Agenda for Today
A Hodge Podge of Resources
 8 -9:30- Overview of Universal
Design For Learning


9:30-10:30- 2)9:45-10:45- Making
AT decisions
10:45-12:00- Overview of
Reading/Writing AT solutions and
resources
After Lunch



Ipods/IPADS Collaboration
Discussion as a group of any cases
Continued exploration of
tools/resource
Overview of Universal
Design for Learning
Elizabeth Panek, M.S., CCC-SLP
Definition


http://www.cast.org/index.html
“Universal design for learning is a
framework for designing curricula that
enable all individuals to gain knowledge,
skills, and enthusiasm for learning. UDL
provides rich supports for learning and
reduces barriers to the curriculum while
maintaining high achievement standards
for all.”
Video

http://www.youtube.com/user/UDLC
AST#p/f/6/vr3ardmq0a0
Universal Design For Learning

What is Universal Design For Learning?
• A means to design CURRICULM from the
beginning to target ALL the brains in the
room by limiting barriers to learning.
• Provides choice from the onset prior to
students walking into the classroom
• Based on three principals to look at your
goals, methods, material and assessment

Three principals:
• Multiple methods of Engagement, Representation,
and Expression
What it isn’t
• New
• Retrofitting
• For students with special needs only
• Technology
• One more thing
• Designed with one student in mind
• Assistive Technology
How does UDL differ from AT?

Federal definition from IDEA:
Assistive Technology Device: any
item that is used to “increase, maintain,
or improve functional capabilities of a child
with a disability” (IDEA ’97, Section 602)
Assistive Technology Services: any
service that “directly assists a child with a
disability in the selection, acquisition, or
use of an assistive technology device.”
How does UDL differ from AT?
UDL




Curriculum-focus
Designed from the
onset of instruction
Appropriate for all
students
Examines goals,
methods of
instruction, materials,
and assessments
AT




Student-focus
Often occurs afterthe-fact
Individualized for one
student
Attempts to integrate
into student’s current
curriculum
Let’s break it down

Curriculum that targets ALL the students that are present in
our classroom.
Did you know that curricula (goals, methods, materials, and
assessment) can be disabled?
- Based on who, what and how it can teach?
Everyone’s learning is unique to them due to likes/dislikes,
background, strengths/needs and life experiences.
Learner variability is the norm.
There is No Average Learner!
Who would be disabled if?






The only method of assessment is through
singing?
The only materials in your classroom are
print?
The entire class is lecture with no visuals?
If every question is linked to Pop Culture?
You had to handwrite every answer?
I took your IPAD/IPOD calendar away and
gave you a paper version?
Neuroscience has identified three networks of the brain that
are engaged in the learning process
• Recognition network- The what of Learning
• Strategic network- The How of Learning
• Affective network- The why of Learning (why should I care?)



Each network is separated structurally and functionally
although they work together and are closely connected
These smaller neural networks can operate simultaneously
and show different patterns of activity for different learning
activities
Although all brains share these commonalities, differences
are noted in the way the networks interact and the level of
activity of each network at different points
http://www.udlcenter.org/aboutudl/whatisudl
Examples of Neuroimaging of the Brain
http://www.alz.org/brain/07.asp
3 Networks
The “what” of
Learning
The “how”
of Learning
Recognition networks
-The WHAT of Learning

Allows people to take information from the
senses and recognize what they are
seeing, hearing, smelling, feeling etc.
•
•
•
•
Recognize people in a picture
Know the structure of an atom
Understand the concept of “justice”
Identifying letters, words, or an author's style
are recognition tasks.
UDL Principal Application:
Present Information and Content in Different
way
Recognition Activity
Strategic NetworksThe HOW of Learning

Allow us to make a plan of action and monitor that plan. It
is the strategies in learning and completing a task.
• Writing an essay
• Composing a joke

Different areas of activity are seen simultaneously (lateral
processing) and influence one another
• Implication may be that individuals learn certain skills better
simultaneously than one at a time

Individual differences are seen in choosing a goal,
designing a plan to meet that goal, and executing the
plan.
UDL Principal Application:
Different the ways students can express what they know
Affective Networks

Allow us “to evaluate patterns and assign
them emotional significance; they enable us
to engage with tasks and learning and with
the world around us” (www.cast.org)
• Your interest in a piece of artwork
• Your understanding of facial expressions
• Your motivation to present information to a group

Housed in the limbic system at the core of the
brain
UDL Principal Application:
Stimulate interest and motivation for Learning
The “why” of
learning
(motivation,
emotions, .
Important to
note: long
term memory
is primary
here)
How does this differ?

We all have these networks, but are
strengths in them may differ.
• May be stronger recalling facts than
application
• May be stronger in problem solving tasks
then remembering details
• May be affected greatly by topic area or
past experience in that topic area
Overview Activity
Exercise your recognition networks' processing by quickly
listing the individual objects you recognize in this picture
Exercise your strategic networks by examining this image for a few different
purposes.
Notice how you look at the image differently depending on your purpose.
Eye Movement Images
Tune into your affective networks
by looking at this picture once
again, just to see what grabs you.
3 Networks
Activity
The Indian Dinner
Imagine that Sheela, Frank and you are
preparing an Indian meal for some friends,
including a long time friend who is returning from
some years working in Europe. Sheela, a
computer programmer, is from India. She grew up
appreciating varied Indian spices and foods, but
she isn't that keen on cooking and doesn't do it
often. She is especially fond of the friend whom
she has not seen in two years.
Frank is a gourmet cook. His specialties are
Italian cooking and making bread, and cooks
every chance he gets. He has never eaten
Indian food, and doesn't know the names of any
dishes. Frank has a lot of confidence in his
ability to learn to cook new things and loves a
challenge. Both Sheela and Frank are eager to
give it a try because a mutual friend is coming
from abroad and they want the party to be
wonderful.
Let's think about what each person
brings to the cooking project from the
standpoint of the three brain networks.
The goal is to cook an Indian meal
together.
Each person brings a unique
combination of strengths, challenges, and
interests.
To see where each can contribute most
and where each might need scaffolding,
support, or instruction, we use a chart to
analyze the characteristics each person
brings to the project.
Goal: Cook an Indian Meal for a Group of Friends
Person: Sheela
Networks
Strengths
Challenges
Recognition
familiar with Indian dishes &
spices, can taste and identify
whether we are on target.
not familiar with the
environment of the kitchen,
tools, ingredients, etc. e.g.
wouldn't know what "a pinch"
was
Strategy
From her work, knows how to
break a task down into parts,
plan and organize.
lack of experience with cooking
procedures
Affect
though not generally interested
in cooking, eager to make a nice
meal for this particular friend
has never really liked cooking
Goal: Cook an Indian Meal for a Group of Friends
Person: Frank
Networks
Strengths
Challenges
Recognition
Experience with how things "look
and feel" when cooking, e.g.
when thickening a sauce, how it
not familiar with Indian spices,
ingredients, measures, and
foods - how they look in the
process of cooking or when done
looks at different stages
Strategy
Extensive experience with the
procedures of cooking - how to
shop for right amounts, plan,
organize, lay out ingredients,
handle timing, etc
Lack of familiarity with the
procedures specific to Indian
cooking
Affect
Loves cooking, eager to learn
new foods and techniques
Doesn't know whether he will
even like Indian food
Goal: Cook an Indian Meal for a Group of Friends
Person: YOU
Networks
Recognition
Strategy
Affect
Strengths
Challenges
Reflection



