ESE: SB1108 – PDA: Technology for Student Success: An Introduction
20 Points per Certificate
7/12
3-100-004
Target Group:
Sponsored by FDOE Bureau of Exceptional Education and Student Services and developed by
the Florida Diagnostic and Learning Resources System (FDLRS) as an online learning
experience, this module is designed to provide a professional development opportunity for
educators working with students with disabilities and for educators wanting to be more
responsive to the needs of each student. This component is intended to be completed in its
entirety. Therefore, no partial credit will be granted.
General Objectives:
To provide an opportunity for participants to compare and contrast instructional technology,
assistive technology, accessible instructional materials, and Universal Design for Learning; and,
to determine appropriate tools to meet student needs and identify available resources to support
district/school use of instructional technology, assistive technology, accessible instructional
materials, and Universal Design for Learning.
Specific Objectives:
Upon completion of this component, participants will be able to:
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Identify the three principles of the UDL framework and their associated checkpoints.
Explore and utilize UDL resources.
Apply UDL strategies to struggling learners.
Define assistive technology.
Define assistive technology services.
Align various assistive technologies with student needs.
Identify the characteristics of instructional technology.
Align various instructional technologies with curriculum areas.
Identify various types of accessible instructional materials (AIM).
Explore a variety of AIM resources.
Show how AIM relates to UDL, AT, and IT.
Description of Activities:
Participants will achieve mastery of the objectives by completing the online module, in its
entirety, which includes the following directed activities appropriate to the various areas of
content and referenced within the module:
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Complete all online learning activities.
Review all module content, related professional articles and websites.
View related videotapes and power-point presentations.
Review references and resources.
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5. Meet as a group (face-to-face and/or virtually) to share challenges and successes via email and/or discussion.
6. Identify key technology terms.
7. Identify key legislation that impacts technology for student with disabilities.
8. Explore the framework for Universal Design for Learning (UDL), including the three
guiding principles and their associated guidelines and checkpoints.
9. Complete activities that identify UDL strategies and consider their application in the
classroom.
10. Explore assistive technology devices, services and assessment processes needed to align
various technologies with the individual needs of students.
11. Complete activities to demonstrate understanding of the differences between high, low
and mid-tech assistive technology devices.
12. Complete activities to demonstrate an understanding of the characteristics of instructional
technology and how to align and apply the use of such technology across curriculum
areas.
13. Complete activities to identify accessible instructional materials and resources.
14. Complete activities to demonstrate understanding of the three aspects (content, structure
and presentation) of instructional materials the IEP team may consider when determining
what appropriate and accessible instructional materials a student needs.
15. Complete teacher self-assessments and reflect on personal experiences related to
technology in the classroom.
16. Complete all comprehension checks.
17. Complete all assessment tasks.
Evaluation:
Participants will create and maintain an electronic portfolio consisting of all specified assessment
tasks, which will be reviewed for satisfactory completion, and for demonstration of competency
of the objectives, by the module facilitator. A scoring rubric, developed within the module, will
assure consistency in evaluation by module facilitators.
Follow-Up Strategies:
Participants will demonstrate continued implementation and application of knowledge learned
from this module via e-mail with facilitator and group meetings. Participants completing this
component will be surveyed to determine use of the knowledge, skills gained and the impact of
the component on job performance and student learning gains.
References:
Unit 1:
Assistance to States for the Education of Children with Disabilities, 34 C.F.R. § 300 (2006)
Assistance to States for the Education of Children with Disabilities, Assistive
Technology Device, 34 C.F.R. § 300.5 (2006)
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Assistance to States for the Education of Children with Disabilities, Assistive Technology
Service, 34 C.F.R. § 300.6 (2006)
Assistance to States for the Education of Children with Disabilities, Purposes, 34 C.F.R. § 300.1
(2006)
Center for Applied Special Technology. (n.d.). About UDL. Retrieved from
http://www.cast.org/udl/index.html
Florida Department of Education. (2013). Florida Department of Education Technical Assistance
Paper on Assistive Technology for Students with Disabilities. Retrieved from
http://info.fldoe.org/docushare/dsweb/Get/Document-6801/dps-2013-65.pdf
Florida Department of Education. (2010). Technical assistance paper: Accessible instructional
materials. Retrieved from http://info.fldoe.org/docushare/dsweb/Get/Document-5764/dps-201070.pdf
Florida Department of Education, Florida Diagnostic and Learning Resources System.
