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My key takeaway from this video is that competent AT use in a school environment does not always guarantee success in a new environment. Therefore, it is important to do some planning in order to ensure as much continuity as possible. It seems very important to follow the three types of transition activities, including device-specific activities, activities with the IEP team, and activities with the student and family. The combination of each activity makes a smooth transition possible. As we have been learning all throughout the semester, there is not just one answer to ensuring successful AT use. It takes a team of people, training, and research/data to successfully implement.

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I am an Alexa owner but I now know that I use my Alexa very minimally since I just learned about so many things that she is capable of doing. Some things that I learned from the “Effectively Implementing Alexa for Environmental Controls in the Home” course are:

1. You can use Alexa devices as an intercom system within one home from device to device or you can even communicate between Alexa devices that are in different homes but on the same Amazon account.

2. Alexa can connect to your cell phone or Skype and you can make phone calls or video chat through the Alexa device.

3. “Tap to Alexa” and a setting that people who may be non-verbal can use to wake-up and use their Alexa device.

4. “Routines” in Alexa allows you to perform one or several commands while minimizing the command itself to one word of phrase.

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We use our Alexa devices daily at home. We have an Echo Show in the dining room, an Echo Dot in the kitchen, and an Echo Dot in our older son's room. We also have the Alexa App on your cell phones and have our TV and Ring Doorbell connected to it. I had learned all of these features just by messing around with the settings and using Google to see what features existed. I use many of these with my Alexa but out of pure laziness, not need. When I don't feel like finding the TV remote, I'll ask Alexa to turn on and off the TV. Rather than going to my son's room to get him for dinner, I do a drop-in call and let him know that dinner is ready. We use Alexa as a morning alarm for my older son to wake up to and have a routine set to tell him the weather and start playing music afterwards. We have touch shortcuts set up on the Echo Show as well. My older son uses Alexa to set a reading timer for homework (he needs to read 15 minutes a day) and we set timers for cooking or used to for when the kids needed a time-out. My youngest son (with autism) uses Alexa to listen to "Super Simple Songs" on YouTube and Amazon Music. While we haven't purchased the special lightbulbs that can connect to Alexa or the thermostat, our in-laws have them and they are incredibly useful, too.

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I feel the most important aspect of the accommodation process is communication. At every step in the process, communication is necessary. The employee needs to communicate their needs and what does and does not work well for them. The employer needs to communicate the available options, impacts to the work environment, etc. The process is a collaborative effort that requires conversations to implement and maintain effectiveness.

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My key takeaway from this video is the importance of parental involvement to provide consistency for students from their sending and receiving environments, especially for students who cannot self-advocate. It is important for parents to see what the new environment their child will transition into will look like and communicate what needs to be addressed in terms of AT. I have found that this is so true in all aspects of special education, not just the use of assistive technology. If both the home and the school are on the same page, the students has the necessary consistency to get the most out of whatever program they are a part of. Communication and early planning is key to a successful transition.

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Prior to watching this webinar, I knew little to nothing about Alexa. I have never used it or seen someone use it in person. I have only seen Alexa  in commercials or in videos. After watching the webinar, I have learned several innovative ways to use Alexa that I did not know before hand. I think the voice commend in itself is amazing. Being able to just ask a question and get an answer with no manually need at all is unbelievable. From an AT perspective, someone who has difficulty with fine motor skills or a visual impairment who may not be able to use certain parts of technology like typing on cellphones, this will allow for a large audience to access information or complete tasks. One feature that I noticed stood out to a few others that also interest me was routines. This allow for grouping of a bunch of different actions together to allow for Alexa to do multiple things at once. By creating a routine, the user can complete multiple tasks completed a once everyday without having to continuously make a requests.

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I don’t have an Alexa, so I found this webinar very interesting. One new idea that I learned about Alexa was its “routine” feature. With a simple voice command, Alexa can then control a sequence of events that you set beforehand. For example, you can say a short command such as “Alexa goodnight” and then adjust your Alexa to home control different features such as turning off the lights and setting an alarm. Rather than telling Alexa to do both of those things, you can say one simple term and Alexa has your routine set and ready to go. This is helpful for an individual who may have difficulty speaking.

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One of the most important aspects of the accommodation process is gathering initial information. It is essential to gather information about the individual, the disability, the task, and the equipment needed in order to ensure the individual is receiving what they need for long term success. It is also necessary to keep an open communication about this information, because things may change over time. Communication can allow for collaborative discussion about solutions and better accommodations as time progresses.

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When adding assistive technology to IEPs, it is most important to take into consideration the individual’s specific needs. You must look at the student's strengths and weaknesses and how easy/flexible the AT will be for them to use. You must also look at their comfortability while using the AT and how effective it is for them over time. It is important to view if the AT is really providing benefits to the student that they weren’t experiencing before. Teachers and parents must also be trained in using the AT as well to ensure that all are on the same page. Having the correct training in AT will allow teachers and parents to help provide the best support to the learner and limit the possibility of confusion and challenges for the student while using the AT independently.

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A piece of technology for a visually impaired individual that I found very effective was Immersive Reader. Immersive Reader is an online extension that is easy to access and used to help individuals read anything online. Immersive Reader has many great features such as options for text preference, reading preference, other visual preferences and read alouds. Individuals can change the font, size, spacing, and color of the website’s text. There are also options to translate the text, get picture dictionaries for highlighted words, and move text in order to get rid of any distractions (such as ads) on the website. For read alouds, individuals also have the option to change the voice and speed of their reader. Immersive Reader is a great, flexible resource.

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Read this free ebook by Jessica Guccione. Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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When adding hearing or vision assistive technology to IEPs it is extremely important to consider individual needs. As mentioned in the video about hearing aid technology, it stated that physical buttons on hearing aids are much easier, especially for kids. Therefore, when considering the best assistive technology, this needs to be taken into account. Setting measurable goals that align with their educational and functional needs also helps any teacher working with this student. Finally, providing training opportunities for the student and all staff is crucial. If the student and teacher are not familiar with the tool, it can essentially be useless.

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One of my key takeaways was the importance of self-advocacy and self-determination. I thought it was great how they broke this concept into sub-concepts including choice-making skills, self-management, and goal-setting. As a student transitions through the different grade levels into adulthood, it is crucial that they develop these self-determination skills. The presenter connect how these skills are tied to AT and the importance of implementing these tools and introducing these skills at the earliest age possible. As the video mentioned, this will allow the students to adapt to changing environments and remain successful.

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An important aspect of the accommodation process is that “one size does not fit all”.  There could be several individuals with the same disability but everyone has their own needs and everyone is different.  Keeping this in mind when choosing a technology for an individual you have to make sure that they like it.  If they don’t like an AT tool they aren’t going to use it.

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Something that I took away from the QIAT transition video was that AT tools may not transition over to a new environment as easily as we think.  It is important for students to learn how to be an advocate for themselves when it comes to their AT tools.   Students need to know how to use their AT, when they need to use their AI tools, and how it will work best for them. In addition to the AT user being familiar with the tools that they are using, the teachers also need to be trained on how to use the new technology that will be used in their classroom.

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One of the most exciting things I learned to do with Alexa after watching this (for personal reasons) is that you can connect your smartphone to Alexa! I don’t have Alexa and neither do my elderly parents, but now I plan on purchasing one for them. I didn’t realize it can be used for so many things. My 85 year-old father had a stroke a few years ago and lost most of his vision.  He can barely see the keys on his phone to dial out, even though I have the biggest font possible. I’m so excited to know that he can just shout the command to Alexa and she can make the calls for him!

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After watching Job Accommodation Bootcamp I believe the most important aspect of the accommodation process is communication. Making a modification by changing the work environment can often be a simple adjustment that not only helps the employee, but can help the business or company by improving productivity. By making the employee feel comfortable enough to communicate, managements will not have to make assumptions, but can collaboratively decide what needs to be changed or adjusted, and work together to come up with the ideal situation for both business and employee.

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One key takeaway is to make sure, if a student can, that they have a say and participate in what type of assistive technology that they feel will cater towards their specific needs. Self advocacy can give a student a sense of independence. Once identifying the need, it is imperative that students and staff both have training on using the device or tech, so they both understand, not only how to use it, but how to use it effectively, what will be needed to use it properly, such as having access to outlets, additional parts, etc. The point is to provide an opportunity for the student to use it independently to allow an experience of self development.