Think of a student who is struggling
with learning something.
You may consider this student
primarily in light of his or her
difficulties.
Can you think of some interests or
strengths that this student may have
that are not being tapped?
Analyze Your Brain Network
Differences
Homework:
http://www.cast.org/teachingeverystu
dent/tools/main.cfm?t_id=10
-
Helpful in use with teaching student’s
their own differences as well as
finding your learning differences
(helps us identify any potential biases)
Getting Know You the UDL way:
Homework:
http://www.cast.org/teachingeverystu
dent/tools/main.cfm?t_id=12
How are these networks tied to the
curriculum?




Goals
Methods
Materials
Assessment



Looking at all aspects to design a
flexible curriculum to target every
student with both support and
challenge
The idea is to design for variability from
the start rather than retrofitting. (Like
planning for a vacation)
Comes from the idea of Universal
Design in Architecture
Question….
Thumbs up if you have used the
following in the last week….







Closed Captioning
Siri
GPS
Curb Cut
Elevator
Button to open the door
Autocomplete (on Google or Word)
Basis and Background of Universal
Design for Learning

Based off the idea of universal design in
architecture
• Many people can benefit from supports REQUIRED by a
few individuals
• To access these supports, architecture needs to be
designed from the forefront to incorporate the accessible
features

Research on modern neuorscience and the
cognitive science of learning
• Three different learning networks in the brain

Rooted in the work of Lev Vygotsky and
Benjamin Bloom
• Research on individual differences, the need for
scaffolds, and the need for the reduction of scaffolds as
students become more “expert” learners
To eliminate the Barriers…

Use the UDL Principals to build
flexible pathways to learning (the
brain networks) so that each child
can progress
Multiple Means of Representation
Multiple Means of Action and
Expression
Multiple Mean of Engagement
CAST (2011). Universal Design for
Learning Guidelines version
Where do I start?

Ask yourself: What is my Goal
• What do I want my student to “Know,
Understand and Do?”
Then Ask yourself:
What are the potential barriers or
variables in the curriculum?

Tools to help you look at the
barriers in your Curriculum
http://www.learningthroughlistening.
org/Universal-Design-for-LearningUDL/UDL-Curriculum-Barriers-andSolutions-Finder/Step-1-Goals/601/
Goals

What do we know?
• Goals are an essential part of the
curriculum and support learning
• They set the stage for the materials,
methods, and assessments involved in
teaching/learning
• Many goals are unclearly defined or
intimately tied to the methods for
achieving them
• Many goals are tied to fixed media
Strategies for improving goal
development

Consider what the “true purpose” of the goal is –
what network is the goal addressing
• Representation – learning information
• Strategic – learning skills or processes
• Affective – engagement with information




Separate the purpose from the means of reaching
it
Provide flexible media and materials to support
the diverse learning needs of many students
Emphasize a variety of paths to achieve the goal
Individualize the performance criteria for
measuring success
Methods and Materials

Multiple means of representation
• Options for perception
• Options for language and symbols
• Options for comprehension

Multiple Means of Action and Expression
• Options for physical action
• Options for expressive skills and fluency
• Options for executive functions

Multiple Means of Engagement
• Options for recruiting interest
• Options for sustaining effort and persistence
• Options for self-regulation
Materials

Importance of built-in flexibility –
digital tools
• Use of the Internet
• Use of free software




Text-to-speech
Graphic organizers
Typing programs
Study skills
• Use of commercial software
What technology can support UDL?

Digital text
• Digital files from publishers – market model
• NIMAS/NIMAC files – limited number of individuals have
access to these
• SOLO Literacy Suite
• Kurzweil 3000
• Read and Write Gold

Software that supports varying levels of
scaffolding and access
•
•
•
•
•

Intellitools Classroom Suite
Clicker 6
PixWriter
Book Builder
Inspiration/Kidspiration
eTrekker – on-line research based tools with
scaffolded supports
Methods and Materials

Multiple means of representation
• Options for perception
• Options for language and symbols
• Options for comprehension

Multiple Means of Action and Expression
• Options for physical action
• Options for expressive skills and fluency
• Options for executive functions

Multiple Means of Engagement
• Options for recruiting interest
• Options for sustaining effort and persistence
• Options for self-regulation
Instructional Methods to Support
Diversity in Recognition Networks




Provide multiple examples
Highlight critical features
Provide multiple media and formats
Support background context
Instructional Methods to Support
Diversity in Strategic Networks




Provide flexible models of skilled
performance
Provide opportunities to practice with
supports
Provide ongoing, relevant feedback
Offer flexible opportunities for
demonstrating skill
Instructional Methods to Support
Diversity in Affective Networks




Offer
Offer
Offer
Offer
choices of content and tools
adjustable levels of challenge
choices of rewards
choices of learning context
Assessment

What we know?
• To be truly useful, assessment must accurately evaluate
student’s knowledge and skills related to the goals

Some flaws of assessment:
• Student’s ability to work with various methods and
materials may confound their ability to demonstrate
their knowledge and skills
• Individual learning differences can skew results
(recognition, strategic, and affective differences)
• Withholding student supports can skew results
• Poor integration with curriculum limits the value of
assessment data
Example of a testing condition
without regular supports provided

