PSEI AT Training Course by Mariam S

PSEI AT Training Course by Mariam S https://padlet.com/mariam3d/SPD_PSEI Demystifying AT Ax for Learning en-us 2021-03-29 20:19:49 UTC 2025-10-06 08:22:15 UTC hello@padlet.com Kirk Behnke - Singapore Keynote (Part 1) mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1365737610 2021-03-29 20:30:09 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1365737610 Kirk Behnke - Singapore Keynote (Part 2) mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1365738817 2021-03-29 20:30:40 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1365738817 Ivan’s Padlet on UDL, AIM, AT & Transition to Work mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1365742026 2021-03-29 20:32:00 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1365742026 Light-hearted reading on what UDL means for traditional academic structures mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1365751286 2021-03-29 20:35:51 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1365751286 David Rose -The origins of UDL mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1365828434 2021-03-29 21:09:01 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1365828434 David Banes - Access and Inclusion blog mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1365851074 2021-03-29 21:18:40 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1365851074 HAAT - AT Usability mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366043177 Arthanat, Sajay & Bauer, Stephen & Lenker, James & Nochajski, Susan & Wu, Yow. (2007). Conceptualization and measurement of assistive technology usability. Disability and rehabilitation. Assistive technology. 2. 235-48. 10.1080/17483100701343665. ]]> 2021-03-29 23:20:22 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366043177 HAAT Framework applied to a case study mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366052025 2021-03-29 23:26:22 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366052025 mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366054299 Korn, Oliver & Brach, Michael & Schmidt, Albrecht & Hörz, Thomas & Konrad, Robert. (2012). Context-Sensitive User-Centered Scalability: An Introduction Focusing on Exergames and Assistive Systems in Work Contexts. E-Learning and Games for Training, Education, Health and Sports. 10.1007/978-3-642-33466-5_19. ]]> 2021-03-29 23:27:54 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366054299 ITChronicles - AT Defined mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366057936 2021-03-29 23:30:21 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366057936 SpecialEdTech.net - Evaluating Students' AT Needs mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366070628 2021-03-29 23:38:44 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366070628 SETT Framework mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366079612 2021-03-29 23:44:40 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366079612 SETT Framework mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366083794 Sabrina Santaniello - Curry College]]> 2021-03-29 23:47:35 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366083794 How AT Supports Students with SEN mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366092618 ~by Advancement Courses]]> 2021-03-29 23:53:07 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366092618 More SETT Templates mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366407950 2021-03-30 02:06:30 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366407950 Cassie Frost - Tech for Executive Functioning Deficits mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366412584 2021-03-30 02:08:41 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366412584 Keller Fonner - Ed Tech Supports for Struggles with Literacy mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366418664 2021-03-30 02:11:24 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366418664 WordQ 5 Pro mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366617280 VIdeo Tutorials]]> 2021-03-30 03:43:41 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366617280 Disability Categories Broadly Defined by US IDEA mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1366869167 ~by Understood.org]]> 2021-03-30 06:06:59 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1366869167 Know your AT mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1367119684 2021-03-30 07:54:59 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1367119684 HAAT & Human Factors Engineering mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1368367345 2021-03-30 15:07:34 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1368367345 The SETT Framework: A Model for Selection and Use of Assistive Technology Tools and More mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1368404722 2021-03-30 15:16:11 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1368404722 Critical Areas to Consider When Making Informed AT Decisions mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1368428802 2021-03-30 15:21:41 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1368428802 Tips for using AT in the Classroom mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1368868401 ~Laura Caciolo]]> 2021-03-30 17:04:21 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1368868401 WATI AT Consideration Guide mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1368944343 2021-03-30 17:21:30 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1368944343 SETT alongside WATI Considerations mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1369470117 2021-03-30 19:35:50 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1369470117 The WATI Assessment Package mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1369568411 2021-03-30 20:07:16 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1369568411 WATI Decision Making Guide mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1369577753 2021-03-30 20:10:30 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1369577753 A Resource for ReSETTing mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1369802360 2021-03-30 21:49:22 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1369802360 AT Screening and Consideration Checklist mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1371241049 ~prepared by Ivan]]> 2021-03-31 10:14:56 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1371241049 WATI AT Decision Making Guide mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1373783359 2021-04-01 00:35:29 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1373783359 Slides for Basic AT Assessment Course - 6-hr MasterClass Workshop mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1394651274 ~Conducted 31 Mar 2021]]> 2021-04-08 06:49:47 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1394651274 Sample: Submitted by Mariam mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/1410511712 Here's a short article by the University of New South Wales (Sydney) giving advice to their students on effective note taking. Articles like these posted on official sites of Institutes of Higher Learning tend to assume their reader has some requisite skills in taking effective notes, so only requires a user-friendly checklist of to-dos and not-to-dos to 'get the note-taking thang down'.
But knowing our students who present with multiple Executive Functioning Deficits, advice like the following tends to assume too much...

Don’t try to write down everything being said
Be selective—you don’t have to transcribe the entire lecture. Effective listening note-taking involves recognising key concepts and identifying and selecting what is relevant. Listen for the overall argument and note the main points and key information.

Some considerations regarding this point:

transcription can be a huge problem for students with spelling issues in particular, and writing problems in general.
recognising key concepts -- many students who struggle with working memory and organisation will have difficulty recalling all that they've heard, then to integrate that information in relation to their own background knowledge thematically
selecting what is relevant -- being able to 'suss out' the main/key points within an 'overall argument' and organising them into meaningful categories requires the cognitive flexibility of being able to think about a singular problem from different perspectives, and recognising the key points from their elaboration and their examples, and also for their sometimes nuanced, sometimes opposing stances.