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One aspect that I feel is most important to the accommodation process is need for both individuality and consistency. As the video mentioned, one of the quality indicators for AT transition is an individualized timeline. Students need to be provided AT, goals and a timeline for check-ins that fits their needs each individually. However, with consistency, each person in the accommodation process has to be on the same page. This goes for the teachers being trained and implementing any AT. Also, using and monitoring the AT has to be consistent as to that will allow for proper assessment. Both these aspects are equally as important in this process.

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I do not have an Alexa or Home Control of any kind, so this is all new to me. What I found really important, especially for people who rely on their AT to live comfortably in their home, is to connect Alexa and other amazon devices through Zigbee. This ensures that with or without access to WIFI, someone can still have full access and control over their home. For someone who needs the Alexa to control their home from everything to turning on lights and locking doors, to turning on television or initiating a call or facetime or zoom with another person for help or aid. Zigbee based devices connect easily, and do not require WIFI to run. They also do not need to reconnect to a new WIFI connection if a new router is installed. Which makes change very easy to deal with.

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As a person who does own Alexa, I found this webinar very interesting because it discusses the types of tools Alexa comes with to help those with disabilities. Although I am familiar with the basic and key features of Alexa, I was unaware for the special features this device has to offer. One interesting feature that this assistive technology has to offer is "Alexa Routines." This tool allows the user to group together common actions that are in personal daily life. Alexa creates a shortcut to enable these actions using voice recognition or time of day. The webinar provides concrete examples for use of this feature. It states that it helps loved with autism, those with memory loss, or a person who is unable to touch the screen. Most importantly, this feature allows people to not only continue on with their everyday routines, but it keeps those safe. This feature on Alexa allows people to stay connected to their physical and emotional environment.

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The aspect that I felt was most important in the accommodation process includes cost and proper training. This aligns with my initial key aspect in the transition stage. As a way to find the most effective tool for students, it is important for those involved to consider the impact the AT device as on the student. Assistive technology incorporates both low cost and high cost tech. As a result, it is important to try all aspects of AT and various cost ranges to ensure student learning. In addition, the proper training of the AT device is an essential part for success. It is important for the student, person, and teacher knows how to use the device and access all its features. Without the proper training, this prohibits the device being used to its full capacity. As result, this will negatively effect the success of the student within the learning environment. I believe that cost and proper training are just as important n the accommodation process as they are in the transition process. These aspects should be considered throughout each stage of the AT implementation process.

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“Technology in the Classroom: Empowering Students with Low Vision”: As many people have mentioned, I actually have not had any experience with students with severe hearing or vision impairment. I was really interested in the Cloverbook. I loved the external screen that can attach on the top so the student can do distance and near simultaneously. I also thought the camera was very convenient because it swivels all the way around.

For “Hearing Loss Technology: Leveling the Playing Field” After watching the video, I realized that many people are unaware of what telecoils are. A Telecoil is a small coil of wire inside a hearing aid that is designed to pick up a magnetic signal. It seemed like the main advantage of this device was the ability to block out environmental noises when needed. It was interesting to learn that some people with hearing aids did not even know what t-coils were and how to properly use them. Therefore, knowing the benefits and how to work it, especially for students and teachers, is crucial.

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The aspect of the process I feel is the most important is gathering information on the situation. This connects to the takeaway I had with the transition process as well, since creating artifacts is one way to gather information about the person and the AT they use. For the accommodation process it is so important to understand the person and their disability, as well as what ATs they already use. It is also important to gather other information on the situation such as how the person’s disability was prior as well as where it may be heading. This way you can explore whether the AT currently being used will still be beneficial to the person, or if there may be a better AT that can grow and change with them. I think this is super important in choosing the correct accommodations for the people that will work as a more long term solution/accommodation.

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Based on this video, the key takeaway is to ensure that teachers and staff have proper training using AT equipment in the individualized plan. In addition, it is important to provide artifacts and samples for both students and teachers. These takeaways allow those involved establish how the device is used and to provide samples and examples for new team members. As a result, this creates a more effective and detailed plan for the student and teacher. It creates independence among the student and teacher. This encourages more motivation and success among the student's learning and the teacher's instructional practices.

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One of the key takeaways I had from this video was the creation of artifacts, such as work samples or even videos, that demonstrate student’s current use of the device. This allows everyone to establish the student’s independence on the device at the current time and how the student uses it. This helps create a baseline to decide if the student needs more training with the AT device, or if a new AT device is necessary to better aid the student.

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When adding Assistive Technology to IEPs, it is important to take into account several factors. It is necessary to consider the age of the student and how well the can utilize the technology on their own. For example, in video regarding hearing-loss technology, it was suggested that younger children would benefit from hearing-aides with physical buttons on them. In the video regarding vision-impairment technology, a device with fewer settings was suggested for elementary age students because it would be easier for them to use. The age-level and student's comfortability with navigating technology devices needs to be considered. Not that students wouldn't receive help and support with using the device, but they need to be able to figure it out themselves to work best and to avoid frustration. It is important to consider what supports and training are available to go hand and hand with the assistive technology. Most importantly, you want to make sure the student is comfortable with the technology so they will actually use it.

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Other than some basic technologies, such as glasses, pocket-magnifiers or hearing aides, I really was not familiar with any other technologies to help those with low vision or hearing needs. In the past with my high schoolers, the only accommodations I've had to implement were printing copies in a larger font or seating students at the front/center of the room.

I found the electronic magnification devices for low-vision (Acrobat, Cloverbook, Jupiter, and MATT Connect) to be really interesting. Acrobat is better for elementary students who stay in the same classroom for the majority of their day. This doesn't look like it travels well and if dropped too often would likely break. But have a great camera and fewer buttons which is better for younger students to use. Middle schoolers and high schoolers need something more portable such as the Cloverbook, Jupiter, and MATT Connect. These have cameras built in that can magnify and project to the screen. A newer device, the Cloverbook has an external screen that can be attached to do both close up and distance at the same time. There is a discrete small camera on the side and folds up to a small laptop size with a carrying handle that really doesn't even require a case. The MATT Connect is android based and has a detachable camera.

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Some things that I think need to be considered when adding AT to an IEP are:

1. If the technology is available?

2. Is the teacher, student and parent trained on the AT?

3. How often and when is the child using the AT?

4. Did it help the child do something they could not do before? Is it efficient?

5. Is the child comfortable using the AT?

6. Is it convenient for use in the child’s environment?

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To be completely honest I did not know about many of these technologies because in the 15 years that I have been in education I have not had a student with a visual or hearing impairment.  One piece of technology that I thought would be very useful and helpful for a visually impaired individual is Immersive Reader.  It is an “add on” that you can download to your computer toolbar and use it when you are reading information on a website. Some options that are available on Immersive Reader are:

1. It allows individuals to adjust the webpage by setting text preferences. The user can change the font size and color and also change the background color.

2. There is also an option to remove any ads and “clutter” that may be on the webpage.  This is beneficial because it allows more room for text and less distractions on the page.

3. Read aloud option.

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There are several important factors to consider when adding these types of AT to an IEP. One factor is both what specific AT the student needs to be successful, but also if the district has access to this technology. The district has to make sure that they have the means to teach the student how to properly use the AT. Also, if  this technology requires teachers' usage, the district needs to make sure the teachers receive proper training to use the technology. Also, there should be a plan in place to make sure that there are the necessary check-ins to make sure the AT is helping the student succeed and if anything needs to be altered. All these factors are necessary to make sure that the AT being provided meets the student’s needs.

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When adding assistive technology to any IEP plan it's important to take numerous things into consideration. For example, does your school or district have devices that are compatible with the AT that you plan on integrating into a student's IEP plan?  Does this AT have a one-time cost or is this a subscription? Is it user friendly? Will there be training provided for the student as well as the teacher using it? Most importantly we have to consider the students' ability and if they will truly benefit from  using it.  After taking the individual students strengths and weaknesses into consideration We can determine if that type of AT is geared towards their specific needs, and if that student is open to using it.

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One example of an app I learned about that's useful for students with vision loss is the JoinMe app.  It's very similar to Google me or Zoom, however the teacher can present on the Smart Board and anything presented will then appear on the student's screen whether it's a computer or an iPad, phone or tablet. The teacher and student both need to have the app downloaded on their device but this can be extremely useful to students that are visually impaired and can't see the board.The only downside I see to this is it seems a bit pricey and a subscription fee of $10 per month for the basic version, and $20 per month for the pro version.