You are taking a professional cooking course.
The final exam is to prepare a fruit souffle within
a certain time limit (a simulation of real
restaurant conditions). During your training, you
have had regular access to all the tools found in a
modern professional kitchen: food processors,
electric mixers, and ovens that heat quickly and
evenly. Now suppose these appliances are
disallowed during the test. The clock is ticking,
and you have to hand-chop the fruit, hand-whip
the eggs, and preheat a slow oven with an
inaccurate temperature gauge. Does this test
accurately measure your skill at preparing a
souffle in restaurant conditions?
Chapter 7, Teaching Every Student in the Digital Age
Strategies to Improve Assessment



Flexibility in Presentation
Flexibility in Expression and Strategic
Supports
Flexibility in Engagement
Flexibility in Presentation

Provide representational supports
needed by students
• Text-to-speech
• Concept maps
• Links to background knowledge
• Diagrams
• Timelines

Consider utilizing dynamic
assessment
Flexibility in Expression and
Strategic Supports

Option to respond in various ways
•
•
•
•
•
•
•

Orally
Typing
Handwriting
Drawing
Writing a song
Creating a drama or video
Developing a presentation
Strategic supports
• Self-check and self-monitoring lists
• Self-reflection questions
• Rubrics
Flexibility in Engagement


Issue of test anxiety – skews results
Alternatives
• Embed assessment in ongoing work


Embedding assessment digitally also provides options
for images, sounds, animations, etc. which often ties
into students’ motivation and interest
Allows teachers to scaffold appropriate, differing
levels of challenge and support more easily
• Vary the content within a particular
assessment tool


Assists with attention and motivation
Links to background knowledge
• Remember: Keep the “assessment goal area”
constant, allow for variation in the other two
networks
How does UDL integrate with other
initiatives?


Fits closely with Response to Intervention
(RTI) and Learning Focused Schools (LFS)
Similar premises include:
• Enabling all students to participate in core
instruction
• Focus on research-driven practices
• Increased supports available for those who
require them
• Features that allow for advanced organizers
• Directing students’ attention toward main goal
or purpose of the activity (essential questions)
Where do I start with UDL?
Analyze your Curriculum for Barriers
http://udlselfcheck.cast.org/
Resources to Design with the
3 principals of UDL
http://www.udlcenter.org/implementation/ex
amples
http://www.montgomeryschoolsmd.org/depar
tments/hiat/toolfinder/
http://lessonbuilder.cast.org/
Digital Text:
http://www.cast.org/teachingeverystudent/id
eas/presentations/digitaltext_links.cfm
MUST SEE RESOURCE:
http://udltechtoolkit.wikispaces.com
/
Intrigued?
Articles:
Perspectives on UDL and Assessment -An Interview with Robert Mislevy
http://www.udlcenter.org/sites/udlcenter.org/files/mislevy_final_0.pdf
Reading as Thinking- Integrating Strategy Instruction in a Universally Designed Digital
Literacy Environment
http://www.udlcenter.org/sites/udlcenter.org/files/ReadingAsThinking_0.pdf
Curriculum Planning for All Learners
Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program
http://www.udlcenter.org/sites/udlcenter.org/files/CurriculumPlanningforAllLearne
rs_0.pdf
Policy Foundations of Universal Design for Learning
http://www.udlcenter.org/sites/udlcenter.org/files/Hehir_Policy_Foundations_of_U
niversal%20Design_for_Learning_0.pdf
Getting from Here to There-UDL, Global Positioning Systems, and Lessons for Improving
Education
http://www.udlcenter.org/sites/udlcenter.org/files/GPSarticle.pdf
The Future is in the Margins Paper:
http://udlonline.cast.org/resources/images/future_in_margins.pdf
Learn More from the Experts
Who are the leaders in this area?
National Center on Universal Design and
Learning
http://www.udlcenter.org/
http://www.concord.org/projects/udl
Center for Applied Special Technologywww.Cast.org
Learner Variability Video-
• http://udlseries.udlcenter.org/presentation
s/learner_variability.html?plist=explore#
More videos to explore
Keynote for the U.S. Department
of Education Office of Special
Education Programs for the annual
OSEP project director’s meetinghttp://udlseries.udlcenter.org/present
ations/bach_to_gaga.html?plist=lead
UDL IN PRACTICE: Montgomery Country Schools and Prince
George Schools doing it!
Prince George:
http://www1.pgcps.org/UDL/index.aspx?id=122710
HIAThttp://www.montgomeryschoolsmd.org/department
s/hiat/udl/
http://udlwheel.mdonlinegrants.org/
Videos of Practice:
http://www.montgomeryschoolsmd.org/department
s/hiat/udl/video/list.shtm
Ideas:
http://www.montgomeryschoolsmd.org/department
s/hiat/udl/see/accessible_presentations.pdf
Free Book
Teaching to Every Student in the
Digital Age
http://www.cast.org/teachingeverystu
dent/ideas/tes/
Case Studies:
http://www.cast.org/teachingeverystu
dent/casestories/
Lists of Research
http://www.udlcenter.org/research/res
earchevidence
More Tools that May help
Scan to Read Software:
Kurzweil 3000
Read and Write Gold
Don Johnston- SOLO
Clicker 6
Writing Options:
Writer Fusion
LiveScribe Pen
A Much BIGGER list:
http://www.montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/
NO tech is also an Option
http://caiuassistivetech.wikispaces.com/Low+Tech+Strategies+for+Writing
Our Wikihttp://caiuassistivetech.wikispaces.
com/home
Upcoming Presentation
Who: Karen Janowski
What: Strategies for Success – Or, I
Didn’t Know I Could Do That For Free!
When: Wednesday February 29, 1:00
– 3:00 pm
Where: At the PDE Conference in
Hershey
Additional UDL supports

www.cast.org
• UDL examples – http://udleditions.cast.org
• Lesson Builder – http://lessonbuilder.cast.org
• UDL Curriculum Self-check –
http://udlselfcheck.cast.org




www.gutenberg.org
http://wiki.classroom20.com
www.classroom20.com
http://web20guru.wikispaces.com
What is AT?

