick from different activities like worksheets, games, working with a partner, or using audio and video resources based on how they learn best. I also offer extra work or give my students the opportunity to complete unfinished work. This approach allows my  students to feel more in control of their learning and keeps them engaged. I use a variety of teaching methods every day, including providing multiple examples, using technology, implementing technology learning in IEPs, Social emotional learning, and teaching to different learning styles. As a special education teacher, it's important for me to ensure all students can access the curriculum, and this approach helps achieve that goal.

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One way I implement Multiple Means of Representation is by providing multiple examples during lessons. Recognizing that students grasp concepts differently, I present information in various formats, such as visual aids, real-life scenarios, and hands-on activities. This approach caters to different learning styles and helps reinforce understanding across the spectrum of abilities in my classroom.the principle of Multiple Means of Representation is not just a theory but a essential part of my role as a special education teacher. By providing multiple examples, utlizing technology, and catering to multi-sensory learners, I ensure that all students have the opportunity to access and engage with the curriculum. Through these efforts, I aim to empower every learner in my classroom to reach their full potential.

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Miultiple Means of Expression is important for all classes. My Classroom strategies and tools align with the Principle of Action & Engagement by creating an inclusive and supportive learning environment where all students can thrive. By leveraging technology, implementing token boards, and providing individual schedules, I aim to foster a sense of autonomy, motivation, and active participation among my students, ultimately enhancing their overall learning experiences and academic outcomes.

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This video presents a thought-provoking perspective, particularly through the example of the airplane seat, which challenges the notion of one-size-fits-all. It cleary displayed the fact that the word average has its limitations. The speaker highlights the potential of technology in catering to diverse needs in the classroom, which resonates with our discussions on the subject. teachers must approach technology use with intentionality, considering how it can best serve the varied learning needs of their students. While technology can be a valuable tool, it's crucial to recognize that not all technologies are suitable for everyone. Just like glasses, AAC devices, or wheelchairs, certain tools may not benefit every student.

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In this video provides a thought-provoking perspective, particularly through the example of the airplane seat, which challenges the notion of one-size-fits-all. This video clearly shows that that statement doesn't stand true. The speaker highlights the potential of technology in catering to diverse needs in the classroom, which resonates with our discussions on the subject. While technology can be a valuable tool, it's crucial to recognize that not all technologies are suitable for everyone. Not all students can be provided with the same work. As a ABA Teacher, everyday I differentiate for equity for all students. Therefore, teachers must approach technology use with intentionality, considering how it can best serve the varied learning needs of their students.

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For this assignment, I explored the built-in accessibility features of my smartphone, which is an iPhone. I explored features such as VoiceOver, Zoom, Magnifier, Display & Text Size adjustments, and Speech options. These features could support individuals with visual impairments by providing spoken feedback through VoiceOver, magnification through Zoom, and customized text sizes for better readability. Additionally, the Speech options could assist individuals with dyslexia or other reading difficulties by having text read aloud. Overall, these accessibility features enhance usability and inclusivity for individuals with disabilities on the iPhone platform.

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The SETT Framework, which stands for Student, Environment, Tasks, and Tools, serves as a comprehensive guide for the development and implementation of assistive technology (AT) plans. By considering each component of the framework, educators can effectively assess students' needs, identify appropriate AT solutions, and implement them in a way that maximizes their effectiveness. The SETT Framework serves as a valuable tool for guiding the development, implementation, and evaluation of AT plans, ultimately enhancing the learning experiences and outcomes of students with disabilities.

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Oh boy....I learned a lot about tools for vision and hearing impaired individuals. New items that I was new for me was:

Minoculars.

Lighted magnifiers  (Low Tech)

3X - 5X magnifiers Dome Magnifiers.
For Adults:

Electronic Magnification at Home

Microsoft Accessibility Features

Immersive Reader (New Technology).