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One of the most important considerations when adding AT into IEPs is to ensure that both the teachers and students have access to the device. When adding AT, it is important make that teachers' technology tools are able to download and are compatible with the various tools that might be used. It is important to tools to be consistent from classroom to classroom. This becomes especially important if the student moves to various classrooms throughout the day. In addition, it is important to ensure that the student is able to access it on their device and they feel comfortable navigating that device. Students with disabilities have the right to communicate their needs and receive proper training to help reach those needs. By ensuring access of technology to teachers and students, it emphasizes the importance of creating the most effective learning enivironment.

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Vision: One of the pieces of AT equipment for vision impairment that I was unaware of is bioptic glasses. Bioptic glasses helps assist those with various vision impairments and low vision. They are an attachment to glasses. Bioptic glasses aims to help those with more independent living and travel. By wearing these glasses, people are able to read road signs and see lights from a further distance. The video explained that this device helps child and students in the classroom. The video further emphasized that this device is not students' favorite AT device. This device is not favored by users because it forces them to look different compared to their peers and other students. It is important for those with disabilities to feel like they belong in their environment and do not stand out among others. In class, we discussed this idea by the importance of creating AT devices that make students feel comfortable and are less invasive in their everyday life. Before watching "Technology in the Classroom: Empowering Students with Low Vision" video, I was unaware bioptic glasses. It is important learning about the different types of AT devices even if they are not most effective and favored.

Hearing: One of the AT devices for hearing loss that I was unaware of is telecoils. In the "Hearing Loss Technology: Leveling the Playing Field" video, the two presenters explained this hearing device as it device that picks up and uses a magnetic signal. This device loops around the ear and does not create any background noise. As soon as I heard this description, I immediately thought that this device is a solenoid, which is a coil of wires that creates a magnetic field. Before this video, I was unaware of this device. It interested me on a personal level because this is a great example to explain to my students who may not have hearing loss of an AT that uses physics principles and ideas. By discussing and learning about various technology devices, including tele-coils, it encourages the creation of a conversation about assistive technologies for people with disabilities. This might aid in bridging the gap between those who might not be aware of the technologies that help people.

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Most importantly, you have to consider what technologies are already available and used in the classroom. It is important that the AT you are adding to an IEP is not only appropriate for the classroom environment, but is also compatible with what is already being used. Some of the tools discussed in the low vision course were for Apple products, but our district for example only used Chromebooks so those would not work for us. Some of them can be used by the students on their own personal devices at home, but would not be useful during school or in an IEP.

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One piece of tech for students with vision loss that I found really useful was the Microsoft Immersive Reader tool that can be added to the toolbar of a Microsoft web page. We have seen similar tools that can be used on Google Chrome, that enable compatible websites to be manipulated for text size, color and spacing, as well as the background. What I found interesting about the Immersive Reader was that it also has an option to put in a Line Isolator. This allows the reader to isolate a few lines on the page, they can choose how many, so that they can focus in on just those at a time. This will get rid of any clutter on the page as well, and they can change the color of the isolator as well to make it even easier to focus. I do not recall if this is an option on the other tools we have seen but I think it is definitely an important one.

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One piece of AT that I was unaware of before watching this video for students with hearing loss is BAHA. This stands for Bone Anchored Hearing Aid. The video described this technology being made up of three parts: Titanium fixture that is surgically implanted into the bone which will bond together, the abutment, and the external sound processor. Some reasons a person may require this technology includes single-sided deafness or chronic draining ears. The reason this device is different from a cochlear implant is that it goes past the part of the ear that is not working. It uses vibrations that go from the processor through the bone all the way to the working hearing nerve. Prior to this video, I had only heard about the cochlear implant. It is very interesting to become aware of the various options of hearing aids and the differing reasons for why a specific one is chosen to be used.

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kareem West

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Birth control is the act of preventing pregnancy. Methods include medications, procedures, devices, and behaviors.

Speech Bubble

barrier method contraceptives include male &female condoms, diaphragm & cervical cap

Thought Bubble

Condoms are also known as "barrier" methods of birth control ; they physically block or otherwise prevent sperm from entering the uterus and reaching the egg for fertilization. The diaphragm, cervical cap, and sponge are used along with spermicide (a chemical substance that destroys sperm) to prevent pregnancy.

Hormonal contraceptives contain estrogen and progesterone, or progesterone only . They prevent pregnancy by blocking the release of eggs from the ovaries, thinning the lining of the uterus, or thickening the mucus in the cervix to help keep sperm from reaching the egg.

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8th grade health notes | Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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Mixed Numbers
&
Improper Fractions

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What are Mixed Numbers?

How to go from Mixed Number to Improper Fractions?

1. Multiply the denominator and the whole number

2. Add the numerator to your product from Step 1

3. Your total from Step 3 is the *NEW* numerator

4. Your denominator is the same from the original mixed number

5. Now you have your IMPROPER FRACTION :)

Still confused? Let's watch a video -->

How to go from Mixed Number to Improper Fractions?

How to go from Improper Fraction to Mixed Number?

1. Your numerator becomes the dividend

2. Your denominator becomes the divisor

3. Divide. Ex: 16/3 = 16 divided by 3

4. Your quotient is the *WHOLE NUMBER*

5. The remainder is the *NUMERATOR*

6. The divisor is the *DENOMINATOR*

Still confused? Let's watch a video -->

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Read this free ebook by Megan Barhorst. Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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This is the link to the book I made during class last Monday.

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Something I'd like to share with my colleagues...

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Built in extension on Google Chrome for Screen Reading and Dictation (A11Y Project)

This allows for documents/articles/resources to be read aloud to students, parents or teachers!

This also allows for students, parents or teachers to easily write assignments, emails or lesson plans with the ease of being able to speak aloud and letting the tech do the work for them.

You've reached the end of the book
Read again
Made with Book Creator

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Read this free ebook by Maris Campanella. Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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Comic Panel 1

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Assistive vs Inclusive Tech

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Assistive Tech is a piece of technology (maybe a device, a program, an app, etc.) that meets a need for a specific person to be successful. This is tied into an IEP or 504 plan.

Technology that all students may find helpful.

Comic Panel 1

There may be some overlap!

While all students may benefit from various technology options, the main difference is that AT is required in an IEP or 504 to help that student be successful.

Ellipse;

Comic Panel 1

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Read this free ebook by Jaclyn Brennecke. Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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The Northeast Region Study Guide

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Rolling hills- a series of low hills

Valleys- a low area of land between hills or mountains, typically with a river or stream flowing through it.

Low mountains

The Appalachian Mountains

Mount Washington in New Hampshire

Lower part of the Northeast there is farmland

Coastal Plains

There are many lighthouses along the rocky coastline of the Northeast region.

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The Northeast Region of the United States

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Read this free ebook by Jessica Vangelas. Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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https://read.bookcreator.com/PsqOfJm4ZscWoKwaJZuNXffqav73/fw-OcmckRrqpi7QMalweFw

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Decimal Operations

How to Add Numbers with Decimals

How to Add Numbers with Decimals
Steps

1) Line up the decimal points vertically.
2) Fill in any 0's where necessary.
3) Add or subtract the numbers as if they were whole numbers.
4) Place the decimal point in the sum or difference so that it lines up vertically with the numbers being added or subtracted.

How to Subtract Numbers with Decimals

How to Divide Numbers with Decimals

How to Subtract Numbers with Decimals
Steps

1) Line up the decimal points vertically.
2) Fill in any 0's where necessary.
3) Add or subtract the numbers as if they were whole numbers.
4) Place the decimal point in the sum or difference so that it lines up vertically with the numbers being added or subtracted.

How to Multiply Numbers with Decimals

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Read this free ebook by Alyson Federici. Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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The Solar System

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Our Solar System is made out of....

One Star (The Sun)

Eight Planets

293 Moons

Around a million asteroids

Thousands of comets

Our sun is a yellow dwarf star.

It is around 4.5 billion years old.

It is located around 93 million miles from Earth.

It is the largest object in the solar system and located in the center of the solar system.

Mercury is the smallest planet and only slightly bigger than Earth's moon.

It is the closest planet to the sun.

Mercury is the fastest orbiting planet with 1 year on Mercury being equivalent to 88 Earth days.

Mercury is named after the Roman Messenger God.

The metal mercury is named after the planet!

Speech Bubble

Venus is the hottest planet in the solar system getting up to 867°F.

It is the second closest planet to the sun.

Venus spins in the opposite direction of most planets.

Venus is named after the Roman Goddess of love and beauty.