A Quick Quiz
A basic definition of Assistive
Technology is…
any service that is used to decrease, or hinder
functional capabilities of a child with a disability.
• any device or service that is used to increase,
maintain or improve functional capabilities of a
child with a disability.
• any service used with any student that costs
extra money for the school district.
• any item used that is different in any way from
the basic educational curriculum.
Which of the following is not a broad
area of Assistive Technology?
• Writing Access Supports, Strategies,
and/or Software
• Augmentative and Alternative
Communication
• Environmental Controls
• Equipment to support students with
Sensory Impairments
• Standard textbooks, worksheets, and
study guides
Communication is…..
• using your voice to talk to someone.
• only done by people with an IQ higher
than 50.
• something to say, a way to say it, and
someone to say it to.
• all of the above
Augmentative and alternative
communication is any system
that…
• replaces verbalizations (talking).
• supports verbalizations (talking).
• decreases verbalizations (talking).
• a. and b.
All assistive Technology is High
Tech
• True
• False

Speech recognition software is
appropriate for all students who can
not keyboard.

• True
• False
Assistive Technology (AT) and the
Law
Federal definition Of AT from IDEA
Assistive Technology Device: any item that is used
to “increase, maintain, or improve functional capabilities
of a child with a disability” (IDEA ’97, Section 602)
Assistive Technology Services: any service that
“directly assists a child with a disability in the selection,
acquisition, or use of an assistive technology device.”
In IDEA, children with
disabilities, ages birth through
21, must be considered for
assistive technology use if it is
needed in order to receive a
free and appropriate public
education (FAPE). AT must be
considered for students based
on their current progress,
Any AT devices or services
determined to be
appropriate and necessary
per IEP team are the
district’s responsibility to
purchase.
Legal Requirements for providing Text
to Students with Visual and Physical
limitations and text
Accessible Instructional
Materials (AIM)
Per the Individuals with
Disabilities Education
Improvement Act of 2004 (IDEA
2004), states and local school
districts are mandated to ensure
the provision of accessible
instructional materials to those
students who need them.
Students who may require
accessible instructional
materials:
•Students with visual
impairments
•Students with physical
impairments that limits
Textbooks and related core
instructional materials must be
provided in specialized formats
to students with print
disabilities in a timely manner.
Pennsylvania has defined
“timely manner” in Chapter 14
as taking all reasonable
measures to ensure that
materials are provided to
students with print disabilities
at the same time as their nondisabled peers.
How are AT decisions made?

A Team Decisionhttp://www.setbc.org/setbc/topics/c
onsiderations_school_based_teams.h
tml
The SETT
FRAMEWORK
The SETT framework is a tool to gather and
organize data from individual professionals to make
decisions on Assistive Technology. The data to be
gathered are from evaluations (formal/informal)
from specific members of the assistive technology
support team.
The SETT framework is a way to ensure that you
have all the information gathered and a format in
which to represent it in a document. SETT stands
for Student (strengths/needs), the
environment(S) and Tasks required for the
student to participate and the Tools needed to
address the tasks.
THE S E T T
It is an acronym that stands for :




STUDENT
ENVIRONMENT
TASKS
TOOLS
How are AT decisions made?
Assistive technology decisions are
made through a process of trials and
strategies starting with the least
restrictive solutions (i.e., lined paper,
pencil grips) then progressing to the
most restrictive interventions (i.e.,
speech to text).
Best Practices in Assistive
Technology Assessment
What it looks like:
What it doesn’t look like:
Ongoing dynamic assessment “One shot” Clinic evaluation
in the student’s nature
environment
Technology driven
Assessment of
systems/strategies already
in place for the student
Trials (at least 6 weeks)with
data collection
Trials starting with least
restrictive tools and
looking at all options no to
high tech
Decisions made with student
and environment in mind
first and specific
technology last.
Example of SETT form
with Guiding Questions
Student:
Environment:
Tasks:
Tools: (strategies, accommodations & tools)
What is the student’s diagnosis?
What are the student’s special
needs?
What are student’s current
abilities?
What are student’s
interests/dislikes?
Is the student currently able to
complete tasks with special
strategies or
accommodations? (please
list successful strategies)
What is the student’s
educational placement?
What services does the
student receive?
What accommodations are
being made for the
student?
What materials and equipment
are currently available in
the environment?
What is the physical
arrangement of the
environment? Are there
special concerns?
What is the instructional
arrangement?
What resources are available
to the people supporting
the student?
What does the
student need
to do?
What activities
support the
student’s
curricular
goals?
Things to
consider:
-Communication
-Writing
-Reading
-Computer Access
-Learning and
Studying
-Vision/Hearing
Using now:
Explore:
What no tech, low
tech, and high
tech options
have been
explored
and/or is the
team using
now?
What teaching
strategies are
currently
being utilized
with the
student?
Guiding question:
Would the use
of assistive
technology help
the student
perform listed
tasks more
easily or
efficiently in the
least restrictive
environment or
perform these
tasks
successfully
with less
personal
assistance? (To
be considered at
the team
meeting)
The SETT
What it is
What is isn’t
-
-
-
-
-
-
A framework for gathering
information at AT planning
meetings
An acronym to remember the
important factors in AT
decisions
A way to remember the
important order in making AT
decisions
A way to gather existing data
and information from all team
members
A way to determine if new
data needs to be gathered
A means to assist with team
consensus and action
planning
-
-
An evaluation tool
A model of intervention
A mandatory form to be filled
out
A one shot standardized
assessment/evaluation
A test to be given to the
student
A means to gather new data
Required to be in a table form
(this same information can be
represented in a paragraph or
bullets)
Then What?

http://www.setbc.org/setbc/topics/c
onsiderations_school_based_teams.h
tml

See fonner feature match
Examples of Feature Matches


http://www.wati.org/content/support
s/free/pdf/Ch3-Communication.pdf
http://www.wati.org/content/support
s/free/pdf/form/Sec2-CommForm.pdf
Resources






