Vocabulary
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IEP vs. 504
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Americans with Disabilities Act – ADA
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IDEA –Individuals with Disabilities Education Act o Adaptive Technologies
 Effective Communication
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Braille Printer
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Large Print Text
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Person-first language o A student with… o People first, then disability o “A person who uses a wheelchair” instead of “wheelchair bound person”
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Stephen Lane – Igniting a Passion for Reading
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Cornell University – students come in, make suggestions for changes
Blackboard Tips
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Error Messages o Internal Refresh o Logout of Blackboard
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Readings and Resources o Handouts, etc
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Links to Activities o Things we’ve done during the day
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Homework
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Email can be sent to everyone in the weekly session or single users o Email will be sent to your Syr. Email
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Can also use discussion area
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Access is unlimited/indefinite
School Disability Law: How do these laws apply to us?
Special Education: o Putting it into practice can be more difficult than it seems o Need teachers’ cooperation
Library: o Act as the go-between for ordering materials (we get catalogs, etc. for adaptive materials, accessing WebMax) o It’s the librarian’s job to make sure those materials are available—anticipate the need instead of responding, maintain a diverse collection (be proactive instead of reactive) o Send information about what’s available for free (databases with audio component, etc.) o Often act as a tech person, you might be asked to assist with use/implementation of adaptive tech
General Education:

o Modifications change depending on the child o Collaboration with parents/special ed/special areas—in order to meet the goals, you need to collaborate o Keeping documentation is vital o Keep in mind what the child needs, not what you/the teacher need
Universal Design (UD) o Designing things that are accessible by everyone/Everyone can use something o Physical Spaces o Handicap accessible o Make it so everyone can access what is inside o Created by a group of architects and engineers o Not just for people with a disability (other people can benefit, too) o Creating things o Designing a house/public buildings o “Kneeling buses” move down to ground level instead of requiring riders to step up onto the bus o Making changes to an existing structure is often more expensive than just designing it that way in the first place o Low/No cost solutions o Ask for suggestions/survey o Meet with a team o Adjustable height tables o Alternative seating
 Bean bag chairs
 Wiggle seats
 Balls
 Air chairs
Universal Design for Learning (UDL) o Same concept as UD for physical space for the “learning space” o Came about after UD o Planning ahead, making sure your lesson plans and learning is accessible for all students o Blown-up handouts for visually impaired students o http://www.CAST.org o Lesson plan builder for planning differentiation o Video about UDL
 Flexible curriculum
 Learner Focused/Driven
 Support and Challenge
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Start with Goal
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Barriers to reaching the goal o 3 UDL principals
 Representation
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Multiple methods of delivering info
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Provide options for perception o Visual/Auditory/”Realia”
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Provide Options for Language and Symbols

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Non-Linguistic key concepts
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Provide options for comprehension o Illustrate o Write o Speak
 Action and Expression
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Allow students to approach learning tasks/show what they’ve learned in different ways o Senteo quiz o Verbal discussions o Contribution to a wiki o Act out vocabulary o “School the teacher”—let the students teach a lesson o Make a play to demonstrate learning o http://www.iimresearch.com/iim/iim_model.php
o Common vocabulary
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Physical Action – use the environment
 Engagement
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Multiple means of expression
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Choices
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Hook your students o SMART Board o Technology
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Sustained effort and persistence
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Self-regulation o How are you progressing? o Self-assessed rubric o Peer-assessed rubric o Checklists

Using UDL in Lesson Planning o NIMAC o NIMAS Standards: National Center on Accessible Instructional Materials o UDL o http://aim.cast.org/ o Designing lessons for the “universe” of your classroom o What about standardized tests? o Teaching students to learn from their environment/independently access information o Examination of Bird Library
 Avoiding Stigma – To be able to do it yourself without asking for help or drawing attention to yourself or being separated o Dr. Marcia Scherer Guest Speaker o David Grapka Albany area o 54 million people with disabilities in the US BUT only about 25% using assistive technology o Assistive Technology o Simple – Complex o Can be anything from pencil grips or customized electronic devices
 www.abledata.com
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Database of assistive technology on 64,000 products
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Product categories by intended function o Walking/wheeled mobility/seating/transportation o Daily living/communication o Education/workplace/housekeeping o Computers/controls/therapeutic aids
 Alternative keyboards/mice o Deaf/Hard of Hearing/Deaf-Blind/Low-Vision
 Text to speech
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Becoming obsolete
 Braille displays
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Tactile output of information from computer screen
 Screen Magnifiers
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MAGic
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Zoomtext
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Supernova
 Readers
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JAWS
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Window Eyes
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HAL
 TTY/TDD
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Many use texting instead
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 Assistive Listening Devices

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Like Ryan and Nicole
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Personal or Group Use o Amplify and concentrate sound o Make desired sound stand out from background noise o Many assistive devices aren’t used once they’re obtained
 Waste of $ time and resources
 Make sure the device fits the person by doing an evaluation o Assistive Technology Services
 Evaluate-Select-Accommodate-Use
 Milieu = environment (physical cultural attitudinal economic political psychosocial)
o Vision o Our library will be a welcoming environment for all students to successfully navigate both physically
and educationally
 Questar Curriculum? o Library Policies o A statement that defines the library’s position on disabilities o We are proud to serve all students and staff, regardless of age, gender, orientation, disability, etc o The Principal Factor o HOW DOES THE PRINCIPAL SUPPORT YOUR ABILITY TO CONTRIBUTE TO TEACHING AND LEARNING?
 Set up PD for us, listen to feedback
 Our principals trust what we do—if they can, they support what we want to do IF we can justify it educationally
 Find materials for us, find funding
 Special ed/special area o WHERE DOES THE PRINCIPAL'S PERCEPTION OF YOUR JOB ORIGINATE?
 Meetings, observations, emails/newsletter articles/end of the year reports
 Open dialogue with principal—good relationship o WHAT EXACTLY DOES THE PRINCIPAL EXPECT FROM YOU INSTRUCTIONALLY?
 HEAVY emphasis on technology and literacy
 Be a leader for those things for others
 Collaboration with peers
 Benchmarking/Assessment and intervention
 Differentiate

Special Education
 Game players but don’t understand body/face clues
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Apps fostering listening o Talking Tom o Story Wheel
 Put in players/characters
 Create a story
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Spin
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Record the story
 Go on to next player o Hungry Monster
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Sped is a service, not a place
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Dr. Seuss’ IEP
 Documentation is key
 Resource Room vs. Direct Instructor vs. Consultant Teacher o Not all the same
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Motivation o Techniques for Info Lit Motivation
 Motivation Model
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The ARCS Model of Motivational Design (see PowerPoint)

Only two motivational models exist
 Identifies 4 Essential Components o A: Attention: Around curiosity and interest
 Promote active participation
 Promote variety
 Find ways to build on students’ interests o R: o C: o S:
 Difficulty and Relevance
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How can Gen Ed/LMS help with IEP development o Librarian/Gen Ed
 Assistive technology portion of the IEP
 Can help with ELA goals
 Keep documentation on social, behavior, academic issues, need for aide support, management needs o Century 21 st Century Skills on IEPS?
 Used as a guide, not specific standards
 INDIVIDUALIZED education plans