My role will therefore be to look for assistive tech/apps/therapy tools that can

compensate for some of these deficits
streamline these separate processes to reduce the cognitive load on the students
help remediate students in the smaller skills involved in effective note taking, e.g. synthesis and transformation skills, expanding upon existing synonym/antonym knowledge, practising with short-hand, etc.

]]> 2021-04-13 05:40:55 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1410511712 Winston Wong (TP) winston_wong https://padlet.com/mariam3d/SPD_PSEI/wish/1468249237 Here's my article: https://learningcenter.unc.edu/tips-and-tools/effective-note-taking-in-class/

The article mentions a few key points:
1) How to determine the important things to note down
2) Considering the different formats of notetaking and which is the best way for you to do your notetaking
3) Post-notetaking - it's important to follow up with your notes after your class]]> 2021-04-28 09:25:05 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1468249237 Matthew Quek's (RP) Review https://padlet.com/mariam3d/SPD_PSEI/wish/1468302977 1.Article:

https://sites.austincc.edu/student-skills-workshops/taking-effective-notes/benefits-of-notetaking/#:~:text=Notetaking%20keeps%20your%20body%20active,Emphasizes%20and%20organizes%20information.

1 Call out one assumption made within the article which doesn't fit our understanding of the kids with SEN we work with

a) Regarding the point “Engages your mind. Listening carefully and deciding what to include in notes keeps your mind actively involved with what you hear”, the assumption is made that all students can hear clearly. This does not consider the fact that there are students with hearing impairments and may not be able hear all that the lecturer has said.

b) Regarding the point “Keeps you alert. Notetaking keeps your body active and involved and helps you avoid feelings of drowsiness or distraction”, it is based on the erroneous assumption that all students have equitable attention span. It does not consider the fact that there are students with ADHD issues and focusing challenges.

2. Make a mention of any one relevant concept covered in the lecture in your comment

The adoption of Universal Design for Learning is the pedagogical framework to be adopted in order to allow the space and flexibility for all individuals, including those with various challenges, to learn without unnecessary impediment. This framework encompasses the provision of the utilization of accessible content- resources that are converted in format for the assimilation of individuals with various Special needs, and physical access accommodations, which also include the provision of technological tools for the enhancement of the learning of individuals with SEN

3. Consider where your role lies in filling the gap

My role is to identify the severity and extent of the various specific challenges of the individual with SEN because there is no cookie cutter template that fits any one individual, especially those with multiple challenges. Subsequently, my role is to then provide simple visual building blocks, recommend the most appropriate and helpful AT device and access accommodation that would best empower and enable the individual with SEN to record information in a fluent and structured manner without being unnecessarily hampered by their challenges.

]]> 2021-04-28 09:45:31 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1468302977 Homework #1: #Notetoself Oops! Your friend: Ng Su Li (NYP) :=) https://padlet.com/mariam3d/SPD_PSEI/wish/1471732070

Articles such as useful exam tips, stress management, effective note-taking, to name a few, aim to provide students with resources to cope more effectively in their course of study. Despite the well-meaning intention behind these resources, a student with Executive Functioning Deficits may follow the exact steps or tips but yet do not yield the same outcomes as their peers. This is due to the impairment of the student’s ability to organize and control their own activities.

In the article How to Study Effectively: 12 Secrets For Success | Oxford Learning, one of the tip is

Pay attention in class.

It’s important to concentrate and avoid distractions when the teacher is speaking. Practice active listening by concentrating on what’s being said and taking notes in your own words. This will help make sure you hear (and understand) what is being taught in class.

Some consideration for this point:

Concentrate and avoid distraction with the many stimulus arriving at the senses at any one time, it would be challenging for student with EF deficits to be able to filter out unwanted information to control mental focus to concentrate.

Concentrate and taking notes in your own words. Students with difficulties with planning and organization would have difficulties holding what they heard in their WM and retrieve information in the LT memory to help make sense of what they heard and translate it to written form.

My role will therefore be to look for assistive tech/apps/therapy tools that can

Reduce the need to tax on the students limited working memory

]]> 2021-04-29 01:36:42 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1471732070 Mei Wah lee_mei_wah https://padlet.com/mariam3d/SPD_PSEI/wish/1476464807 This is my article (journal article dated 2014)
https://www.researchgate.net/publication/271073983_Changing_How_We_Think_Changing_How_We_Learn_Scaffolding_Executive_Function_Processes_for_Students_With_Learning_Disabilities

1. Executive functions during academic tasks

- Describes cognitive and metacognitive processes used by students

- Directs actions in an organized, strategic and goal-directed process

- Requires: planning and goal setting, organizing, prioritizing, memorizing, shifting flexibly, self monitoring/checking

2. Note-taking using executive functions

- Note taking: cognitively demanding, requires listening, processing, organizing and writing synchronously

- Temporal demands of lecture: disallow students to slow down

- Need to prioritize, hold in memory, process, link with prior knowledge, then recording it before teacher moves on

- Information will be lost and students will miss it if not captured

- Executive functions required: Planning, goal setting, organizing, self-regulation, cognitive flexibility, shifting attention, working memory

3. Note taking and executive functions in students with disabilities

- Students with disabilities have difficulties using their executive functions = do not perform well in note-taking tasks

- Records fewer important lecture points

4. Intervention:

CUES+ on a Strategic note taking paper

C: Cluster information into manageable units of 3 to 6 related ideas

U: Prompts students to pay attention and listen for cues

E: Listen for vocabulary words and record them

S: write a word/words that would categorize the lecture points in the cluster

+: Use abbreviations, symbols or pictures

Strategic note taking paper: boxes with guidelines for types of information students should record. Students include any background knowledge that may have on the topic at the top of paper. Students them group together 3-6 main points. At the end, students summarize the ideas. There is a separate section for key or new vocab words to be listed/defined

5. Discussion

- Positive outcomes using CUES. There was great variety in how it scaffolds the learning.

o Each student have different areas of challenges in their EF

- CUES helps in:

o focusing their attention and organizing information

o Choose important information

o Learn to listen for specific types of information

o Offered a visual-spatial sketchpad – organize info and hold in WM

o Shifting flexibly – use of abbreviations, respond to cognitive demands

o Self-monitoring – more aware of his own needs as a learner

6. For teachers and educators:

- Implement strategy during complex note taking tasks

- Use CUES, visual organizers as external scaffold.