Venus also has the most volcanoes in our solar system.

Earth is covered in around 71 percent of water.

Earth is the only planet so far that has demonstrated life.

Earth is the only planet not name after a Roman or Greek God/Goddess. Instead it is named after the Germanic word "the ground".

Earth's atmosphere is made up 78% of nitrogen, 21% of oxygen and 1% of other gases.

Layers of Earth

Inner Core

Outer Core

Mantle

Crust

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This books describes our solar system. | Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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Sorry, I put the post below in the wrong spot.

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Students will use this book as a guideline to to create their own poetry books.

https://read.bookcreator.com/KCj47y8AOzf0MGRmBQjDx2MAsjZ2/3x2Ent0HQF2FOpx6VpGNKA

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Students will use this book as a guideline to create their own poetry books.

https://read.bookcreator.com/KCj47y8AOzf0MGRmBQjDx2MAsjZ2/3x2Ent0HQF2FOpx6VpGNKA

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https://read.bookcreator.com/woI9gaqdxUeHy9YEfayf3UwyRbS2/M-uwCUivQMuoqiHW0BaCkg

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What are you doing to need?

Grade Breakdown:

30% Tests & Quizzes

30% Labs & Projects

25% Classwork & Homework

15% Marking Period Exam

Rules/Policies:

Wear Student ID at all times

Late assignments will result in 5% deduction each day from assignment due date

Missing assignments will be marked as a 0 in Gradebook

Respect others!

Raise your hand, ask to leave the classroom, listen to fellow classmates and Ms. Parisi

Don't be afraid to ask questions!

Grade Breakdown:

30% Tests & Quizzes

30% Labs & Projects

25% Classwork & Homework

15% Marking Period Exam

Rules/Policies:

Wear Student ID at all times

Late assignments will result in 5% deduction each day from assignment due date

Missing assignments will be marked as a 0 in Gradebook

Respect others!

Raise your hand, ask to leave the classroom, listen to fellow classmates and Ms. Parisi

Don't be afraid to ask questions!

Let's Hear What Past Students Have to Say

Don't Be Shy; Participate in class discussions

Do your projects and study for tests; they're a big part of your grade

Pay attention and ask questions if you need extra clarification!

Be nice and respectful towards other! Ms. Parisi will do the same

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The Guide to success in Ms. Parisi's Physics Class

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Read this free ebook by Elizabeth Parisi. Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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In your Book Creator shelf view

Click the 3 dots on the book cover

Select Share

Publish online

You can choose Private since the link is just for us

Add a note below with your name and the link to your book!

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As mentioned in many posts, working as a team becomes the most important aspect of considering tools that can effectively meet a student’s needs. First, the team must determine what the individual student needs. Then together the team brainstorms ideas and researches resources. Todd Rose’s TED talk hits the nail on the head when he says that it doesn’t always have to be high tech solutions when considering the best solutions. Low tech tools can be highly effective and easily accessible, making them the most practical solution in assistive technology. A successful strategy to help teams consider low tech tools is for other educators to document low-tech tools that have been successful and share best practices with other educators. As we have mentioned in class, a PLN can be a very powerful tool for professional growth and development.

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Since the pandemic, the physical learning environment has drastically changed. At the time of COVID-19, students were no longer learning in a traditional classroom. Therefore, educators and administrators needed to rethink the concept of the effective learning environment. There was an increased reliance on technology, which also brought up the challenge of accessibility. Educators had to think about how to make learning materials, platforms, and communication tools accessible to students with disabilities. This highlighted the importance of considering the "S" in the SETT Framework and making sure that the learning environment is inclusive and accessible to all. The COVID-19 pandemic has caused educators to rethink and adapt the concept of an effective learning environment, taking into account the challenges and opportunities presented by remote and hybrid learning models. It has stressed the importance of flexibility, accessibility, and inclusivity in designing learning environments that meet the diverse needs of all students, whether they are learning in a traditional classroom or from a distance.

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Using Special Interests in the Classroom

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Using Special Interests in the Classroom

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Utilizing special interests in the classroom can be a powerful tool for engaging students and enhancing their learning experiences. Special interests are topics or activities that individuals are particularly passionate about or deeply interested in. Incorporating these interests into the curriculum can help students feel more connected to the material, increase their motivation to learn, and foster a positive learning environment. Something that I agreed on in the module was personalized learning. Personalized Learning and incorporating students' special interests allows for a more personalized learning experience. Teachers can tailor lessons, assignments, and projects to align with students' passions, making the material more relevant and meaningful to them. Something that stood out to me was project based learning. Project-Based Learning: Designing project-based learning activities around students' special interests encourages them to take ownership of their learning. Students can pursue in-depth investigations or creative projects related to their passions, fostering critical thinking, problem-solving skills, and creativity. Overall, integrating special interests into the classroom can enrich the learning experience for students, foster a supportive learning environment, and empower students to pursue their passions both inside and outside of school.

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Using Special Interests in the Classroom 

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Using Special Interests in the Classroom 

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Utilizing special interests in the classroom can be a powerful tool for engaging students and enhancing their learning experiences. Special interests are topics or activities that individuals are particularly passionate about or deeply interested in. Incorporating these interests into the curriculum can help students feel more connected to the material, increase their motivation to learn, and foster a positive learning environment. Something that I agreed on in the module was personalized learning. Personalized Learning and incorporating students' special interests allows for a more personalized learning experience. Teachers can tailor lessons, assignments, and projects to align with students' passions, making the material more relevant and meaningful to them. Something that stood out to me was project based learning. Project-Based Learning: Designing project-based learning activities around students' special interests encourages them to take ownership of their learning. Students can pursue in-depth investigations or creative projects related to their passions, fostering critical thinking, problem-solving skills, and creativity. Overall, integrating special interests into the classroom can enrich the learning experience for students, foster a supportive learning environment, and empower students to pursue their passions both inside and outside of school.

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Language and Communication

The module I chose was Language and Communication. My 4-year-old son with Autism Spectrum Disorder. His speech delay as a toddler led us to his eventual ASD diagnosis. It was nice to be able to put the appropriate name to the things we see with our son. For example, we have always referred to it as “parroting” or mimicking, but from the module, I learned the term is echolalia. I also found it interesting the distinctions they made between language and communication. “Language is a formal symbol system that has structural qualities, including morphology, semantics and syntax.” “Speech is one means used to express language.” Not all communication must be through language and speech. We can communicate in different ways. Those of us who do not struggle with communication often forget this. “Communication is an interactive exchange between two or more people to express needs, feelings, and ideas. It is a fundamental social skill.” I see my son communicating through more than just spoken words. He will take your hand and drag you to what he wants. He will request by pointing. He expresses love with hugs and kisses. He expresses happiness through smiles and giggles, especially when he is watching his favorite tv show or movie.

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Language and Communication

The module I chose was Language and Communication. My 4-year-old son with Autism Spectrum Disorder.  His speech delay as a toddler led us to his eventual ASD diagnosis.  It was nice to be able to put the appropriate name to the things we see with our son.  For example, we have always referred to it as “parroting” or mimicking, but from the module, I learned the term is echolalia.  I also found it interesting the distinctions they made between language and communication.  “Language is a formal symbol system that has structural qualities, including morphology, semantics and syntax.”  “Speech is one means used to express language.”  Not all communication must be through language and speech.  We can communicate in different ways.  Those of us who do not struggle with communication often forget this.  “Communication is an interactive exchange between two or more people to express needs, feelings, and ideas. It is a fundamental social skill.”  I see my son communicating through more than just spoken words.  He will take your hand and drag you to what he wants.  He will request by pointing.  He expresses love with hugs and kisses.  He expresses happiness through smiles and giggles, especially when he is watching his favorite tv show or movie.

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Language & Communication

I chose the Language and Communication module. My 4 year old son has ASD and struggles greatly with language. His delayed speech was what led us to his ASD diagnosis. It was nice to learn so much more about his world and be able to define things I am seeing with him. For example, what my husband and I referred to as "parroting" or mimicking is called echolalia. I found it interesting see learn the difference between language, speech, and communication. "Language is a formal symbol system that has structural qualities, including morphology, semantics and syntax." "Speech is one means used to express language." But not all communication is spoken. For those who do not struggle with communication, it is difficult to remember this. "Communication is an interactive exchange between two or more people to express needs, feelings, and ideas." I see my son communicate in many ways that don't involve speech or language. He will take your hand and drag you to and point to what he wants. He will give hugs and kisses to express love. He will giggle and smile when watching his favorite shows to express happiness.