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Whether or not the device is being utilized and allows the student with a disability access to the curriculum alongside their classmates. Availability and access to the technology. Does the district have the budget for the device. As the student gets older, will the device still be able to be used without isolating the student from the rest of the class? Does the Assistive Device grow with the child. Is it portable? Is it discreet? Will the student use it?

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Bluetooth Keyboard

Tablet Stands that erognomically positions the reading tablet.

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Devices that amplifies the sounds.

Hearing aids have different programs for listening to music, lecture, televisions, etc.

Interesting fact about dementia and depression is common with individuals with hearing loss. I learned hearing aids are the first choice, if that doesn't work, then a cochlear is considered as a surgical option. Another surgical option is called BAHA, which bypasses the part of the ear that is not working and pinpoints what is working. Amazing.

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One exmaple of technology for students with vision/hearing loss that was new to me was the electronic magnification. I did not realize that there were so many options for this. As the recording discussed, there are portable and non-portable options. They discussed that one of the more popular ones was the Acrobat, which is one that is not portable. However, they discussed how the students preference may change depending on the grade that they are in, since they are in one classroom in elementary school but in middle school they tend to move around class to class. The Acrobat is more common in elementary schools because it is a big screen and there are not many buttons on it to distract the student. In their transition to middle school, the more portable option is the Jupiter and Cloverbook. The Cloverbook has an external screen that you can attach it on top to use it for either distance or near and has a camera that can swivel all the way around without having to move the entire device.

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Some important considerations when adding types of AT to IEPs that I considered stemmed from the accessibility of the device. For example, can the district afford the device and is the device something that can be transitioned into using at home as well (in daily activities as well as homework). Another consideration is the training of the AT device. Is the student being trained to use it as well as those around the student (such as aides, teachers, parents, case managers, etc.) because the device is useless if no one knows how to implement it into the child's life. Will there be training on updates of the device as well as time goes on. Another thing I thought of based on the videos and the types of devices being presented is the idea of portability. As I discussed in my other post, the Acrobat device is super helpful to students with vision loss but it is not something that can be readily transported from place to place which students may need. I am also wondering if the students opinion is taken into account too? Such as, would they prefer one device from another based on how it looks so that they do not stand out as much?

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I found the last webinar (Technology in the Classroom: Empowering Students with Low Vision) to be the most beneficial of the three. Some really great things were discussed. Not only were apps that the students could use talked about, but so were apps for the teacher to incorporate different things through screen sharing. It seems like many of these apps would be beneficial to students, even students without low vision. For instance, GoodNotes would be a great tool for any student to use, which could help with organization. Students with low vision would be able to enlarge as needed.

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It is important to consider whether or not the district has the budget needed for the specific devices. They would also need to consider if the device would be able to transition home as well, or if it would be designated to school use only.

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Implementation is critical for tech success

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Implementation is critical for tech success

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Share some ways to ensure all team members are responsible for aspects of successful implementation.

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Evaluation of effectiveness should be a dynamic process...

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Evaluation of effectiveness should be a dynamic process...

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What are some dynamic, creative ways a team can approach evaluation of effectiveness as an ongoing process?

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There were so many amazing tools that I learned about through this research. I really enjoyed learning about the low-tech devices for those with vision loss. The low-tech magnifiers, for example, were so simple yet such important tools that improve the daily lives of those with vision loss. The LV tablet stand was also such a simple piece of tech that really helps people to see their tablets up close by just adjusting the height of the stand. Even though I learned about so many pieces of tech in these presentations, it was very cool to see the small things that take a very small adjustment to drastically improve someone's daily life.

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The most important thing to consider when adding these AT devices to student IEPs is first and foremost including the student in the selection process. It doesn't matter how great the features of one type of AT is if the student doesn't like it, doesn't want to use it, or doesn't find it effective for their personal needs. Some other considerations mentioned are that the AT device should be easy to use, accessible, portable or customizable, durable, have options for voices and display. Student communication skills and their specific needs regarding their type of hearing or vision loss should additionally be factors when deciding which AT device could help them.