- Paper = idea scaffold to manage ideas/content. Strategy = task scaffold to assist in successful task completion

- Teach the students to use the strategy in flexible manner for generalization

- Strategy use in other platforms: textbooks include bolded/italicized/headings/questions/numbered information

- Teach self-regulation strategies: periodically stop to check for gaps, self questioning

]]> 2021-04-30 01:19:30 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1476464807 Homework #1: Yuyu from RP https://padlet.com/mariam3d/SPD_PSEI/wish/1477109811 https://collegeinfogeek.com/how-to-take-notes-in-college/

Key points in the article:

1. Different ideas/method for notes taking.

2. Based on the article: “When taking your outline notes, start by choosing four or five key points that will be covered in your lecture” the assumption is made that everyone can distill the main points. However, for those with dyslexia they may not be able to formulate the words for even the heading, much less the sub points.

3. How to get the most out of the notes.

]]> 2021-04-30 06:39:11 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1477109811 Interventions for persons with DCD - Review dswe0004 https://padlet.com/mariam3d/SPD_PSEI/wish/1482489043 Developmental Medicine & Child Neurology 2007, 49: 467–471

It was a rather dated review looking at two main intervention approaches: deficit oriented or process vs task-oriented. Surprisingly, even to date, the two approaches are still debated due to lack of substantial evidence.

However, there is increasing evidence for a cognitive task-oriented approach quite similar to the ecological approach. Key features include:
1) involving the student in the intervention process from goals to activity. While the student voice is pertinent in the AT assessment process, the type of activity might not be entirely up to the choice of the student. As mentioned in the masterclass, this is where the role of SSO comes in building on the good rapport to "persuade" the student on the adoption of particular strategies or AT device.
2) Using task analysis to teach specific skills with generalisation in mind. This could be supported by the teaching of cognitive strategies (eg. problem solving) so that students can identify similarities in situations that will allow them to use the learnt skills.
3) Motor automatisation due to issues in sensory processing or executive function. These issues could be ameliorated by AT devices that helps to organise or hold information for retrieval and overlearning to faciliate automatisation.
4) Consideration of the context - school, home and community - are important when thinking of AT prescription. This corresponds to the 'E' of the SETT framework.
5) Involving different stakeholders like parents, teachers, AT specialists while having one person (which is the SSO in our context) to coordinate and even monitor the process to ensure that AT remains relevant to the needs of the student. ]]> 2021-05-02 14:17:46 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1482489043 Comparing 2 articles (Nicole_SP): https://padlet.com/mariam3d/SPD_PSEI/wish/1541896348 1) Note-taking Difficulties and Approaches Reported by University Students with Learning Disabilities (Suritsky, 1993)
AND
2) Note-taking and Handouts in the Digital Age (Stacy et al, 2015)

-The first article is really old, first being published in 1993 but I did think the difficulties it highlighted remain true for some students till today. I also thought that comparing it against the second article could offer some insight from the field if initial challenges that had been identified had been supported and rectified at all.

Some interesting takeaways:

Areas of Difficulties:
(Suritsky, 1993):
- Areas of difficulties highlighted included speed of writing notes, paying and maintaining attention, making sense of notes after the lecture and deciding what information to record in notes.

(Stacy et al, 2015):
Advancements in technology such as the introduction of tablet computers, mobile applications and recorded lectures are changing classroom dynamics and affecting the way students compose and receive notes.

Article also highlights various presentation methods and how they can impact upon how students take notes and their difficulties. While Suritsky (1993) looked at the methodologies surrounding note-taking and the responsibility of the student to identify what method worked best and to reach out to their teachers, Stacey et al (2015) highlights that it also depends on the presentation of information and what is being made available for note-taking which suggests an active partnership between educator and student as opposed to the previous one-way approach.

- Digital note-taking is also discussed in Stacy et al (2015). The triumphs and pitfalls of such additions are well documented. However, a noted difficulty highlighted was the idea of distractibility. Students expressed difficulty staying on task while using the laptop. They also found that students who took notes on the laptop did not remember conceptual material as well as those who took handwritten notes. A possibility for this difference was that students that take notes on their laptop take them down verbatim and spend less time rephrasing and building meaning till revision.

A suggested compromise that meets highlighted struggles and reflects current assistive devices is the use of tablet computers. The article does go on to discuss how tablets for note-taking allow students to take-hand written notes, add drawings and highlight texts. Different applications allow for the use of various functions which create more possibilities for note taking. Tablets like laptops help reduce the lugging of paper and textbooks that could prove difficult for the student.

In acknowledging the difficulties presented in Suritsky (1993), Stacey et al (2015) still discusses difficulties of maintaining focus as well as writing speed. However, their focus on how educators prepare content and the need to structure notes in a way that still engages learners to learn but provides structure wherever possible could address the earlier articles's issue of students not knowing what to note down.

Discussed Coping Strategies:
(Suritsky, 1993):
- Coping strategies had included borrowing a classmate's notes after the lecture and some students had expressed returning to their textbooks to add information to their notes. The use of shorthand was not reported in the sample group of students.
- Most students used one or two suggested approaches

Reception to Request for Accommodations:
- In all cases sampled, all students that had reported requests for accommodations show that those accommodations were met.