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Rules and Routines

Students with ASD will experience difficulty in the classroom due their specific needs.  Some of their needs may be differences in attention, organization and sequencing, independent initiation, transitioning, and interpreting social cues between activities. differences in attention, organization and sequencing, independent initiation, transitioning, and interpreting social cues between activities. Individuals with autism thrive in structured environments due to predictability, defined rules, routines, and known expectations. This frees up some of their brain power to deal with new information. Together rules and routines meet the needs of individuals with ASD, thereby promoting independence and success in many different environments.

Rules:

When creating rules for individuals with ASD they should be observable and clearly illustrate what the student should do, rather than simply what not to do. It is also important to keep in mind that variations between individuals can cause confusion and limit the potential for the student to understand and follow the rules, so having one broad set of rules that applies across settings can help promote a student's success.

Routines:

Routines are especially useful in supporting the development of functional skills. Activities related to independent living skills can easily be broken into individual steps and taught as routines. Creating a routine with visual supports helps minimize prompting and promotes independence.

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Music-Mediated Intervention-

The Music-Mediated Intervention module focuses on the use of songs/rhythm to help individuals develop non-musical skills. I chose this module because I believe music is a powerful tool that almost every single person enjoys. I was curious to read about the different ways that music has been implemented in helpful and not so helpful ways. Music is used as a tool to connect with a person’s interests, create predictable structures, and foster communication. In the module, many examples of musical experiences for individuals were described. One example of music being used as a tool was for a non-speaking girl named Sam. When Sam would become frustrated, she would ring a bell which signaled for her mom to start singing to her. This simple act of the use of an instrument and singing allowed Sam to express her needs in a way that her mother was able to understand and accommodate to. Because music is experienced differently by each individual, it is important to consider the individual’s preferences of music, strengths, and challenges in order to fit the specific needs of that person.

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Music-Mediated Intervention-

The Music-Mediated Intervention module focuses on the use of songs/rhythm to help individuals develop non-musical skills. I chose this module because I believe music is a powerful tool that almost every single person enjoys. I was curious to read about the different ways that music has been implemented in helpful and not so helpful ways. Music is used as a tool to connect with a person’s interests, create predictable structures, and foster communication. In the module, many examples of musical experiences for individuals were described. One example of music being used as a tool was for a non-speaking girl named Sam. When Sam would become frustrated, she would ring a bell which signaled for her mom to start singing to her. This simple act of the use of an instrument and singing allowed Sam to express her needs in a way that her mother was able to understand and accommodate to. Because music is experienced differently by each individual, it is important to consider the individual’s preferences of music, strengths, and challenges in order to fit the specific needs of that person.

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1) ATP040103: Smells Like Teen Spirit: Using Gaming and Social Media to Increase Access

This webinar focused on using gaming and social media in order to engage teens with complex access needs. Some assess method technologies such as eye-gaze, head-pointing, and adaptive mice were very fascinating to explore. Although I have heard of these tools, I never realized how complex and useful its features were. I enjoyed how the presenter provided many video examples of how different individuals used these tools. When learning about head pointing, it was interesting to see how computer features such as left click, right click, drag and drop, etc., could be easily adjusted to fit the needs of the individuals’ ability. These accessible technologies also have many channels of engagement , as they could be used for motivation/entertainment, social and community engagement, environmental controls and medical/emergency concerns.

2) AT18-WEB12: 50 New Ways to Adapt the IPAD for Students with Disabilities

This webinar focused on utilizing iPads for students with disabilities. The features presented by the presenter were so interesting to view because they benefited the learner in so many ways. They offered such valuable opportunities for learners with disabilities to participate. The adaptability of each approach was so intriguing to view. Some of the tools were made with home materials. These creative and innovative tools were simple yet highly effective. One of the tools created was a iPad holder made out of fabric. The fabric attached to the iPad and extended along the user's neck in order for the user to access the iPad without holding it. The presenter explained how simple and easy it was for her to create.

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I selected the module "Using Special Interests in the Classroom" because I often struggle with integrating students' interests into my lower-level chemistry classes, where there's typically a student with autism. This module provides valuable insights into effectively incorporating special interests to engage all students, including those with autism, in the learning process. It focuses on leveraging the unique characteristics of individuals with autism spectrum disorder (ASD), such as their frequent engagement in special interests, which can initially seem limiting but have been shown to enhance social and academic behaviors when integrated into daily activities. The module offers practical strategies for educators to embed special interests into interventions, promoting desired behaviors and improving engagement with students with ASD.

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Using Special Interests in the Classroom

I chose this module because I was curious to learn more about this topic and different way special interests can be applied in the classroom. Something that stood out to me in the module lesson was how a special interest should not be seen as a deficit, but as a tool. Also another fact that stood out was when it mentioned that students with ASD may have multiple special interest. Often, I think it is intercept that a student will only have one, but that might not necessarily be true. A preference tools  that was introduce in the module was the Multiple Stimulus Without Replacement. This is a data sheet that uses a trial layout to help determine the best special interest to use for a specific intervention. Another aspect of the module that I thought was interesting was incorporating special interesting into different subject matters including math and language arts. For example, allowing the student to research their interest or incorporating their interest in a math problem. The module also provided case studies that demonstrated real life situations which displayed how special interests can be used more specifically in the classroom.

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Screening: The assessment often begins with an initial screening to identify potential indicators of ASD. This may involve gathering information from parents, teachers, or other caregivers about the individual's behavior and development.

Observation: Trained professionals observe the individual in various settings to assess their social interaction, communication skills, and repetitive behaviors. These observations may occur in structured settings, such as during standardized tasks, as well as in more naturalistic environments.

Interviews: Interviews with parents or caregivers are conducted to gather detailed information about the individual's developmental history, behavior patterns, and any concerns or challenges they may be facing.

Standardized Assessments: The assessment may include standardized tests and measures designed to evaluate specific areas of functioning, such as communication abilities, social skills, and cognitive functioning.

Collaboration: Professionals involved in the assessment process often collaborate to review and interpret the findings from various sources, including observations, interviews, and test results.

Diagnosis: Based on the information gathered during the assessment process, a diagnosis of autism spectrum disorder may be made according to established diagnostic criteria, such as those outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).

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The Ocali Autism Assessment is a tool designed to aid in the identification of autism spectrum disorder (ASD) in individuals. It typically involves a comprehensive evaluation conducted by trained professionals, such as psychologists or developmental pediatricians. Here's a brief overview of the process typically involved in the Ocali Autism Assessment:

1. Screening: The assessment often begins with an initial screening to identify potential indicators of ASD. This may involve gathering information from parents, teachers, or other caregivers about the individual's behavior and development.

2. Observation: Trained professionals observe the individual in various settings to assess their social interaction, communication skills, and repetitive behaviors. These observations may occur in structured settings, such as during standardized tasks, as well as in more naturalistic environments.

3. Interviews: Interviews with parents or caregivers are conducted to gather detailed information about the individual's developmental history, behavior patterns, and any concerns or challenges they may be facing.

4. Standardized Assessments: The assessment may include standardized tests and measures designed to evaluate specific areas of functioning, such as communication abilities, social skills, and cognitive functioning.

5. Collaboration: Professionals involved in the assessment process often collaborate to review and interpret the findings from various sources, including observations, interviews, and test results.

6. Diagnosis: Based on the information gathered during the assessment process, a diagnosis of autism spectrum disorder may be made according to established diagnostic criteria, such as those outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).

Overall, the Ocali Autism Assessment aims to provide a comprehensive evaluation of an individual's strengths and challenges related to ASD, with the goal of facilitating appropriate intervention and support services. It's important to note that the assessment process may vary depending on the specific needs and circumstances of the individual being evaluated.

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Modeling:

Modeling is an effective strategy that has been used to increase school readiness skills, social skills, communication skills, and play skills in all ages. Prior to using the modeling strategy the learner must first be taught to imitate actions of others, sustain attention and show some of the necessary skills within the skill that is going to be modeled. People with autism find verbal directions or instructions difficult, so when things are presented in a visual manner it is more effective. The two types of modeling discussed in this module are live modeling, also known as vivo-modeling, and video modeling. Live modeling is when the learner is shown a live demonstration of the behavior or skill that is trying to be taught. Video modeling is when the learner is shown a video clip of a targeted behavior or skill and then prompted to demonstrate that behavior themselves.