Wati
GPAT
University of Kentucky
Natri
Kelly Fonner’s Site
FCTD CD
For Writing


http://www.wati.org/content/support
s/free/pdf/form/Sec3-CompAccessForm.pdf
http://www.wati.org/content/support
s/free/pdf/form/Sec4MotorAspectsWriting-Form.pdf
Transition Planning

http://www.gpat.org/index.aspx?Pag
eReq=MakingTheMove
What Every District Should
Know

http://www.gpat.org/index.aspx?Pag
eReq=TenThings
Assistive Tech for Writing
Differences between spoken and
written language
Spoken Language:
 simple words
 incomplete and
ungrammatical
sentences
 rambling, unorganized
and redundant
 feedback and support is
immediately available
Written Language:
 uncommon,
sophisticated
vocabulary
 formal, complex
sentences
 tightly organized
and concise
 no feedback
Stages of Writing



Readiness
Sentences
Single/Multiple Paragraphs
100
Types of Assistive Technology:

No tech and low/light
tech
• Adapted writing surfaces
 slant boards
 tilted desktops
 clipboards
 dry erase boards
 dycem
Types of Assistive Technology:

No tech/low tech
• Adapted writing tools
 pencil grips
 pencil weights
 large or chubby pencils or felt-tip
pens
 raised-line handwriting paper
 highlighters
 highlighting tape
Adapted Utensils
Weighted Pens
Steady Pens
Adapted Utensils Continued
Finger Spacers
Evo Pen
Ring pen
Adapted Surfaces
Dycem
Slant Board
Clip board
Adapted Surfaces Continued
Raised Line Paper
White Boards
Raised Line Paper
Raised Line Paper
Graph Paper
Other Strategies
Gummy Letters
Alphabet Letters
Stamps
Velcro Letters
Writing
Technology (low or high tech) should never replace direct instruction
Strategies for Readiness Phase





Encourage invented spelling
Develop steps/use checklists for a task
Find ways and authentic reasons for students to
write throughout the day
Read their writing aloud to themselves, their peers
and adults
Give them ‘pointers’ (ie. use of capitalization,
punctuation, etc.) as they appear ready and
interested
109
Clicker 6

Picture support for writing
Computer Use

Computer OS accessibility features
•
•
•
•
•
sticky keys
repeat keys
slow keys
mouse cursor and pointer options
Voice Over
112
Portable Word Processor
113
Strategies for Sentence Phase
• Use correct spelling and conventions in
all their writing
• Write, write, write!
• Use visual sentence builder
• Read their writing aloud
• Re-phrase sentences
• Software
114
Ginger Spell Checker/Sentence
Writer
115
Strategies for Paragraph Phase
• Use correct spelling and conventions in all
their writing
• Develop steps/use checklists for a task
• Use POQ (Part of the Question)
• Provide word bank (vocabulary)
• Use graphic organizers, story maps,
manipulatives
• Read their writing aloud
• Software
116
Software Options
Kurzweil 3000
Features:

Scan to Read Software

Text to Speech(reads materials to students)

Word Prediction within Kurzweil interface

Graphic Organizers

Writing and Self-Editing Tools

Decoding Support

Independent test taking tools

Study Skills tools-highlighting, text circle tools,
annotations, Bookmarks, Voice Notes and Extract in order
to create outlines, study guides, or word lists

Cornell note taking format
 Can be used with websites
Scan To Read Software

file:///H:/Georgia%20Charts/Word%
20Prediction%20Chart.htm
119
Read and Write Gold










Scan to Read Software
Floats over Word and other software
Word Prediction
Graphic Organizers
Writing and Self-Editing Tools
Phonemic spelling
Decoding Support
Independent test taking tools
Study Skills tools-highlighting, text circle tools,
annotations, Bookmarks, Voice Notes and Extract in order
to create outlines, study guides, or word lists
Citation support
SOLO Literacy Suite
Compilation of 4 software programs.
Includes:
Word Prediction
Draft Building Software
Text to Speech Word Processor
Scan to Read Software
Independent test taking tools
122
Classroom Suite by Intellitools
Pre K–5 Software for Building Reading,
Writing and Math Skills
 Reading instruction aligned with national
standards
 Math instruction targeting number sense
and automaticity
 Writing templates across many genres
 Creativity tools for whole class instruction
and student presentations
 Early Learning activities for emergent
learners
Pix Writer
Low Tech Composition
Strategies






Word lists of frequently misspelled
words
Checklists for editing
Rubrics
“Wh” questions
Graphic organizers
Sentence starters
Using a regular computer

Use of Microsoft Accessibility
Features
• Sticky Keys
• Key repeat
• Key acceptance
• Mouse cursor speed
• Mouse pointer options

Use of switches/scanning
Using Microsoft Word for
Handwriting Supports
Auto Correct
 Form Fields
 Customized short cuts
More information:
http://atclassroom.blogspot.com/2009
/10/writing-tools-found-in-microsoftword.html
http://caiuassistivetech.wikispaces.co
m/Microsoft+Accessbility+Features

Is Keyboarding always the
Answer?

Keyboarding is not practical
if:
• the student does not retain
the ability to quickly and
easily locate the keys
• the speed of handwriting is
currently faster than the
speed of keyboarding after
sufficient experience and
practice
• the student makes many
keyboarding errors
Is Keyboarding the Answer?

Keyboarding is
appropriate if:
• handwriting is too
difficult, slow, or illegible
• keyboarding speed is
faster than handwriting
speed
• keyboarding better
enables the student to
keep pace with his
written expression
abilities
Speech Recognition

Voice recognition software allows
students to speak into their
computers, which turn their oral
language into text.
Landmark College
Speech Recognition
Students may benefit from Speech Recognition who have
difficulty:

– manipulating writing tools.

– with writing mechanics.

– with spelling, and grammar.

– getting their ideas written down.
In addition, students may benefit from Speech Recognition
who are able to:

– compose orally.

– reflect on and modify their own speech patterns and

articulation of words.
 – be patient.