(Stacy et al, 2015):
While access arrangements are not actively discussed in this article, researchers point out that some individuals may rely on note-taking methods that they are used to/have used before to cope with the content presented. However, these methods may not be the most efficient.

This is an interesting note for our practice. When working with students, a needs assessment is conducted, we learn about how they learn and make meaning and then try to suggest interventions that could further support that. Sometimes, there is not enough time for us to ascertain if the learning patterns they exhibit are ones that are most beneficial or simply persist because it's worked before.

Stacey et al (2015), found that some individuals are unable to accurately assess their own level of comprehension or skill that guides their note-taking preferences. While they may select the method they feel is best, the reality of it is that it could be one selected based on an incorrect assessment of their own abilities. This would of course impact understanding. The question to us posed by this information is how best can we determine efficiency of learning method with the limited time we see students for? How best can we tell what best serves their learning needs?

A recommended solution was for educators to pay attention to different learning trends and compare research to ways assessments are structured. Handouts or any notes in relation to content should encourage students to reformat information in their own words to encourage active listening and meaning making.

For students, it was recommended that they use note-taking methods that best engage their willingness and ability to learn. Note-taking is an important skill that can lead to more competent practitioners. It is important to acknowledge the changing trends in both learning and learning supports so as to meet student needs without compromising subject integrity.

Therefore structure, consistent conversation and checking of understanding is necessary to ensure that students are able to create learning patterns that best suit them while also being able to adapt to what is made available to all.
-
Stacy et al (2015)'s support of acknowledging different ways to provide opportunities for notes, different types of note-taking and their support for digital approaches to note-taking suggests that we are moving forward and continue to embrace new ways of learning and note-taking. Hopefully with that comes more embracing of digital tools and devices. Things that have longevity and that can help students in the continued learning.

Their conclusions on the need to embrace a more proactive relationship between students and educators in regards to how work is presented and shared may also continue to prove useful in meeting various student needs in the classroom.

]]> 2021-05-20 01:09:50 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1541896348 Perceptions of Speech-To-Text and Interpreting/Note Taking Services and Motivation https://padlet.com/mariam3d/SPD_PSEI/wish/1552899372 By Nurin (SP)

Article can be found: https://link.springer.com/article/10.1007/s10882-017-9534-4

Effects of notes on student’s motivation:

Motivation may be particularly important if notes are somewhat challenging to learn from, even if there are clear benefits to studying these speech-to-text notes.

Student’s (Deaf and Hard-Of-Hearing students in mainstream schools) learning process with assistive services in class:

· Students’ motivation may be affected by the use of speech-to-text and interpreting/note taking services.

· Students in this study found that the printed or electronic file text, saved for the purpose of after class study as part of the speech-to-text service, as more helpful than handwritten notes from a note taker.

· Motivation may be especially important because when a mainstream student with HI uses speech-to-text or interpreting or note taking services, the student may receive limited graphic information in the classroom compared to hearing students. Instructors often use graphical information in class, such as PowerPoint slides, and talk at the same time.

· This results in the students having to divide their visual attention between the instructor, interpreter/captions, and the graphical information.

· Dividing attention between simultaneous, multiple displays may result in loss of crucial information

· The split attention principle within cognitive load theory proposes that when an individual must simultaneously divide attention between two or more different sources of information within the same information processing channel (e.g., visual channel), this situation will reduce acquisition of information relative to using dual channels (vision and audition) to process information presented in the two modalities

· In addition, the lag time of 2 to 6 seconds between the speaker’s voicing of information and the corresponding signing or speech-to-text display of that information contributes to difficulty in class participation

· It is critical for the student to find a way to, in spite of these difficulties, make sense of the information presented in class, identify what needs to be learned, retain the information, and understand it. To do so requires significant, sustained effort.

Notes from speech-to-text services:
-Distribute notes or saved text, usually in electronic form, to students
-Contained detailed information that may help students clarify what they did not understand in class
-If students perceive these notes as useful and report frequently using them, this may indicate that students are benefiting from this part of the service
-Saved transcript of the lecture, which may or may not be modified by condensing, bulleting, etc.
-Printouts tend to be longer and may have more complex language compared to handwritten notes · -Students with reading challenges may or may not use these notes
-Students may perceive study of these notes as too challenging to make the effort
-Students who are more motivated may be more likely to study these notes and to use them in various ways to help succeed in their course

Handwritten notes:
-Often peer or professional note takers hand-write the notes that are provided to students after class
-Involve more rephrasing of concepts and greater condensing · -Tend to be in outline form and may include highlighting, bulleting, etc.

Suggestions to improve student’s motivation:

· Increasing the effectiveness of an accommodation that increases students’ opportunities for success may affect students’ motivation.

· Students may view a real-time display of speech-to-text on a smaller, more mobile device, such as an iPad, as helpful because it reduces desk clutter, and this perceived helpfulness may enhance students’ motivation

· Explore other forms of production of the text, such as use of automatic speech recognition (ASR) where the teacher wears a microphone and dictates into the ASR engine. The ASR engine translates the dictation into text for DHH students to view on a computer display for communication access. This arrangement may eliminate the need for an intermediary provider of speech-to-text services and could reduce cost.

Stinson, M., Elliot, L. & Kelly, R. (2017) ‘Deaf and Hard-Of-Hearing High School and College Students’ Perceptions of Speech-To-Text and Interpreting/Note Taking Services and Motivation’, J Dev Phys Disabil, 29, pp. 131–152.