Modeling is used as a primer and as a prompt. The difference is when it's used as a primer, the skill or behavior is taught and then the learner is asked to do the same thing. When it’s used as a prompt, the learner has already seen the model, but is either still learning or doing it incorrectly. It’s a way to reinforce what they’ve already been shown prior to  them getting frustrated or agitated.

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Module: Rules and Routines

I chose this module because I was hopeful that it would be applicable for all students I work with and not just those that are either on the autism spectrum or have another disability. Students with autism specifically, have trouble transitioning, picking up on social cues, initiating tasks on their own, and organizing. Using rules and routines is a great way to combat these difficulties and keep students with ASD on task and engaged. I think that this is also important for general education students who maybe struggle with one or two of those things as well. Creating rules and procedures that limit the need for student redirection and prompting allows all students to become more independent in their learning, and potentially in their adulthood as well. Choosing sequences wisely and organizing them in a clear way is important for establishing procedures for all students. Rules for students define behaviors that are allowed in certain situations, while routines provide steps that should be taken in certain situations. For rules, it is very possible that students are juggling multiple rules from each of the environments in which they spend their day. This can cause confusion, so it is best to generalize rules as much as possible. Visual supports can also be helpful to post as reminders of rules or routines.

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Girls on the Autism Spectrum: For this assignment, I focused on the module "Girls on the Autism Spectrum." These modules focus on identifying and understanding girls with autism. This module sparked my interest due to my lack of knowledge of the autism spectrum, especially within girls. This set of modules highlights the common symptoms for girls with autism and proper assessment supports. It was eye opening in a way where I learned how girls are less likely to receive proper support compared to their male counterparts. This is due to the idea that girls commonly mask or camouflage their symptoms. Most importantly, they are compared to males with autism rather than neurotypical females. The women with autism symptoms are labeled as "female" interests. As I was viewing this module, this was the statement that stuck with me the most. It is important to understand the whole scope of an individualized disability in order for those to receive individualized and proper supports. As a general education science teacher, this module helped me have a better understanding of those with autism. This module assists general education teachers to look out for and contact those who may need further support or evaluations. It helps teachers recognize the symptoms of a disability and the lasting effects of that disability. A teacher's goal is to help all students learn and communicate with their peers. By having a better understanding, this helps me further my knowledge on special education and those with autism spectrum.

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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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When developing and implementing a successful AT plan, it is important to look at the big picture. That is why the SETT framework is a widely used tool in the field of Assistive Technology. This framework considers the student, environment, tasks, and tools when making a plan that way the plan is individualized and all aspects are considered. This is helpful because in order for AT tools to be effective in students' daily lives, they need to be compatible with their surroundings. There are so many effective tools available, but if the tool cannot be implemented in the environment, it will never be successful. With this framework, there is also ongoing data collection so as the student's needs and goals change over time, the AT plan is continually adjusted.

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Strategies that can help teams consider low tech tools to effectively meet a student's needs are getting to know the child's lifestyle as much they can. Using resources such as student data, communication with parents/teachers/coaches/therapists, and environmental factors can help an individual get to know the student more. It's important to gather as much data as you can and have others on the same page as you in order to ensure the best tool.

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The pandemic impacted face-to-face connections between teacher and student and student to student. This in -person connection is a huge part of effective learning because it allows for students to not only feel more apart of a classroom environment, but allows for improvement and the learning of social skills. In-person learning allows for discussions, debates, and the passion and motivation to learn amongst peers.

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The SETT (Students, Environment, Tasks, and Tools) Framework assists with the development of an AT plan by gathering organized information that helps match individuals' needs and abilities to the right assistive technology. The SETT framework consists of multiple factors to evaluate and research in order to fit the specific needs of each individual.

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Flexible learning environments can increase engagement in the classroom.  By giving students the option, especially with their tools and resources, one can hopefully see an increase in their students’ engagement.  In my classroom, I currently use Google so that includes, slides, doc, sites, sheets, and also popular apps like Yourtube.  There are also some students who prefer paper, so I supply that as well.

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My child is getting a talker, you want me to do WHAT?

The webinar focused on the impact of Covid and its transformative effects on information dissemination methods. Throughout the pandemic, they effectively involved parents in various instances, which was both intriguing and enlightening. Witnessing their approach to pandemic management and parental involvement was insightful. I opted to attend this webinar due to its insights into integrating technology in the classroom, tailored to diverse student needs. Additionally, learning about the proactive involvement of parents during the pandemic, and their significant support to their children, was particularly engaging.

50 new ways to adapt the IPAD for students with disabilities

The webinar on utilizing iPads for students with disabilities was truly inspiring. It was fascinating to learn about the diverse ways in which technology can be adapted to meet the unique needs of these students. Ensuring that all students feel empowered to utilize technology is paramount. Providing support during their academic endeavors is essential. One aspect that particularly caught my attention was the stylus, which could greatly enhance student engagement and motivation. The accessibility of technology is immensely beneficial for students with disabilities, offering them valuable opportunities for learning and participation.

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My child is getting a talker, you want me to do WHAT?

The webinar focused on the impact of Covid and its transformative effects on information dissemination methods. Throughout the pandemic, they effectively involved parents in various instances, which was both intriguing and enlightening. Witnessing their approach to pandemic management and parental involvement was insightful. I opted to attend this webinar due to its insights into integrating technology in the classroom, tailored to diverse student needs. Additionally, learning about the proactive involvement of parents during the pandemic, and their significant support to their children, was particularly engaging.

50 new ways to adapt the IPAD for students with disabilities

The webinar on utilizing iPads for students with disabilities was truly inspiring. It was fascinating to learn about the diverse ways in which technology can be adapted to meet the unique needs of these students. Ensuring that all students feel empowered to utilize technology is paramount. Providing support during their academic endeavors is essential. One aspect that particularly caught my attention was the stylus, which could greatly enhance student engagement and motivation. The accessibility of technology is immensely beneficial for students with disabilities, offering them valuable opportunities for learning and participation.

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Barbara Smith - Understanding Accessible and Assistive Technologies By: Cynthia Curry, CAST and Joy Smiley Zabala, CAST 

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Barbara Smith - Understanding Accessible and Assistive Technologies By: Cynthia Curry, CAST and Joy Smiley Zabala, CAST 

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Accessible technology is broad, and designed with the needs of many different users’ minds, and focuses on inclusive environments. Examples are captions and subtitles, keyboard shortcuts and responsive website design.  The technology has customization features for the user.

Assistive technology is related to function, rather than to a specific disability, and focuses on an individual’s disability needs.  Some good examples are wheelchairs, speech to text software, and hearing aids. It provides personalized solutions, with a targeted approach. This term does not include surgically implanted devices.

Both technologies must follow IDEA regulations and should insure the access, participation, and progress of students.

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1. “The AT Toolbox: Top AT Tools That Engage and Empower Complex Learners”

Here are couple of tools that the presenters went over that I think are wonderful help our complex learners.

~ The first thing that I thought was wonderful was the “Teachers’ Gateway to Special Education” database which was created by the Ontario Teachers’ Federation.  This resource you can search the specific needs of your students, IPRC exceptionalities, or diagnosed conditions.   You simply click on the specific need or diagnoses and you will be able to see the characteristics of the need/diagnoses along with instructional and environmental teaching strategies, and ideas for assessments.

~ Another tool was using the SETT framework which promotes team approach and  provides consistency for the learner.

It is so important to find the correct tool and task for our complex learners.

2. Making UDL Connections to Empower Educators

By the end of the video:

~  I was able to identify at least one professional development strategy to support educators with UDL implementation. Professional development is very important for us to collaborate.

~ Some UDL examples that can be used in middle school are live captioning, to make text accessible, options for text to be read out loud, and speech to text dictation.

~ It is important to connect and collaborate with your district to build a network

that supports implementation of UDL goals.

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1. The webinar "CR-HRED-06: Designing Accessible STEM Content: Extreme Makeover Edition" provides valuable insights and skills for making K-12 and higher ed STEM curriculum materials accessible to all learners. It focuses on applying the four accessible design principles of POUR to STEM-related content through material makeover demonstrations. Participants will learn best practices for writing alt text and descriptions for technical images, creating closed captions and audio descriptions for videos, using MathML to make mathematical and scientific notation accessible, and tools for making coding and basic computer science concepts accessible. This webinar would be an excellent tool for accommodating students in lower level science classes, ensuring that all learners, including those with disabilities or diverse learning styles, can access and engage with the curriculum effectively.

