Pencil Grips as well as a adaptive paper (such as hi-write paper!) assists in allowing students to further develop fine motor skills. I have found this year, coming off of a virtual school year, I have used these resources more than even due to the fact that virtual learning did not provide students with many opportunities to write with pencil and paper. Because of this, handwriting skills have regressed in many. The pencil grip helps to reinforce the proper grip while the adaptive paper allows the student to be aware of the lines and how to use the lines as a visual guide when forming letters.

An example of mid tech assistive technology is an audio book. The audio book is excellent when combined with a text because it allows the student to work independently and listen to the text and follow along to assist with word recognition. I use audio books during literacy center time and the student love it! 

An example of a high tech assistive technology resource includes text to speech options when using a computer. Text to speech increases learning for students in certain situations, allows them to understand and comprehend a text.  Text to speech is a great tool to allow students access to grade level texts that they may not be able to read independently which promotes inclusion. Text to speech is an accommodation that is also often used when taking tests, especially standardized testing. After reading through the different types of technology I realized I have utilized this in my classroom and also got some new ideas for the future.

Technology and the UDL framework can be used to promote social justice, inclusion and diversity. The various means of technology allow educators to meet learners on their level and support students in the ways that they need to meet learning goals. This includes the various accommodations that technology provides. The various assistive technologies help to  level the playing field for students. The UDL framework allows educators to take a closer look in preparing content to ensure that all learners can access the curriculum through meaningful opportunities on their level through engagement, representation, action and expression. These guidelines help to ensure all learners are included and supported.

This feature is free to use, easy to set up, and is built into any google suite (slides, docs, form, etc). The speech to text feature allows for students to dictate words out loud through a built in chromebook or laptop microphone which the speech to text technology will transcribe in writing where the students cursor of their mouse is selected.  The teacher will enable this feature on student one to one technology devices. This technology can effectively lower the demands for conventions of writing such as spelling on students as well as physical demands such as typing. It is also useful for students who have difficulty processing their thoughts to produce written output. This speeds up the process, so the student is verbalizing their thoughts, which the speech to text automatically records. The student can then go back and read over their dictated writing and revise and edit it for the final product. 

For directions from google to enable speech to text feature, click the link- https://support.google.com/docs/answer/4492226?hl=en#zippy=

Or see these helpful tutorial videos on how to enable this feature and set it up for students. https://www.youtube.com/watch?v=xRCgQ7Vfj_M

Classroom connection- I have an ESL student with a disability in my creative writing class who relies heavily on this feature to produce written work. Before this technology, the student could produce an insignificant amount of written product with multiple errors so as to obscure meaning for any given prompt. Now, the student has substantial written product with less errors and clear meaning because the student can speak and listen to English better than writing it. The demands on the student cognitively and linguistically are lessened, and the student is able to express themselves and explore their creative potential better not because of it. In this way, the assistive technology promotes inclusion and gives better access to diverse peers in the creative writing classroom. 

Book creator is an online resource where students have the opportunity to create, share, publish, and read digital books designed and written by themselves and/or their peers. This site allows students to be creative, demonstrate reading and writing skills, as well as share their interests with others. Students are able to use an array of tools provided by the app in order to create their book(s). Students may add illustrations, images, videos, and audio to their books. Students are able to use this resource with any technological device, such as an iPad, laptop, or Chromebook. I have used this in my classroom as the final step to a writing assignment. Students LOVED this part of the assignment. They loved learning about the different tools and options they could use, navigating the site, creating their book, and even sharing their book with their classmates. 

I used and learned about this website in my undergraduate courses as one way for students to express themselves when the teacher gives an assignment to the class. I then used it when I did my student teaching with my third graders. There are multiple ways of handing in your assignment. You can send in a picture of something that you wrote or drew. You can record yourself giving the answer to the question the teacher had given. You can also type an answer and send it in that way. The teacher is then able to view who handed in their work and then allow it to be seen or not be seen by other classmates. If the teacher chooses to do so, then there can be a class discussion on some of the student’s work. Or the student can make comments on their classmate’s work. 

            When thinking about how this technology can help inclusion within the classroom, I believe that it gives the students an opportunity to express themselves in different ways which they are able to learn and grow from. This being said, the students do need to understand how to work the program, but once that is known, I think that it is kid friendly and teacher friendly. For my third graders last year, I used seesaw for comprehension checks on novels that we were reading. The kids were excited to use it because they were able to choose how they were going to explain their answer. I liked how they were engaged and willing to hand in their work. 

High tech

Nearpod is a tool that helps teachers plan interactive lessons with real time student data. You see what the students are working on while they are working on it. 

Nearpod is critical in virtual learning because it provides live data. While teaching virtually I often feel like I can not see/ hear/ or understand what the student is trying to say. We use the TEAMS platform in Ventnor, and I cannot see more then 1 student at a time. Using near pod allows me to see the work of each student in the lesson. 

Engaging. The students love to participate, draw, and show what they know using near pod. I can provide instant feedback, praise, and help student see their mistakes quickly so they can fix them.  For math lessons we can use Nearpod to help with number formation. I can as the students start to form letters, and I can correct the ones who are not starting at the top. I can say things like “G I love how you made your 6, but it is backwards, can you try again, remember the magic C.”

Reaching all learners – Student’s responses show what the student know. I can see right way who needs more support, who needs adaptations, and who can move on. 

https://nearpod.com/

 

Google has either collected access to, uploaded, or created immersive VR and AR learning experiences from around the world that can be accessed in the current hybrid learning environment. This free site and subsequent applications gives access to collections of cultural artifacts and stories from around the world which will enable all learners to explore using as much real life sensory stimulation as possible. 