]]> 2021-05-24 06:55:34 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1552899372 Charles Posting of Reading https://padlet.com/mariam3d/SPD_PSEI/wish/1553082627 Note-taking is beneficial for students with hearing impairment and vision impairment.]]> 2021-05-24 08:40:48 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1553082627 Article from the Straits Times - review by Wan Ting https://padlet.com/mariam3d/SPD_PSEI/wish/1589235330 How to learn better during the June holidays and beyond, Opinion News & Top Stories - The Straits Times

I refer to this article featured on 6 June 2021. The writer has highlighted 3 ways to position learning, as opposed to the traditional drill and practice mode which most students are familiar with.

1. Actively reflecting on what they are learning
2. Make connections between concepts they are learning
3. Review at regular intervals instead of cramping everything at one go

I agree with the pointers raised by the writer and as I reflect on my own exp as a student, applying these ideas have def helped me develop greater depth in learning.

However, for students with difficulties in executive functioning, they may need more scaffolding to be able to apply the skills.

For instance, the student may have difficulties expressing what he/she know or does not know, what are the questions to ask, where to start learning etc. They will benefit from regular feedback from their tutors but for that to happen they have to first be able to clearly articulate what they know and what they do not know. This is not as straight forward as it seems.

I see my role as a facilitator between students and their tutors, as well as a cheerleader in their journey of learning. I could discuss with the tutors in providing targeted support and help to source for/explore useful learning/management tools to eqip students with the tools to mitigate some of their learning difficulties. And of course, equally important, is to provide the students with the emotional support as they struggle and learn along the way.

]]> 2021-06-07 06:50:06 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1589235330 Andrew Ng (ITE/CW) The best way to take notes is by hand. https://padlet.com/mariam3d/SPD_PSEI/wish/1595455524 https://www.bbc.com/future/article/20191122-when-the-best-way-to-take-notes-is-by-hand

These article points out nowadays, tech is so much into our education system that people seldom writes by hand to take notes as more people are typing their notes instead in class. However, experiments was conducted and between groups that type their notes and groups that write their notes, students who writes remembers the content of lesson and reiterate the concepts thought better.

The argument is that writing taps on our concentration for listening, as we will not be able to type notes as fast as writing them. However, typing often turns out to be verbatim records that lacks concepts and nor do they display understanding for the lesson.

This brings me to reflect on exploring if there are better ways for students with SEN to make meaningful note-take.

Students with Hearing Impairment (near complete Deaf).

Rather rely on a note taker, would using a speech to text app and encouraging the student to read the transcripts, write his own notes promote better learning?

Students with Physical Impairment (varies).

Adopt the listen attentively approach and through Reviewing recorded lessons later, use AT devices to ‘write’ ‘jot’ their own notes to create better retention of learning.

Students with Visual Impairment (varies).

Adopt the listen attentively approach and through reviewing recorded audio lessons later, use AT devices to ‘write’ ‘jot’, Type their own notes to create better retention of learning.

Students with ASD/ADHD.

Promote a listening attentively approach and scribbling on paper to create their own notes to develop a better retention of learning.

Conclusion:

The article points towards that if students are able to direct their attention towards first to ‘pay attention’ to the lesson, it promotes a deeper understanding of the lesson. Notes are supposed to be triggers to remind us what we have learnt in class.

]]> 2021-06-09 11:20:25 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1595455524 Note-Taking and Secondary Students with Learning Disabilities: Challenges and Solutions https://padlet.com/mariam3d/SPD_PSEI/wish/1598225129 By Gina

file:///C:/Users/S9140024C/Desktop/All%20you%20need%20to%20know/AT%20SPD%20course/JRBoyleChallengesAndSolutionsLDRPBoyle2012.pdf

This is a very interesting homework topic, there are endless learnings with regard to note-taking. Though the article targets students with learning disabilities (LD), the results from the studies also show that high achieving students also benefitted from the solutions presented hence the UDL approach can be adopted.

Challenges: It is difficult for students with LD to select and record important notes because working memory deficits may interfere with students’ efficient processing of lecture content.

Benefits of note-taking: Note-taking can actively engage the student in the learning process, thus improving comprehension, encourages clarification of confusing information and aids memory. Note-taking allows students to visually hold information on paper, rather than needing to suspend the information in working memory. This will help free up space to process new incoming information or process information at a deeper level.

Solution: While providing scribe, having lecturers provide notes or recordings of lectures may be helpful, having student acquire effective note-taking skills and become autonomous learners (instead of being dependent on lecturers) is important too. The two solutions suggested includes:
1. Provide guided notes- close-typed guided note and outline-typed guided notes

2. Strategic Note-taking (SN)- teaches students the CUES strategy,
C –Cluster main points
U – Use teacher cues to record ideas 1. Number Cues 2. Importance Cues
E – Enter important vocabulary
S – Summarize quickly and whenever possible

AT approach: To enhance note-taking process for chronic note-taking problems, technology is here to support. Example a smartpen allows students to digitize notes while recording the audio, play back the audio and read text. AT may not be useful for every user and should be customised according to individual needs.

Conclusion: Concurrently adopting both UDL and AT approaches would make learning accessible and enriching for all individuals and my role is to explore and monitor the various methods that can tap on their strength and compensate for their weakness.

]]> 2021-06-10 10:35:36 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1598225129 The Benefits of Note Taking By Hand npsascnc https://padlet.com/mariam3d/SPD_PSEI/wish/1611734287 The article explains the importance and benefits of handwritten notes. Handwritten notes is considered a powerful tool it helps to supports our brain's capacity to process and retrieve information, while creating an external memory storage through our notebook.

It further stems the benefits of notetaking by explaining the deficits of keyboarding. Keyboarding is a non-generative note-taking process that does not create neurocircuitry in hand-brain complex.