2. The webinar "Effective AT Implementation: A Coaching Inspired Model" advocates for a shift in the traditional model of assistive technology (AT) implementation, emphasizing the "why" and "when" to use a tool rather than just the "how." By adopting a coaching-inspired approach, educators can improve the rates and quality of student AT use. This presentation explores a coaching model for creating effective AT users from early childhood through high school. It addresses the shortcomings of the traditional approach, outlines the components of the coaching model, and provides scenarios for implementing this approach in educational settings. As a sports coach, you might find this approach particularly appealing, as it parallels the coaching strategies you use in sports to enhance performance and skill development.

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A SETT plan is made up of a team including the student, parents, families, and their educational team. The IEP team would collaboratively brainstorm ideas and tools to facilitate learning, including the use of the appropriate AT tools.

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In order for a team to determine what low tech tools to use, an assessment of the student's strengths, weaknesses, performance, and physical limitations has to be done in conjunction with a students learning environment. This allows the team to consider what assistive technology would be beneficial to the student. Students would have to be assessed to determine if there are any physical limitations before the team can select what low tech tools would work. For example, if a student has dexterity issues the recommendation would be to have them avoid using scissors. An alternative might be to reinforce verbal or imagery instead.

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The pandemic had a tremendous impact on learning, especially in the college environment. For many college students one of their biggest learning experiences is to live on campus. They look forward to move in day and to start their lives living somewhat independently. The pandemic altered this experience because it restricted students in so many ways. Students felt isolated. Commuter students felt it as well, because they were restricted from coming to campus and had to learn from home. There was very little, if any, face to face social interaction.

Classes were held in a virtual environment. Gone were the opportunities to create a warm and inviting physical space and to great students at the door. Professors and students were forced to see each other on a computer screen. However, teachers were able to provide a positive atmosphere and offer varied formats of teaching to keep it interesting during these challenging times. Unfortunately, college students struggled. College counseling centers have seen an increase in over 30% of students seeking counseling sessions post pandemic.

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1)CR-EDU-03: Accessible Math Instruction for Early Learners

This webinar focused on identifying math skills are essential for students to understand, identifying the apps/resources that teachers can use to teach these skills to students with special needs, and identify the professional development resources that teachers can use to understand how to use these tools to teach these skills. Numeracy is a hugely important skill that is learned early on in education. Without this skill students cannot progress very far in math. Representation of numbers needs to be taught in various ways. Relating to the natural numbers and patterns in the world can be very helpful as well. The seminar is focused on early learners, so a lot of the tools discussed were very elementary for my students, but some examples were block play, Rekenrek, the Castle Block app, and geoboards. Another tool they focused on was creating student choice so that students are engaged and involved in their own learning no matter what they are doing.

2) ATP040103: Smells Like Teen Spirit: Using Gaming and Social Media to Increase Access

This webinar focuses on increasing student access and engagement using gaming and social media. Some of the access methods discussed will be eye-gazing, head- pointing and adaptive mice, and the use of devices such as Amazon Alexa, Google Home and iPad switches. Although this is more targeted to students with more severe disabilities than I have in my school or classroom I still found it very interesting. The presenter showed a couple of videos of young adults that were in wheelchairs and used these technologies to access their computers and play video games. It was really cool to see how they could access the computer by simply moving their eyes or pointing with their heads. They can also change their settings within the assistive technology to make it more accessible to them, such as updating what each facial expression translates to for their “mouse” movements. The presenter also showed some videos of how to utilize the adaptive mice and switches for access, and how scanning can be turned off so that those with slower reflexes can still access the technology.

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Barbara Smith - The Myth of Average with Todd Rose 

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Barbara Smith - The Myth of Average with Todd Rose 

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I love Todd Rose's honesty and insight into a one-size-fits all model where he confirms that this concept ignores ones individuality. We are all unique individuals, no two are alike. I found that as my children were growing up and going through the public school system, they were put into a box and expected to grow in the same way as their classmates. This worked against who they were as learners and as individuals. I believe this was an "easy" approach however, it was not realistic and it short changed who students were. Fortunately that changed once they went to college. I also remember when I started printing in school and wanted to use my left hand, but was forced to learn to write with my right hand. Why? Teachers who discover who their students are, their individual strengths and weaknesses, can tap into these areas and help where they are weak and encourage their strengths to bring out the best in them. Teachers can make a huge difference for their students.

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Barbara Smith - Multiple Means of Action and Expression 

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Barbara Smith - Multiple Means of Action and Expression 

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So at this point in the course, I think most of you know that I am not a school teacher. However, as I mentioned before, I do work a lot with students and parents explaining how to navigate their way through paying for a college education. The means of action and expression made me think that I should come up with ways to convey this information, but allow students to choose which way they prefer to learn. It can be in the form of a quiz, or a real life scenario where students look at the cost of their education and create a budget. College expenses go beyond tuition and housing. There are food costs, books, transportation (if a student is not living on campus) and incidentals. Teaching them the differences in various financial aid awards is critical so that they learn what grants are (free money) vs. loans that accrue interest. Helping them to understand these components will help them make educated financial decisions about their college expenses.

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Guiding Teamwork Using Education Tech Point Questions

This webinar focused on the teamwork aspect of assistive technology services. Some initial factors the speakers considered when it comes to deciding required steps other than “What is the student struggling with” is “What have they been able to do so far?”, "What has the student proved so far?”, “What has been tried in the past?”, and “What has been successful or has not been?” They discussed how these types of questions should be a guideline to help lead the initial evaluation . There was also an emphasis on the importance of information gathering as an initial step when it comes to AT evaluation. I agree that data collection, especially consistent and frequent, allows for the opportunity for the maximum amount of progress as it allows for  reflection and change if needed. Additionally, there was also a discussion of the significance of having a clearly defined decision making process for AT that all members have access too. Connecting to what I mentioned previously, conscience is very important in many aspects of education, especially when it comes to decision making. In addition, I thought it was great how they encouraged and stressed the importance of working as a team when it comes time to decision making and creating an action plan. The speakers also discussed incorporating a trial period where after the team can come back together to discuss the results and make alterations if needed. Trial periods are so important as it closely monitors if the student is making progress, including what is working or not, all in a timely manner. Overall, I thought this was a great webinar that I would recommend as it emphasizes the importance of AT being a team process and how everyone needs to work together to help provide the student what they need to be successful.

UDL as a Framework for Collaboration Between AT & IT

One factor that was discussed in the webinar that stood out was the discussion of  the speakers’ core design principles, which were equity, innovation and coherence. They discussed these three concepts and how they affect factors, such as what is best for the students and creating opportunities for students in and out of the classroom. I would also consider equity, innovation and coherence as pillars of UDL as they all share a common thread of thinking outside of the box to provide what a student needs in order to be successful. They also implement the three types of multiple means (engagement, representation, and action/expression). Due to this webinar consisting mostly of AT specialists and administrators, I thought it was interesting taking on another perspective other than a teacher  when consider these concepts. Both speakers were AT specialists, which offered great insight into the all three multiple means from a different point of view. Another part that really stuck out to me was they discussed designing a pd with the steps being consider the goal/audience, model UDL, document and share, and reflect. This is the same structure that is followed when teaching. Whether it is a classroom fully of students or an online webinar, following a specific structure when teaching others  can lead to a maximum possibility of comprehension.

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As we all know students don't all learn the same way. Offering our freshman class multiple ways to learn how to access and read their bill, and understand the various payment methods is crucial. It will take some creativity for sure. I'm thinking of making it an online game or test.

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I am working on finding multiple ways to reach the incoming freshmen class to help educate them on how to access and read their bill, understand various payment methods, how to find to find out what if any financial aid they are eligible for, and what they need to do to obtain the financial aid that will reduce their bill. Sounds pretty straight forward, right? Well the processes can be overwhelming. In the past we've provided orientations for parents where we talked about all of this, but what about the students? They need to be engaged because they are ultimately responsible for their bill. I plan to create videos and power points that students will have access to and will see if there's a way to track how many students viewed the information. At the end, I'll include a survey to get the students feedback.