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As a serious sports fan I have seen the evolution from statistics like "average" become less and less used. Today's modern sports and analytics look at the entire package of their athletes -- not just how they measure up against the mean or average. They look at the physical, mental, and more. Athletes are looked at for the complete package because in the past some great players were undevalued. After all, they didn't run, jump, or lift weights well above the average. A prime example is Tom Brady who was drafted 199th the year he entered the league and is regarded as one of the greatest players ever. At his level, he was mediocre, but the combination of all of his talents plus what he possessed that was hard to measure helped make him great. And I believe the same to be true for our students. They are a lot more than what we are able to measure easily.

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Implementation of AT involves planning, organizing and maintaining the devices. It discussed planning for the necessary training for teachers, students and parents. It also discussed maintenance, upgrades & repairs of AT devices.

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This section discussed sentence construction for students who have disabilities. It discussed how teachers use scaffolding, visual cues, questions & comments, pictures, gestural and visual prompts, binary choices and sentence prompts to assist with writing. Online tools were mentioned that will allow students to finish sentences and keep building on the development of more complex language.

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I try to mix it up the best that I can for the 7th and 8th graders. We lecture and they work independently. I am trying to work one-on-one with them when they are working independently. We deliver the material in graphic organizers and then Kahoot! before major assessments. We work as a group too and add projects that usually have computer/graphic/ video components. So we are trying to engage them in many different ways.

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Again, I try to mix it up. We have a textbook that the students can take home, but we have a copy for them at their desks each day and the PDF version of the materials online. All assignments are offered in print and online for the most part. I wish that it was all online, but the students are not required to have computers/Chromebooks so I have to have paper ready. I use EdPuzzle quite a lot because it is good and aligns closely with our curriculum which makes it very useful and delivers material in a different format (vidoe with the assessment) We also, have them create graphic organziers that include pictures as much as possible.

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Generally, we are using tests so most of the expression is written at this level. However, we integrate more visual elements in assignments and have used Canva to create infographics and posters as often as we can. When working on geography, I try to get some hands-on coloring when possible on blank maps. I also encourage them to present their work when we work on projects since many of them don't like presenting -- I make it extra credit which give s them motivation, but hopefully, I will make more presentations going forward...

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Like many of you, I took a good look at my iPhone. I was able to sit in on Apple's presentations last year at Dr. Good's conference at Ramapo and know that there is so much more availability and assessability that I can get out of this. It's super impressive. Sometimes, I think that we take for granted the most obvious stuff like voice-to-text, enlarging fonts, and Siri. It's funny, as my eyesight has deteriorated, I was able to increase the font for my texts and email. I was stunned the amount of people who randomly approached me -- people my age going through the same thing -- who wanted to know how I did it. It was pretty funny. But the use of speech, magnification, and the ability to change buttons to access features that people use easily is amazing.

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The SETT framework is designed to develop a plan to determine what students with assistive technology (AT) requirements will need to succeed in the classroom. By first looking at tier needs, preferences, abilities, strengths, and weakness educators can identify tools that will help. Looking at environments like the classroom and other physical spaces around the school predictions can be made about how this will help or hurt students, Breaking tasks that need to be accomplished into smaller units, and identifying how AT can be utilized. Data collection is important for tracking or seeing how these implementations are doing or performing. After adding a tool, how are we doing?

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Some ways to ensure that all team members are responsible for aspects of successful implementation are to provide learning opportunities for all those who are involved in order to make sure that everyone is aware of how to use the AT device. Another way is to make sure that the implementation plan is on a written document so that it can be referred to when needed by everyone involved. Lastly, there is a planning tool that can be used to review timelines and when/what data should be recorded.

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Some ways that a team can approach the evaluation of effectiveness is by simply interviewing the students, family, and staff members that are involved with the student. Another way is recording the student doing the necessary task with and without the AT device to be able to see if it is truly working or not. Lastly, you can review the finished products of the students when they use the AT to see if they are meeting their goals.