However, a student with or without special educational needs may struggle in note-taking. Note taking involves cognitive engagement and demands such as processing, transferring and organizing information, summarizing, paraphrasing and more. An individual needs to have the ability and speed to be able to capture what was heard, process and make sense of the information, while transferring it on to paper via writing. This requires an individual to have high levels of executive functioning.
Furthermore, note-taking requires physical demands in fine motor skills and the strength to continuously write during a lecture. This may be physically and mentally tiring for one, which may reduce the quality of note-taking for the specific period. Strength and physical demands may be an issue to some individuals with SEN conditions such as Cerebral Palsy and Duchenne Muscular Distrophy.

In conclusion, handwritten notes may provide plentiful benefits. But assistive technology has earned a place in our educational industry and is beneficial to individuals with unique needs. These accommodations are essential for our students with special educational needs. We must embrace that there are multiple means of representation, multiple means of action & expression, and multiple means of engagement, even in note taking.

- Julya, NP ]]> 2021-06-17 07:09:13 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1611734287 By Bee Kwee beekwee2011 https://padlet.com/mariam3d/SPD_PSEI/wish/1617099235 Boyle, Forchelli and Cariss reviewed the demands placed on students during class lectures, difficulties students with disabilities experienced in various ways of note-taking. The authors also elaborated on note-taking accommodations, challenges and shortcomings. In the authors view, they provided a larger picture of the characteristics of a successful note-taker. Authors also introduced *CUES+ strategy and strategic note-taking paper to provide structure to the note-taking process.

*C – Cluster; group information

U – Use steps to listen for cues

E – Enter; listen and record

S – Summarise, Step + Study & Share

Last but not least,

In spite of the advancement in technology as mentioned by the examples in the journal. Note-taking can be a chore for students with learning disability, and worse for students with physical disabilities. I have personally witnessed a student with cerebral palsy struggled to jot the details. This article reviewed the various different strategies for note taking and I have summarised one of those. I find the strategies useful even to me who has no LD but can get distracted easily. It will be helpful to be prepared before the lesson and keep a lookout for the key information or cues; which might be tested or useful for completion of assignments is a strategy during the absence of technology.

]]> 2021-06-21 06:22:34 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1617099235 Note-Taking Interventions to Assist Students With Disabilitiesin Content Area Classes - Carlin/NP lch53 https://padlet.com/mariam3d/SPD_PSEI/wish/1618644554 Article: https://files.eric.ed.gov/fulltext/EJ1061765.pdf

To meet demands of schoolwork and to learn effectively, note-taking may be a critical skill for students with disabilities. This article addresses the demands placed on students during class lectures, difficulties they experience with note-taking, specific accommodations for students with disabilities, and practical ways in which teachers can help students successfully record notes in content area classes.

It is important that students have accurate notes with ample material so that they can effectively prepare for tests. However recording notes during fast-paced lectures can be a very difficult task, even so for those with disabilities. It requires multiple cognitive processes and even self-regulation and monitoring of strategies, to take notes effectively, but this may be difficult for them.
Research also found that studens with disabilities have issues in listening and note-taking skills, resulting in them taking lesser notes.
Skills for effective note-taking are self-regulation, accuracy of notes, organisational skills, recognition of teacher's cues, and reviewing of notes.
Recommended strategies to help students with diabilities include the a) CUES+ strategy,
b) strategies to enhance lectures such as writing key lecture ideas or vocabulary words on the board, providing framework of the lecture, slowing down the pace of the lecture, providing notes to students, etc.,
c) generalising note taking strategies across all classes.
d) incorporating of technology by teachers and students for note taking.]]> 2021-06-22 01:31:33 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1618644554 Increasing Access to Learning for the Adult Basic Education Learner With Learning Disabilities: Evidence-Based Accommodation Research https://padlet.com/mariam3d/SPD_PSEI/wish/1624501705 Belle / NYP
Increasing Access to Learning for the Adult Basic Education Learner With Learning Disabilities: Evidence-Based Accommodation Research - Noel Gregg, 2012 (sagepub.com)
This article was chosen as accommodation for diverse learners are always a matter of argument if it is fair to other students or PWDs.
As overseas have legal mandates of accommodation for diverse learners, the accommodation is justifiable.
The main points of the article:
1. To teach adult basic education learner with LD on how to use accommodations strategically
2. Evaluation aka needs assessment to be provided to know the needs of the learners
3. Environmental barriers (if institutions aware of what technology, AT, possible accommodations and UDL principles used in T&L.]]> 2021-06-25 01:11:06 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1624501705 https://padlet.com/mariam3d/SPD_PSEI/wish/1761839072 Wee Loon

This article shares about combining words and images to help make meanings and connections from text-based information.

1) The brain of each individual works differently. A visual notes allows each individual to structure information in a way that resembles how his/her brain works. This makes the visual notes more meaningful and easier for the individual to learn

2) As the article mentioned, visual notetaking is very beneficial, especially to students who may have difficulty in written expression, or have certain language impairment. Adding simple images, allowing them to draw to connect the concepts and ideas together can actually make up for those challenges that they have

3) It can be quite painful to jot down notes sometimes. And what makes it worst is when we pick up the notes and couldn’t make sense with what we have written down. Visual notetaking could be a way to help in engaging the brain as we do our notetaking, sometimes pictures do speak a thousand words

4) Like any learning tool, visual notetaking is not applicable for it. This isn’t a one size fits all notetaking tool. It can equally be painful to people who cannot draw. Like any other learning tool, this is just one of the option that can be explored with students.

]]> 2021-09-23 03:32:02 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1761839072 Homework #1: Aishah Said from ITE/CC https://padlet.com/mariam3d/SPD_PSEI/wish/1761858604 While we know now note-taking is a useful way for our students to process information, this article sheds light on how teachers can scaffold the note-taking process in line with the UDL principles of providing multiple means of engagement and representation.