– understand the purposes of literacy.
Pacer Center.org
Is Speech Recognition the
Answer?
Speech recognition is considered to be
the MOST RESTRICTIVE
intervention for writing.
Speech recognition is appropriate if:




Direct typing instruction has been provided consistently for at
least 6 months.
The student is in middle school or higher
The student has clear articulation
The student has the ability to edit
Speech recognition is NOT the
answer if…






Student has articulation or fluency
difficulties
Student is making progress with typing
instruction
Student is in elementary school (with
some exceptions)
Student is unable to leave the room to
dictate.
If main problem is composition errors
Student does not have higher level
(middle school or above) reading ability
Note Taking Options

http://caiuassistivetech.wikispaces.c
om/NoteTaking
LiveScribe Pen
Let’s Explore Links



Techmatrixhttp://www.techmatrix.org/
UDL sitehttp://udltechtoolkit.wikispaces.com/
http://www.texasat.net/default.aspx
?name=homepage


http://www.setbc.org/setbc/topics/c
onsiderations_school_based_teams.h
tml
Hiathttp://www.montgomeryschoolsmd.o
rg/departments/hiat/tech_quick_guid
es/
MUST SEE RESOURCE:
http://udltechtoolkit.wikispaces.com
/
Our Wikihttp://caiuassistivetech.wikispaces
.com/home
More free solutions –
Organization tools
Google gadgets:
•
•
•
•
•
Countdown
To Do lists
Reminders
Email
Calendars
Remember the Milkhttp://www.rememberthemilk.com/
Organization Tools




iGoogle
iPod/Ipads
Microsoft One Note
Drop box
Reading Assistive
Technology
Text to Speech:
A software
program/product that
provides audio
version/output to
written text
Something to
Ponder:
You are a student who
struggles with reading. You
just took a written science
test. What knowledge or
skills were assessed for you
on the test?
1. Science Content?
2. Your ability to
decode/comprehend
written text?
Why use?
•Great for students who are
auditory learners
•Provides multiple means input
(visual and auditory)
•Provides access to the content for
struggling readers
•to increase reading proficiency
•Foster increased efficiency,
productivity, independence, and
Types of Technology with
Text to Speech Options:
•Reading Pens
•Scan to Read Software
(Kurzweil 3000, SOLO, Read
and Write Gold, Wynn)
Reading to Learn

http://caiuassistivetech.wikispaces.c
om/Reading



Programs that add picture supports
• Pix:Writer
• Clicker 6
• Intellitools Classroom Suite
• Boardmaker Studio
Text-to-speech
Digital books
• Age-appropriate books created at a lower reading level (Don
Johnston)
• Bookshare.org books, Project Gutenburg, RFB&D



Versions of standard curricular content in
specialized formats that can be used by and
with print-disabled learners
These specialized formats include:
• Braille
• Large print
• Audio
• Electronic text (Digital text)
With the passing of IDEA 2004, LEAs are
required to provide students with textbooks and
core instructional materials in specialized
formats in a timely manner
www.pattan.net
Core instructional materials

Definition: Print-based textbooks
and supplementary materials
published with the text (workbooks,
study sheets, etc.) which are geared
towards use in kindergarten through
12th grade; these materials must be
required by the local education
agency (LEA) for use in the
classroom
Students with print disabilities


IDEA 2004 adopts the definition of print
disabilities from the 1931 Library of Congress
Act to Provide Books for the Adult Blind
As per this legislation, a student with a print
disability is one who is certified by a competent
authority as unable to read printed materials
due to:
•
•
•
•
Blindness
Visual impairment
Physical limitations
Reading disability as a result of organic dysfunction
Further defined



Blindness – visual acuity of 20/200 or less in
the better eye with correcting glasses or whose
widest diameter of visual field subtends an
angular distance no greater than 20 degrees
Visual impairment – a visual disability that with
corrective lens and regardless of optical
measurement prevents the reading of standard
printed material
Physical limitations – limitations preventing an
individual from being able to hold, pick up, or
access printed materials (turn pages, etc.)

Reading disability as a result of
organic dysfunction – the least
defined; a reading disability with a
physical cause that is of sufficient
severity to prevent the reading of
standard print materials
• Examples:



Dyslexia
Stroke
Missing segment of the brain
Competent authority


For individuals with blindness, a visual disability,
or physical limitations:
• Doctors of medicine, doctors of osteopathy,
ophthalmologists, optometrists, registered
nurses, therapists, professional staff of
hospitals, institutions, and public or welfare
agencies (social workers, case workers,
counselors, rehabilitation teachers, &
superintendents)
For individuals with a reading disability as a
result of organic dysfunction:
• Doctors of medicine who may consult with
colleagues in associated disciplines
Copyright implications


The qualification of individuals with print
disabilities holds significant importance in
regards to copyright implications.
The Copyright Act as Amended (Chafee
Amendment) provides a special exemption
in copyright law that allows authorized
entities to reproduce or distribute
copyrighted materials in specialized formats
for blind or other persons with disabilities
without the need to obtain permission of
the copyright owner. (Pennsylvania’s Guidelines for the
Provision of Accessible Instructional Materials (AIM))
Legal basis of AIM


Those who are unable to access printed text
in traditional ways in order to have
meaningful and equal access to the general
education curriculum are guaranteed
accessible instructional materials through
IDEA 2004 and Chapter 14 (PA Special
Education Regulations) or Chapter 711
(charter schools)
See specific language and links on pg. 1 of
Pennsylvania’s Guidelines for the Provision
of Accessible Instructional Materials (AIM)

IDEA 2004 states that LEAs are
required to “take all reasonable steps
to provide instructional materials in
accessible formats to children with
disabilities who need those
instructional materials at the same
time as other children receive
instructional materials” (Section
300.172 (b) (4) – Access to
Instructional Materials)
Lea’s responsibilities with Aim







Determine which students need AIM
Document students’ need for AIM
Confirm student eligibility and determine
particular sources of AIM for individual students
Take all reasonable steps to provide AIM for
students who require them at the same time as
instructional materials are received by their
peers
Provide documentation of copyright compliance
Develop local policies and procedures in the
provision of AIM
Request that publishers deposit NIMAS
compliant files into the NIMAC
Determine students’ need for Aim

Which students need AIM?
• Those students who due to sensory, physical,
cognitive, or learning differences can not use
and/or access standard print materials to make
progress in the general education curriculum

Note: Needing AIM and qualifying as an
individual with a print disability are two
different classifications. IDEA 2004 states that
LEAs are responsible for providing AIM for
students who need it as documented in their
IEP regardless of whether the individual
qualifies as a student with a print disability.
Determine student’s need for Aim

Who makes this decision?
• A student’s IEP or 504 team

How is this decision made?
• Assessment data (e.g., reading rate,
comprehension measures, level of
engagement, etc.)
• Trials with alternate formats (e.g., audio,
use of assistive technology, large print, etc.)