(2010). Exploring new territories. Retrieved from http://www.fdlrs.com/docs/ent2010web.pdf
National Dissemination Center for Children with Disabilities (NICHCY). (n.d.).Questions and
answers about IDEA: Purposes and key definitions. Retrieved from
http://nichcy.org/schoolage/qa-series-on-idea/qa1
U.S. Department of Education. (n.d.). IDEA—Building the legacy of IDEA 2004. Retrieved from
http://idea.ed.gov/
Unit 2:
A guide to accommodations: assisting students with disabilities IEP and 504 (n.d.). Retrieved
from http://www.fldoe.org/ese/pdf/accomm-educator.pdf
Basham, J., & Gardner. (n.d.). Measuring universal design for learning. Special Education
Technology Practice, 12(2), 15-19. Retrieved from www.setp.net
Center for Applied Special Technology. (n.d.). UDL online modules. Retrieved from
http://udlonline.cast.org/
Center for Applied Special Technology. (n.d.). Universal design for learning (UDL) guidelines—
Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines/downloads
Edyburn, D. (Ed.). (n.d.). Universal design for learning. Special Education Technology
Practice, 7(5). Retrieved January, 2011, from www.setp.net
Gordon, D., Gravel, J., & Schifter, L. (n.d.). Perspectives on UDL and assessment.Articles from
the National Center on Universal Design for Learning. Retrieved from
http://www.udlcenter.org/resource_library/articles/mislevy
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Pitler, H. (2007). Using technology with classroom instruction that works. Alexandria, VA:
Association for Supervision and Curriculum Development.
Rose, D., & Gravel, J. (n.d.). Getting from here to there. Articles from the National Center On
Universal Design for Learning. Retrieved from
http://www.udlcenter.org/resource_library/articles/gps
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for
learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D. H., & Meyer, A. (2006). A practical reader in universal design for learning.
Cambridge, MA: Harvard Education Press.
TLC-MTSS. (n.d.). Universal design for learning (UDL). Retrieved from
http://www.efdlrs.net/ent/data/udl.html
What is Differentiated Instruction? (n.d.). Retrieved from Differentiation Central website:
http://www.diffcentral.com/what-is-differentiated-instruction.html
Unit 3:
AllegraATA. (n.d.). Assistive Technology: Opening Doors to Independence [Video file].
Retrieved from http://youtu.be/x2G1U6U3zh8
Boston Public Schools Access Technology Center. (n.d.). Assistive technology continuum of low
to high tech tools [Web log post]. Retrieved May 2, 2011 from
http://blog.vcu.edu/ttac/AT_Continuum_Generic10_06.pdf
Edutopia. (2005). Assistive Technology: Enabling Dreams [Video file]. Retrieved from
http://www.edutopia.org/assistive-technology-enabling-dreams-video
Family Center on Technology and Disability (FCTD). Assistive technology laws. (n.d.). FCTD
Fact Sheets. Retrieved from http://www.fctd.info/resources/ATlaws_print.pdf
Florida Department of Education. (2004). Technical assistance paper: Assistive technology for
students with disabilities. Retrieved from http://www.fldoe.org/ese/pdf/y2004-11.pdf
Florida Department of Education. (2010). Technical assistance paper: Accessible instructional
materials. Retrieved from http://info.fldoe.org/docushare/dsweb/Get/Document-5764/dps-201070.pdf
Florida Department of Education. (2013). Florida Department of Education Technical Assistance
Paper on Assistive Technology for Students with Disabilities. Retrieved from
http://info.fldoe.org/docushare/dsweb/Get/Document-6801/dps-2013-65.pdf
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Florida Department of Education, Florida Diagnostic and Learning Resources System.