By providing an outline of the lecture visually and using signaling phrases and transition statements, students will be better engaged and motivated. Introducing the use of frameworks or schema to organize information aids students in gathering information and categorizing what they see, hear and read. Lastly, getting students to paraphrase their notes by rewriting definition or examples, or explaining their notes to their classmate, requires planning, organizing and expressing their ideas.

In my role, I will also need to advocate the idea of UDL to our teaching staff. I believe some lecturers are already applying some UDL principles in their classes and we should recognise their efforts in supporting our students. Furthermore, students in ITE will highly benefit from the UDL principles as their needs range from learning disability to learning disadvantage.

]]> 2021-09-23 03:41:35 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/1761858604 Note Taking Article Review https://padlet.com/mariam3d/SPD_PSEI/wish/2198873583 The research article looked at “Notetaking Difficulties and Approaches Reported by University Students with Learning Disabilities.”

It was reported that due to the increased numbers in enrolment of students with learning difficulties (LD), the universities are finding it a challenge to provide appropriate academic and support services for this population. This is also a similar issue that post-secondary institutions are facing in Singapore.

Consideration of academic and support services needs to take into consideration programs that will empower students with LD to meet the learning requirements of the curriculum. In the Institute of Higher Learning, lessons are normally delivered via lecture presentations, hence having effective notetaking skills are important. Having the skill to document and recall key lecture information is critical to success.

Self-reported notetaking qualities comprise one significant basis of information critical to designing effective notetaking interventions. An extensive review of the notetaking literature (Suritsky & Hughes, 1991) and the literature on college students with LD (Hughes & Smith, 1990) revealed limited research on the self-reported notetaking skills of university students with LD. Hence this research seeks to address the question of the “empirical base needed to design effective notetaking interventions and /or modify suggested approaches used in existing university-based programs for students with LD.”

The research subjects included thirty-one university students with learning disabilities. They were interviewed to ascertain their specific notetaking approaches, difficulties encountered and requested accommodations related to notetaking.

The research found that students with LD rated “having to write fast enough” as the most difficult. The students have difficulty with written expression, slow writing speed, and spelling difficulties. This is quite common in students with Dyslexia. Another difficulty students with LD face is multi-tasking. Having to pay attention in long lectures and make notes and later trying to make sense of their notes after the lecture poses a challenge for students with LD. Having to write quickly is another skill that is needed in note-taking. This can pose a problem for students with Dysgraphia or Physical Disability. Poor legibility of notes and missing lecture information in recorded notes can pose difficulty in the area of note recall.

Students with LD can also face a challenge in deciding what is important to take notes, especially if the lecture does not provide outlines or advance organizers and if the student tries to record a verbatim account of the lecture. Sometimes students with LD might have difficulty understanding the overheads notes flashed on the Powerpoint and hearing the lecturer clearly. This is not surprising as students with LD often have difficulty in sustaining attention and differentiating between relevant and irrelevant information presented in lectures.

To address the difficulties above, the students asked for accommodations. The requested accommodations are as follows: ask the lecturer to provide an outline of the lesson plan, to discuss notes after class, and provide a copy of the lecture notes in hardcopy, ask the lecturer to repeat when they don’t understand, and identify important lecture points, verbally present information written on the board, spell a new word, and answer questions during class regarding criteria for assignments, increase the use of PowerPoint to present notes and ensure a match between lecture content and test content.

Other suggested strategies and accommodations that might help students with LD are as follows: Teach students to use a shorthand system, use mind mapping, combine lecture notes with textbook content and additional related research, record the lecture, employing a note-taker for students with hearing impairment.

Students with LD reported notetaking difficulty has critical implications for the design of effective lectures. Lecturers need to be mindful and deliver the lectures at an appropriate speed so that students have time to process the information delivered and record important lecture points. Lecturers can use “ the pause procedure, a technique documented to improve the lecture recall of LD (Hughes, Hendrickson, & Hudson, 1987). Lecturers can help to provide prompts to indicate what are the important points to document so that students will know what are the important points to document. Providing handouts and outlines to the students will help the students to focus their attention on important lecture information, reduce the amount of content that needs to be noted, and increase students' recall of lecture facts.

]]> 2022-05-25 06:04:02 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2198873583 Slides for Basic AT Assessment Course - 4-hr Crash Course https://padlet.com/mariam3d/SPD_PSEI/wish/2244039623 ©SPD - Specialised Assistive Technology Centre]]> 2022-07-15 09:02:51 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2244039623 Helena Lim https://padlet.com/mariam3d/SPD_PSEI/wish/2379840175 Enhancing the Note-taking Skills of Students with Mild Disabilities. By: Boyle, Joseph R., Intervention in School & Clinic, 10534512, Mar2001, Vol. 36, Issue 4

Students with learning challenges are not effective note takers. They are unable to note the important information to take, slow in keeping up with the lecturers, and unable to make sense of the notes they take (Hughes & Suritsky, 1994; Suritsky, 1992). Difficulty in note-taking posed a challenge for them learning effectively and attaining success in general education.

The notes taken also serves as long term memory for the individuals. For students, (a) notes aid understanding in the content; (b) notes also act as reference material for revision.

Research has shown that note-taking is one way to actively engage the students in the learning, allow clarification of information and aid encoding of information for long term retention (Hughes, 1996; Peper & Mayer, 1986).

The teacher (being the sender of the information) can support the students by (a) altering the pace or rate of speech; (b) cue the important points. They can cue through emphasizing, like, 'This point is important...' or through organization of information, for example, teachers can state: 'There are 6 parts to this...'. One other way to assist students is to give review time for students to ask questions so that they can clarify their information taken down.

Students on the receiving end of the information can be taught strategic note-taking (Boyle & Weishaar, 1998) and guided notes techniques (Lazarus, 1991). Through identification, making meaning of the information through grouping of ideas and summarizing, students can take notes more effectively. Teachers could also support them in note taking using guided notes.