Students who can not read grade level
print at a sufficient rate with adequate
comprehension to complete
academic/curricular tasks may require
AIM.
Pennsylvania’s Guidelines for the Provision of
Accessible Instructional Materials (AIM)
Considerations in determining a
student’s need for AIM


Is there a discrepancy in comprehension
abilities when the student reads the text vs.
having the text read to him/her?
Does the student’s comprehension abilities
keep pace with their reading rate?
• Is it slower?
• Is it faster?



Is he/she able to complete academic/curricular
tasks involving reading with success relative to
same-age peers?
Is the student able to effectively engage with
text independently?
Is the student able to read text effectively
across many environments and tasks?
Make it personal



Brainstorm a student who you think
may require AIM.
What information do you need to
gather to determine this student’s
need for AIM?
What additional questions do you
have as it relates to AIM for this
student?
Document student’s need for aim

In the IEP or 504 plan
• Present Levels of Academic and
Functional Performance




Noting need for AIM
Qualifications for specialized formats, if
relevant
Types of formats the student requires
Assistive technology that may be needed to
support the provision of AIM
• Specially Designed Instruction

Instruction or assistive technology that
needs to be provided for the student to
Determine sources of AIM

Various sources are available to
assist school districts in providing
AIM to students based on:
• The student’s eligibility as a student
with a print disability
• The alternate formats needed by the
student
• Whether the student has an IEP or 504
plan
Sources of AIM










Publishers
Public Domain Sources
National Instructional Materials Access
Center (NIMAC)
Bookshare
Recording for the Blind & Dyslexic (RFB&D)
American Printing House for the Blind (APH)
Pattan AIM Center
CAIU
Additional AIM providers
In-house methods of converting materials
NIMAC



The National Instructional Materials
Accessibility Center (NIMAC) is a national
repository that began on 12/3/2006 as a result
of IDEA 2004
The NIMAC houses NIMAS (National
Instructional Materials Accessibility Standard)
file sets which can be used to develop multiple
specialized formats for students with print
disabilities
Note: NIMAS file sets are not student-ready
versions of AIM; they need to be converted
into the various file formats required by
students
http://nimas.cast.org/about/nima
s
Availability of materials in the
nimac


To ensure that NIMAS file sets are
sent by publishers to the NIMAC,
IDEA requires LEAs to include
contract language in all purchase
orders stating that the publisher
must send a NIMAS file set of the
printed material to the NIMAC
This contract language can be found
on page 23 of Pennsylvania’s
Guidelines for the Provision of
Contract language

“By agreeing to deliver the instructional materials on this
contract or purchase order, the publisher agrees to prepare
and submit, on or before the delivery of the materials, a
NIMAS file set to the NIMAC that complies with the terms and
procedures set forth by the NIMAC. Should the vendor be a
distributor of the materials and not the publisher, the
distributor agrees to notify immediately the publisher of its
obligation to submit NIMAS file sets of the purchased products
to the NIMAC. The files will be used for the production of
alternate formats as permitted under the law for students with
print disabilities.”
Pennsylvania’s Guidelines for the Provision of
Accessible Instructional Materials (AIM)
Who qualifies for nimas file sets?

For students to be able to
receive NIMAS file sets, they
must:
• Qualify as a student with a print
disability under the Copyright Act
as Amended, AND
• Have an IEP

Note: Students with 504 plans
do NOT qualify for NIMAS file
sets
Obtaining nimas file sets



NIMAS file sets can be found by
searching the NIMAC at www.nimac.us
Only authorized users (AUs) are
permitted to download or direct NIMAS
file sets to conversion companies to be
changed into AIM that are appropriate
for student use
AUs in Pennsylvania include:
• The Pattan AIM Center – Cathy Nadberazny
• Bookshare
• Recording for the Blind & Dyslexic (RFB&D)
Converting nimas file sets


NIMAS file sets are converted into studentready versions by Accessible Media Producers
(AMPs)
Some of the most well-known AMPs include:
•
•
•
•

Bookshare
RFB&D
American Printing House for the Blind (APH)
Pattan AIM Center
Note: If Bookshare or RFB&D is requested to
obtain a NIMAS file set for a qualifying student,
they will automatically convert the file format
into their version of the student-ready material
bookshare




Bookshare is an online library of digital text
(visual and auditory input) for individuals with
print disabilities
www.bookshare.org
It operates under the Chafee Amendment and
provides free student memberships to those
who qualify due to an award by the Office of
Special Education Programs (OSEP)
Bookshare adds approximately 1,000 new
books to their library every month and provides
free, limited-versions of assistive technology
software to assist students in accessing digital
text
Bookshare memberships

Two types of Bookshare memberships:
• Individual memberships


Free for qualifying U.S. students grades K-12, postsecondary students, and adult education
Qualification is based off the Chafee Amendment
• Organizational memberships



Free for educational organizations that serve adults
or students with print disabilities
Organizations must provide a roster of qualifying
individuals with print disabilities as well as a roster of
sponsors who can download books for use with these
individuals
Organizations are required to keep proof of disability
on file for all qualifying individuals
Visual
Impairment (VI),
such as blind or
low vision
Qualified
A family doctor,
ophthalmologist, optometrist,
Teacher of the Visually
Impaired, Special Education
teacher
Certification from the National
Library Service for the Blind
and Physically Handicapped in
the U.S. or similar national
body
Physical
Disability (PD)
which affects
one’s ability to
read print, such
as inability to
hold a book or
turn pages
Learning
Disability
Reading
Disability
Autism
Emotional
disabilities
ADHD
ESL and ELL
Qualified
A family doctor or other
medical professional, physical
therapist, resource specialist,
Special Education teacher
Students with a
severe enough
disability, and a
professional
certifying that the
disability has a
physical basis
A neurologist, psychiatrist,
learning disability specialist,
Special Education teacher,
school psychologist, or clinical
psychologist with a background
in learning disabilities
Not qualified unless
accompanied by a
visual or physical
disability, or a
qualified reading
Examples above
Learning Ally (formally Recording
for the blind & dyslexic (RFB&D))