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1)AT18-WEB12: 50 New Ways to Adapt the IPAD for Students with Disabilities

This webinar by Therese Wilkomm provides unique and innovative ways to provide additional assistance while using a cell phone and/or IPAD. I was especially impressed with how little and inexpensive these solutions were. Many of the mounting contraptions were made with items you might find in your own home. For example they showed someone with Cerebral Palsy who would often slide their hand across an IPAD which would cause them to click on random icons. Their solution was to create a mit using a FedEx envelope. Instead of cutting out a hole in the bottom or the missile of the envelope, they only cut a small slit at the top so only fingers can fit through. While wearing this mit, the user’s hand would slide across the IPAD without accidentally clicking on a random icon. It was genius, and cost little to nothing to create! Another solution for hands free use of an IPAD was using some PVC piping and Velcro to mount the IPAD or phone to a wheelchair.

2)AAC010104: The Writer’s Web: Completely Digitizing the Writing Process through AAC

The presenter of this webinar, Margret Moore, was born with Cerebral Palsy. Her case does not affect her cognitively, just  physically which has her using a motorized wheelchair. Throughout this webinar she explains how she explains that as a young student, she had to explore the writing process differently than her peers. She absolutely hated when teachers would ask the class to plan out their writing or use graphic organizers because this required her to dictate her thoughts so someone else could write it down for her. In high school she was introduced to her first  AAC device. Prior to watching this I had no idea what an AAC device was. AAC stands for Assistive and Augmentative Communication device. The one she uses is called the Accent 1000, and has been like changing for her, and I’m sure many others. By using her wheelchair joystick she can use it as a communication device, computer and windows tablet. Recently, she got the most updated version which has an eyegaze feature instead of using the joystick which is much slower. I am floored that options like this are even available. The only thing I wished she would’ve touched upon is the cost.

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1) AAC-96: AAC Group Coaching: Supporting Families Online

Coaching parents and family is incredibly important so they can help the AAC user. This can make sure that the family is clear on how best to encourage use of the device, how to best introduce new words, and clarify what strategies are being suggested. eLearning is another beneficial way to coach and provide information whether it is self-paced or live. In the video they say that coaching includes joint planning, observation, action practice, reflection, and feedback. This reminds me of the SETT framework from last week's coursework. It is very important to make sure everyone is on the same page.

2) AAC-92: AAC Where You Are: Context-based Communication Anywhere

The HAAT framework stands for Human Activity Assistive Technology. This model is a way of looking at assistive technology overall. The HAAT model starts with the person and needs to be "human-centered". It is important to think about likes, dislikes, abilities, etc. The device and available words should be geared toward the user. What activities will the user be doing and how do these activities impact them? What are the AT considerations and needs? Additionally, there are five contexts for language learning that intervention strategies need to be considered for. These are physical, social, functional, language, and cultural. Later, several technologies are suggested such as making visual supports, NuVoice PASS, and ChatEditor for free software downloads.

I chose these topics because my 4 (almost 5) year old son is nonverbal autistic and in an ABA Preschool Disabled Program with an IEP through the public school district. I believe he may end up using an AAC device to communicate in the future. I would like to learn as much as possible about AACs and how to best utilize them should he need one.

I wish my family would have coaching available to show us how to better help my son so we can mirror what is being done in his ABA program, speech therapy, and OT. I hope that when/if the time comes that he needs an AAC there will be coaching available for us. Additionally, I hope that when he has an AAC the IEP team makes sure all considerations from HAAT are taken into account to ensure the best possible implementation plan is written for him.

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I currently and previously use many resourceful tools that coincide with the principle of representation.  Using Google Slides for Social Studies notetaking, and Google Docs for access to different comprehension packets, graphic organizers, and text-to-speech writing papers.  Also, using Google Classroom allows me to make digital anchor charts for my students.  In doing so, they have access to my classroom visual aids at home when they may be completing homework, studying, or trying to complete work they are missing due to being absent.  These different methods of representation has allowed me to address my students' needs.

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From being a fifth grade teacher, I have taken a look at my current classroom tools/strategies that increase my student engagement.  Engagement in the classroom is a crucial aspect towards a student's learning.  Group work, turn-and-talks are small improvements that increase student engagement because if they are not involved in these activities, it can become clear that they are tuning me out.  The students strive with peer collaboration and it has shown in data for mathematics since I have put more focus on station groups. Students learn more at the beginning and end of the lesson, so I give my lesson on the topic quickly and then after they complete their independent work, they move onto station group work,  which they end the math lesson with so they are leaving the lesson with the most engaging aspect to help with retaining the information.

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I briefly spoke about this principle in my engagement post, but that is because I believe this is a huge component in engagement. If students feel comfortable expressing their ideas, they are more likely to participate and engage in the lesson. In Chapter 2 of our book we learned all about expert learners, and the qualities that are needed to develop learning expertise. It was evident that it starts with learning environments that are flexible. That means providing flexibility in assignments and providing access to a variety of tools, technologies, and resources. When possible I allow students to explore different programs to create presentations. We explore Google Slides, Google Sites, and Canva to present information. Some students use speech to text software or they create videos instead of writing an essay.

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As a learner and a teacher, I appreciate the principle of representation. Developing a learning environment that emphasizes multiple formats is crucial to success. As a 4th grade teacher, my biggest goal is to create strong, positive reading habits. As I have seen in many previous posts here, once students get to the higher grades, it is very difficult to change their mindset of school. It is certainly not impossible, but it is a struggle. Therefore, I am very passionate about getting my students to love reading as much as I do. To ensure this, I provide written texts in multiple formats such as printed text, digital text, or audio recordings to accommodate different learning preferences. It is not always easy to find materials in all of these formats, but I believe it is important to even encourage these options to my students, and to show them that there is more than one way to read. I also make sure that I integrate media such as videos or  interactive presentations to teach a lesson. One great website that I use is Pear Deck. My students love the interactive piece to it, and it is usually easy to engage learners of all levels.

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As mentioned in the book we are reading, engagement is needed for successful learning. It is truly that simple. The more time I spend in this field, the more evident it becomes to me. It can't be denied that when students are excited about the content, they invest more time and effort into it. This drives me as a teacher. I am always looking for ways to engage my students because I know how important this is, and the impact that it has on their learning. Seeing my students' enthusiasm for learning also makes my job more enjoyable. I provide my students with choice as much as possible. For example, right now we are working on informational writing pieces. Instead of assigning my students a topic to write about, with guidance, I allowed my students to select their topics. Something as simple as this had my students light up with excitement, and they couldn’t wait to get started. I also encouraged my students to demonstrate understanding of their topics through a variety of ways. In the past I had students create books after doing their research, but I thought it would be better to give them a little more choice this year. Your approach of handing in assignments in any form has inspired me to use it with my students as well.

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Some low tech tools that can be used to communicate with students and interact with them is have them bring in pictures or show a photo album, that represents them or if they don't have access to a camera or phone, then they can draw a picture. They can also use emojis to express their feelings, which then can be used to help remedy the situation. Group projects can also help, especially if one member of the group has technology issues.

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The biggest impact the pandemic had on effective learning was the lack of person to person connection. Everyone started out with their cameras on but even then with so many distractions going on in their houses, they slowly transitioned to cameras off. Interaction started with talking but as time progressed this became a simple "thumbs up" emoji to check in, instead of a verbal response. The lack of interaction with each other created some serious communication deprivation issues. students are still recovering in regards to communicating with teachers.

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The acronym "SETT" stands for:

Student: This refers to the individual with disabilities who will be using the technology. It involves understanding the student's strengths, needs, preferences, and goals.

Environment: This aspect considers the physical, social, and instructional environment in which the student will be using the technology. It involves assessing factors such as classroom setup, available resources, and support systems.Tasks: This involves identifying the specific tasks or activities that the student needs to accomplish using the technology. It includes considering both academic and non-academic tasks and determining how the technology can support the student in completing these tasks.

Tools: This refers to the various types of technology tools and solutions that are available to support the student. It involves exploring different options, considering factors such as the features, compatibility, and appropriateness of the tools for the student and their environment.

The SETT Framework provides a structured way for teams, which may include educators, therapists, parents, and other professionals, to collaboratively assess the needs of the student and make informed decisions about technology selection and implementation

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The Ted talk "The Myth of Averages" was honestly an "Ah ha" moment for me. I never realized how something as small as not being comfortable in your environment could contribute to lack of focus or even a lack of performing to your potential. I automatically thought back to my days in the classroom and having longer legs than most and how awkward it was for me to sit at the desk. In a movie theater being in small chairs that didn't recline, was also a huge problem. I often had to get up and readjust or reset my knees. Even though trying to cater towards every single student might be a stretch, but at least make the delivery of the content flexible for each student.