In summary, note-taking techniques could be taught to students to support their learning. It is particularly useful to teach note taking to students with learning challenges.]]> 2022-11-11 07:12:46 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2379840175 Audrey Wai (NYP) https://padlet.com/mariam3d/SPD_PSEI/wish/2429760350
1 Call out one assumption made within the article which doesn't fit our understanding of the kids with SEN we work with

a) Highlighting this point “Take visually clear, concise, organized, and structured notes so that they are easy to read and make sense to you later. See different formats of notes below for ideas. If you want your notes to be concise and brief, use abbreviations and symbols. Write in bullets and phrases instead of complete sentences. This will help your mind and hand to stay fresh during class and will help you access things easier and quicker after class. It will also help you focus on the main concepts.”, An assumption was made that all students are able to visualise and organize their thoughts on the spot as the lecturer is teaching. This assumption does not consider the fact that students with especially slower processing speed or EF will not be able to withhold what they heard in their working memory sufficiently to manipulate into organized and concise notes.

2. Make a mention of any one relevant concept covered in the lecture in your comment

Would like to bring light to this reminder, “Taking notes in a way to fully understand all information presented conceptually and factually may differ between students.”, I love how it was acknowledged that the way every student takes notes and what may work for each different individual is unique.

3. Consider where your role lies in filling the gap

My role is to advocate that everyone is unique and learns differently. To also identify what is best to support or level a student’s learning or daily functioning.

]]> 2022-12-28 07:25:20 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2429760350 Artifcial intelligence inspired multilanguage framework for note‑taking and qualitative content‑based analysis of lectures https://padlet.com/mariam3d/SPD_PSEI/wish/2465820293 During the COVID-19 pandemic, education faced a new revolutionary change, when schools, colleges, universities, and learning institutes operate from home. As learners adapt to digital learning, the use of information and communication technology (ICT) to disseminate information to learners became necessary. This brings about certain advantages and disadvantages.

In this paper, the authors aimed to overcome one of the disadvantages of online learning in this paper, which is preparing notes from a virtual lecture. The authors proposed an artificial intelligence-inspired multi-language framework (LNT) for the generation of the lecture script. This framework is also able to perform a qualitative content-based analysis of the lecture’s content.

The framework is divided into three phases; a) convert the recorded audio file into a text file, b) do the content-based analysis of the text, and c) measure the quality of the text. This framework has the ability to work in multiple languages. The authors first detect the language of the text and convert it into English if it is in other languages apart from English. The reason for doing so is that the used content analysis algorithms work in a single language. Additionally, making algorithms work on the multi-language is a complex task and will degrade its performance. Secondly, the text of interest is analysed to extract the themes, topics, and summarization of the lecture. This step is deemed beneficial for the students to understand the concept of the lecture and it will save them time and effort. Lastly, the lecture content is checked for the quality of the delivered lecture, and mapped against four quality metrics; readability, cohesion, coherence, and entropy.

Data was collected in the form of audio files from about 150 online lectures and 67 offline lectures delivered on university campuses. The framework is also tested on YouTube videos and lectures as well. The LNT framework was validated using the SpeechRecognition library which gives an accuracy of 92%, and through consulting 4 experts (2 educationists, 1 professors and 1 PHD researcher working in the field of the education). The experts were asked to manually take notes on the same lecture speech exercising the same criteria used by automated lecture note-taking. The accuracy of notes was also calculated.

After accounting for the readability, cohesion, coherence and entrophy metrics of both sides, LNT was found to be more accurate in comparison to the manual experts when replicating the notes.

According to the authors, the current operation of education is one way or other surviving on virtual setups. As students do not all have the same potential to match the speed of the tutor, many of them fail to make notes and will miss important points. The LNT framework, with the aim of incorporating technology into traditional note-taking was introduced. It enables students or listeners to focus on the listening and understanding instead of juggling that and taking down notes. LNT can take summarized notes, analyse the content of the lecture, and be operated in multiple languages. It also offers constructive analysis to the lecturer or speaker regarding his/ her content delivery. In this paper, the LNT framework was found to provide satisfactory results in that it beats the accuracy of manual note taking. This will be promising for users with hearing impairments, or those with language difficulties.

]]> 2023-02-02 09:01:38 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2465820293 Continuous Learning Track: AT Workshop #01 mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/2754020847 2023-10-19 06:00:29 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2754020847 UDL Guidelines Version 2.2 mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/2758366202 2023-10-23 03:37:47 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2758366202 Technology in the UDL Framework: Scaffolds or New Literacies? mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/2758368983 Critical questions in AT and UDL]]> 2023-10-23 03:40:13 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2758368983 Using Google Classroom Assistive Technology in Universally Designed Classrooms mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/2758371677 2023-10-23 03:42:40 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2758371677 A UDL Playbook for School and District Leaders Webinar mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/2758376032 2023-10-23 03:46:56 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2758376032 What is UDL: Seeing the full tapestry mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/2758376653 2023-10-23 03:47:35 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2758376653 Wisconsin UDL mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/2758377770 2023-10-23 03:48:40 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2758377770 The Story about Bandaids and Fairness mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/2758379109 2023-10-23 03:50:01 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2758379109 PRev MasterClass Slides mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/2885647066 2024-02-16 05:57:19 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2885647066 CoLT Workshop #2 - Learning to Work in AT Teams mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/2910973148 2024-03-08 06:08:02 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/2910973148 mariam3d https://padlet.com/mariam3d/SPD_PSEI/wish/3032002004 2024-06-19 06:03:22 UTC https://padlet.com/mariam3d/SPD_PSEI/wish/3032002004