RFB&D is a library of accessible
digital educational materials (mainly
audio)
www.rfbd.org
RFB&D provides audio textbooks,
supplemental materials, and leisure
reading materials for subjects in
standard K-12 curriculum
A grant provided by the U.S.
Department of Education Office of
Types of Learning Ally books

CD format – DAISY navigation
• Portable for use anytime, anywhere

WMA – Windows Media format
• Downloadable/instant access to a PC or MP3 player
• Not compatible with iPods

DAISY format
• Can be used immediately when downloaded onto a
specialized DAISY player or DAISY software on PC
computer
• Can be burned to CD or copied to SD card

NIMAS format – on CD
• Text viewable on screen with synthetic audio output
• Need eClipseReader, Victor Reader Soft, or Easy Reader
software
Daisy players and software

Hardware
• Victor Reader devices
• Plextor Pockets
• PlexTalk

Software
• RFB&D ReadHear by gh
• Easy Reader
• eClipse Reader
American Printing House for the
Blind (APH)




APH is a nonprofit organization that “promotes
independence of blind and visually impaired
persons by providing specialized materials,
products, and services needed for education
and life.”
www.aph.org
APH manufacturers textbooks and other
educational text for individuals who are visually
impaired
APH created the Louis database which provides
the location of Braille, large print, recorded,
and CD text formats available from producers
across the U.S.
APH Formats

APH creates materials in:
• Braille
• Recorded text
• Large print
• CD



Materials are created on a contract
basis
http://www.aph.org/atic/index.html
Districts can contact the Pattan AIM
center for materials that are
Pattan aim center


A division of PATTAN whose focus is to
ensure the provision of AIM in Pennsylvania
Functions:
• Central location for production of Braille, large
print, and electronic text materials
• Assists team in finding AIM for students
• Collects data on effective practices in AIM
production and utilization
• Authorizes and registers AMPs (Accessible
Media Producers) in PA
• Technical support through trials
Additional AIM Providers

Accessible Book Collection
• www.accessiblebookcollection.org
• Digital text with the ability to maniulate
font size, font color, spacing, and
background color

Audible.com
• www.audible.com
• Audio books

Memberships are required for access
to both of these text sources
Local conversion methods

Scanning materials into a text-tospeech program – digitally and/or
manually
• Kurzweil 3000
• Read and Write Gold
• SOLO
• Wynn


Production of Audio Books in-house
Large print conversions
REVIEW: LIST SOME OF THE
SOURCES OF AIM
Assistive technology supports

Scan-and-Read Programs
• Features include:






Ability to read text aloud
Highlighting and masking capabilities
Rate, volume, pitch, and voice control
Font, color, and size control
Talking dictionary and homophone support
Often built-in study skills
• Programs




Kurzweil 3000
Read and Write Gold
SOLO
Wynn
Assistive technology supports

DAISY players/software
• Features:



Allows user to navigate audio material
Navigation is often broken up into
chapters, headings, and/or paragraphs
Often allows for bookmarking to quickly
find relevant text
• Examples of hardware/software


Hardware: Victor Reader devices, Plextor
Pockets, PlexTalk
Software: RFB&D ReadHear by gh, Easy
Reader, eClipse Reader
Timely manner

Individuals with Disabilities Education
Improvement Act of 2004 states that LEAs
• “will provide instructional materials to blind
persons or other persons with print disabilities in a
timely manner” (Part B, Sec. 612 (a)(23)(B) and
Sec. 613 (a)(6)(B))

PA has defined timely manner as:
• At the same time as students without disabilities
• Prohibits withholding materials from other students
until accessible formats are available
• Allows for receipt of partial portions of instructional
materials to cover areas currently being taught
Timely manner

Receiving AIM in a timely manner
refers to both students who:
• Qualify under the Copyright Act as
Amended
• Do not qualify under the Copyright Act
as Amended, but have been determined
by their IEP team to need AIM to ensure
FAPE

Teams who do not qualify under the
Copyright Act as Amended can
obtain accessible materials from
Digital rights management

School districts are required to
maintain documentation of students’
eligibility and use of various sources
of AIM
• Request, receipt, distribution, and
monitoring of digital materials



Copyright implications
Many school districts are designating
a “digital rights manager”
School districts must establish
Case study 1
Anna is a 5th grader with ADHD and a learning
disability. She is reading at the 2nd grade
level and goes to Learning Support for
language arts and math; science and social
studies are in the regular 5th grade
classroom, with some follow-up for
organization in Learning Support at the end
of the day. Her parents also have a private
reading tutor work with her every week,
and her reading scores continue to improve.
When Anna has homework requiring her
science or social studies textbook, her mom
reads it over with her.
Case study 2

Patrick is a 6th grade student with a
developmental delay. He
comprehends and decodes text at a
2nd grade level. Patrick receives the
majority of academic instruction in a
life skills classroom, while being
included in regular 6th grade
classrooms for health and science.
An aide accompanies Patrick to
inclusion classes for reading and
Resources

Pattan AIM Center – www.pattan.net
• PA’s Guidelines for the Provision of Accessible
Instructional Materials –
www.pattan.net/files/AIM/AIM-Guidelines2010.pdf






Bookshare – www.bookshare.org
RFB&D – www.rfbd.org
American Printing House for the Blind –
www.aph.org
Center for Applied Special Technology (CAST) –
www.cast.org
The AIM Consortium – www.aim.cast.org
Project Gutenberg – www.gutenberg.org




Blind
Visually impaired
Physically impaired – unable to
access books easily through
traditional means
Individuals with print disabilities as
a result of organic dysfunction
• Dyslexia – neurological basis
• Must be diagnosed and certified by an
MD



Pattan (www.pattan.net)
Bookshare.org
• Free Digital Text for those who qualify as
print-disabled
• Free readers available on the Bookshare.org
website
• Can request additional books be added in the
Bookshare.org library
Recordings for Blind & Dyslexic (RFB&D)
• Human audio recordings of text
• Different navigation system than traditional
“books on CD”
AT for composition and reading


Provides students a way to
demonstrate their knowledge of a
subject without frustration when
their pre-requisite skills are weak.
Does not replace direct instruction.
IPADs/IPODS

http://aacrerc.psu.edu/documents/RERC_mobil
edevices_whitepaper_final.pdf
Open Discussions



Communication Apps on Device
Should I get a device for a student
who already has a system?
Common Questions
• AT versus Educational Tool