Click the link to the hope page where access to museums, archives, and experiences can be found- https://artsandculture.google.com/

Classroom Connections- Any teacher can integrate this technology by searching relevant experiences based on content and topic, then build exploration time into a lesson so students can experience the information and sensory stimuli in their own way. For example, after reading and discussing the enlightenment period in literature, the students and teachers may embark on a virtual reality tour of the Palazzo Vecchio Museum in Italy to view art from the same time period, then reflect on the same principles evident in the art as in the written work from the time. This makes the learning come to life for students through multiple modes and intelligences as well as gives them access to cultures they may have never been aware of or exposed to before. Students will leave the experiences with heightened awareness of diversity and diverse cultures. 

The second website I have started to implement is Flipgrid. Flipgrid allows students to express themselves through video recording. I have started to implement this through remote learning. I can alter the settings to have the video sent to me and not to the whole class or it can become an interactive tool for the students. Students can be creative and can tell stories as opposed to writing them on paper. It allows for students to focus on the task of explaining or telling without having to focus on the skill of spelling and writing. It can be applied to all content areas and can be utilized individually or as a classroom assignment, which makes it an inclusive tool in all classrooms. Fliogrid allows for learners to interact from any location, which assists in flexible instruction. 

Classkick is an online platform that I utilize in virtual learning. It allows teachers to upload, create, and share assignments all the while monitoring student progress and providing immediate feedback in real time as students work on their tasks from home. Feedback may be given in the form a of a cute sticker (which the students love), a comment/text, or even as a voice recording. I love to use this resource especially during Math lessons. Classkick allows me to see what students are doing and how they are doing in that exact moment. Students have the ability to raise their hand, ask questions, etc. from their teacher and even their peers! It is a free app and easily links to Google Classroom. Although, informal and formal assessments are created or uploaded to this app for students to demonstrate their understanding on a given concept, idea, or topic… I listed this resource under Engagement for the reason that it is engages students in their learning and connects us digitally allowing us to communicate in real time. Plus, when I use this app, I find that more students complete their assignments because I can “see” what they are doing and how they are doing, I can also see when they are doing it. 

EPIC

https://www.getepic.com/?utm_channel=search&gclid=Cj0KCQjwo-aCBhC-ARIsAAkNQitejxdBb5CRK_qc3eJ8LSGEX9r078NLoMcxoHc8fZtT_KM8QlS1dJgaAgXGEALw_wcB

I use this website for the students that I have currently. The main reason I wanted to use this because one of my students has dyslexia and it is challenging for him to read. This being said, I was told that having story read to him out loud while he reads along can help with reading. The students are able to pick books they like and that are on their Lexile level. Also, I am able to assign books to specific students and it will show up on their account. I can also see what books they have read or have just flipped through. It is easy to monitor each student from my account as well. 

When thinking about how this technology can help inclusion within the classroom, I believe that it allows students with reading difficulties to gain quality information and it allows them to practice their reading skills. For example, I allow my students to go on EPIC for part of their free time and they are willing to read for ten to fifteen minutes. Sometimes I tell them them are not allowed to listen to a book, rather they are to read it to themselves. Other times, I have them read along with the book that is being read to them. This could change for each student because some students are able to read well and some need extra help, like the student who has dyslexia. The students do not know who is having a book read to them and who is reading to themselves. Or if I put them on a certain Lexile level, the students have no idea what their classmates are reading and the Lexile level that they are on. Overall, I think this is a great tool for all reading levels in the elementary age group. 

 

Resource 1

 

I have found that some of my students struggle in reading because their second language is English and/or they have a learning disability.  My school district science department bought a program for middle schoolers that is called IQWST.  This program has a read aloud feature that I had not previously used last year.  Now that I know that this feature exists, I have my students who need that support in place click the icon so that the readings can be read to them.  This can be done in school or at home since all students have a school issued laptop.  

 

Resource 2

 

My second resource is Mote.  It is free at its basic level.  It allows you to respond to your virtual with your own voice in google classroom and email.  It adds a personal touch when you are speaking to children in regards to their assignments.  For instance, I can speak to students about corrections, positive feedback and constructive criticism.  

 

Both of these low tech resources supports social justice and UDL because it evens the playing field for those whose first language is not English and others who have learning disabilities.  It universal because students who don’t necessarily need these two programs may just like or prefer to be read to or spoken to.  
www.justmote.me

5. See examples: International Children's Digital Library; and Intervention Central. Org 

Low tech, with mid-tech supplements – gonoodle/ youtube – Jack Hartman

-         The goal of antecedent exercise is to get the students heart rate up. 

-         It is suggest that this will take about 30 min of movement to achieve the goal. In kinder we can probably get away with 10-15 min of consistent movement.  

In kindergarten students will often come in and start their day still asleep. 

-         We do centers first thing in the morning, and for students who have the need we could incorporate the antecedent exercise right in the center time -  Acting out verbs, or building letters out of hands/ bodies will be considered, as well as doing movement exercises with Jack Hartman on Youtube. Moving around the classroom/ adaptive seating will also be considered (seating bands, seat cushions, foot stomp). One boy loves to jump and do his work, we can turn this into a game. Jump ten times, what is the 10^th letter in the alphabet? 

Reaching all learners –

-         I am in both Kinder and 1^st grade. The time I have in each class room is critical, I may not get more time later. If a child is asleep, I generally will not wake them up. I will try the next day to catch the child before they fall asleep in class, in this time I will use the antecedent exercise to engage and to get the child’s hart rate up. This means that all students are learning, even if they come into the building sleepy. 

https://www.interventioncentral.org/behavior_management_antecedent_exercise