(2010). Exploring new territories. Retrieved January 2011 from
http://www.fdlrs.com/docs/ent2010web.pdf
IndataprojectESC. (2010). Low Tech Handwriting Tools [Video file]. Retrieved from
http://youtu.be/pIgtq20BO9A
Phillips, M. (Director). (n.d.). One thumb to rule them all. Retrieved from
http://www.assistiveware.com/videos.php?video=Mike_Phillips&format=mov
TheDOITCenter. (2009). Working Together: People with Disabilities and Computer
Technology [Video file]. Retrieved from http://youtu.be/X92Cd6jicko
Unit 4:
Appitic. (n.d.). Retrieved from http://appitic.com/
Blackboard, & Project Tomorrow. (2012). Learning in the 21st century mobile devices + social
media =personalized learning. Retrieved from
http://www.tomorrow.org/speakup/MobileLearningReport2012.html
Borovoy, A. E. (n.d.). How to use new-media tools in your classroom. K-12 Education &
Learning Innovations with Proven Strategies That Work. Retrieved from
http://www.edutopia.org/digital-generation-new-media-classroom-tips
Common Sense Media. (n.d.). Retrieved from
http://www.commonsensemedia.org/app-reviews
Common Sense Media. (2009). Common sense tips for digital generation parents. Retrieved
from http://www.edutopia.org/digital-generation-parents-commonsense-video
Cruickshank, D. (2009). Technology tools to get teachers started. K-12 Education & Learning
Innovations with Proven Strategies That Work. Retrieved from http://www.edutopia.org/dgmanual
Davis, V. (Director). (2009). Harness your students' digital smarts. Retrieved from
http://www.edutopia.org/digital-generation-teachers-vicki-davis-video
Draper, D. (Director). (n.d.). Pay attention. Transforming Teaching through Technology, Jordan
School District. Retrieved from http://youtu.be/aEFKfXiCbLw
Dewey, J. (2007, August 27). Progressive Education—Round 2 [Web log post]. Retrieved from
http://21stcenturylearning.typepad.com/blog/john_dewey/
Edutopia.org. (2012). Mobile devices for learning, what you need to know. Retrieved from
http://www.edutopia.org/mobile-devices-learning-resource-guide
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Exploring Technology and Learning Connections (n.d.). Retrieved from
http://www.efdlrs.net/ent/data/col.html
Kansas State Department of Education (Producer). (2009). Kansas technology rich classrooms—
Partnership for 21st century learning summit video. Retrieved from
http://www.youtube.com/watch?v=DAraaQiliBs
Kay, A. (n.d.). Wikiquote. Retrieved from http://en.wikiquote.org/wiki/Alan_Kay
McLester, S. (2007). Technology literacy and the MySpace generation. Tech &
Learning. Retrieved from http://www.techlearning.com/article/7074
Prensky, M. (2008). The role of technology. Retrieved from
www.marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
Prensky, M. (2005). Shaping tech for the classroom. Retrieved from
http://www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom
Presnsky, M. (2008). The 21st-century digital learner. Retrieved from
http://www.edutopia.org/ikid-digital-learner-technology-2008
Project Tomorrow. (2011). The new 3 e's of education: enabled, engaged and empowered how
today's students are leveraging emerging technologies for learning. Retrieved from
http://www.tomorrow.org/speakup/pdfs/
SU10_3EofEducation%28Students%29.pdf
Teachers with apps. (n.d.). Retrieved from http://teacherswithapps.com/
Technology and Learning Connections. (2012). Exploring new territories. Retrieved from
http://www.efdlrs.net/ent/data/Exploring_New_Territories.pdf
Unit 5:
Beech, M. (2010). Accommodations: Assisting students with disabilities (3rd ed.). Tallahassee,
FL: Florida Department of Education.
Center for Applied Special Technology. (2008)/ UDL Editions. Center for Applied Special
Technology. Retrieved from http://udleditions.cast.org/
Chop,scan,convert using Kurzweil. (2010). Retrieved from
http://www.youtube.com/watch?v=ke6eWXwQIdA
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Florida Department of Education. (2010). Technical assistance paper: Accessible instructional
materials. Retrieved from http://info.fldoe.org/docushare/dsweb/Get/Document-5764/dps-201070.pdf
Lit2Go: MP3 Stories and Poems. (n.d.). Educational Technology Clearinghouse. Retrieved
January 2011 from http://etc.usf.edu/lit2go/
National Library Services (NLS). (2010). copyright law amendment, 1996. NLS
Factsheets. Retrieved January 2011 from
http://www.loc.gov/nls/reference/factsheets/copyright.html
Technology and Learning Connections. (2012). Exploring new territories. Retrieved from
http://www.efdlrs.net/ent/data/Exploring_New_Territories.pdf
Texthelp Systems Ltd. (Producer). (n.d.). Reading and writing. Retrieved from
http://www.texthelp.com/videotours
Using Word Q as a text-to-speech reader.mp4. (2010). Retrieved from
http://www.youtube.com/watch?v=3Hk3sLfrtrU&feature=related
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Complete all online learning activities. Review all module content