Using Inclusive TechnologiesUsing Inclusive Technologies to Differentiate Instruction forto Differentiate Instruction for Students with Autism
Greg O’ConnorEducation Services ManagerTeacher
Katie LyonSpeech Language and AAC ConsultantSpeech Pathologist
www.spectronicsinoz.com/blog
http://gregoconnor wikispaces comhttp://gregoconnor.wikispaces.com
Presentation OutlinePresentation Outline
1. Why use Inclusive Technology?2. Differentiating Instruction & UDL3 Inclusive Technologies to support3. Inclusive Technologies to support
Communication, Reading & Writing4. Implications for Support Services
What is Inclusive Technology?What is Inclusive Technology?
Inclusive (assistive) technology is definedInclusive (assistive) technology is defined as “the software and technology which helps people with disabilities and specialhelps people with disabilities and special needs to overcome the additional h ll h f i i ichallenges they face in communication
and learning” (BECTA, 2003).g ( )
Barriers to Learning & OpportunityBarriers to Learning & Opportunity
“i i d“impaired access, participation
d th h tand progress throughout the curriculum”
Li i Di i l W ldLive in a Digital World
Barriers to Learning & OpportunityBarriers to Learning & Opportunity“impaired access, participation and progress throughout the curriculum”
“prepare for an environment where they will spend more time reading and using information on the internet than they will
freading from a printed book”
Using technology to remediate orUsing technology to remediate or compensate for difficultiesp1. Communication2. Reading3 Writing3. Writing
Technologies to accommodate different learning styleslearning styles
Emerging Research• Limited but emerging1
• Improved comprehension• Improved student engagementp g g• Improved written output
Universal Design for Learning• Universal Design for Learning
1 Tincani M & Boutot E A (2005) Technology and autism: Current practices and future1. Tincani, M., & Boutot, E. A. (2005). Technology and autism: Current practices and future directions. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of Special Education Technology and Research (pp. 413-421). Whitefish Bay, WI: Knowledge by Design, Inc
Remediation vs CompensationRemediation vs Compensation
Edyburn (2006) http://www.uwm.edu/~edyburn/L%26L2006.pdf
Inclusive Technologiesg
emphasizes the use of technologies to enable inclusive practices for studentsenable inclusive practices for students with disabilities and learning difficulties
Abbott C (2007) E inclusion: Learning Difficulties andAbbott, C. (2007). E-inclusion: Learning Difficulties and Digital Technologies
The Disability Standards for EducationEducation
• The Disability Discrimination Act (DDA) makes discrimination on the grounds of a person’s disability against the lawp y g
• The Disability Discrimination Act (DDA) Education Standards became federal lawEducation Standards became federal law in August 2005
The Disability Standards for EducationEducation
…making sure that students with a disability have the same opportunities to participate in school or a course as other students. This may mean making adjustments to how the course is taught what materials arethe course is taught, what materials are used, and how students will be assessed…
Diff ti ti I t ti & thDifferentiating Instruction & the CurriculumCurriculum
“making adjustments to how the course is taught, what materials are used, and how students will be assessed”
Adjustments A d tiAccommodations
Diff ti tiDifferentiation
One size fits all?
DifferentiationDifferentiation• Differentiation consists of the efforts of• Differentiation consists of the efforts of
teachers to respond to the individual differences and needs of students
• Differentiated instruction comprisesDifferentiated instruction comprises modifications to the curriculum, teaching structures and teaching practicesstructures and teaching practices
Differentiation ContentDifferentiation - Content
What the student needs to learn or how to get access to information. Eg:g g
• Reading materials at varying reading agesAlt ti f t• Alternative formats
• Using inclusive technologiesg g
Differentiation ProcessDifferentiation - Process
What activities the student engages in to make sense of the content. Eg:g
• Using tiered activities using different levels of support and complexityof support and complexity
• Individual study agendas• Varying time• Using inclusive technologies• Using inclusive technologies
Differentiation ProductsDifferentiation - Products
How the student rehearses, applies and extends what has been learnt. Eg:g
• Providing options for how to express required learningrequired learning
• Individual or group• Using inclusive technologies
Differentiation Learning EnvironmentDifferentiation – Learning Environment
The way the classroom works and feels. Eg:• Work spacesWork spaces• Materials reflecting cultures and home
ttisettings• Instructional techniquesq• Access to inclusive technologies
DifferentiationDifferentiation
R di t t d t di l l• Responding to student readiness levels, interests and learning profiles
• Providing high-quality curriculum and instruction and ongoing reflection on this g gquality
• Ensuring respectful activities for allEnsuring respectful activities for all studentsFlexible grouping• Flexible grouping
• No recipe book
Differentiation IssuesDifferentiation - Issues
• Successful inclusion of students with disabilities in regular classroom requires differentiating curriculum content and delivery
• Teachers are reluctant to change their gtraditional approaches
• Differentiation of the curriculum requiresDifferentiation of the curriculum requires considerable expertise, planning and preparationpreparation
(Shaddock 2006)
Differentiation IssuesDifferentiation - Issues
T h fi d it diffi lt t d t d• Teachers find it difficult to adapt and tailor the curriculum and prepare multi-level resources – preparation time, class sizes, workloads
• Students with disabilities and learning difficulties require instruction that is q“efficient, intense, relentless, carefully sequenced and monitored”sequenced and monitored
• Not a soft option
Universal Design for LearningUniversal Design for Learning
Universal Design for LearningUniversal Design for LearningM lti l M fMultiple Means of
Representation – The WhatExpression - The HowEngagement – The WhyEngagement – The Why
Universal Design for LearningUniversal Design for Learning
• create a curriculum which provides equal access to information and allows the student to control the method of access.
• does not remove challenges – it removes barriers to access
Universal Design for LearningUniversal Design for Learning
CAST - Center for Applied Special Technology
http://www cast orghttp://www.cast.org
Universal Design for LearningUniversal Design for Learning & Differentiation
• Design curricula, teaching and learning experiences based on UDL.
butbut• Differentiation still needed for some
t d t f i di id li dstudents for more individualised approaches and support
Factors influencing learningFactors influencing learning
• Effectiveness of the classroom teacher has the most influence on student learning (Hattie 2003)most influence on student learning (Hattie 2003)
• Number of opportunities that students have to respond to teacher directions and instructional materials is strongly associated with learning and achievement (Hook 2006)
Effective teachers:Effective teachers:
C t ti i t• Create supportive environments• Actively engage students y g g• Provide instruction to match student level
and needsand needs• Systematically present new knowledge
E l i i i ifi t d l t• Ensure learning is significant and relevant• Provide immediate, specific and p
constructive feedback
Effective teachers:Effective teachers:
• Use humour, flexibility & consistency• Have high expectationsHave high expectations• Use a range of strategies including visual
tsupports(Hook 2006)( )
’Let’s take a look
Communication
• AACB d k• Boardmaker
• Low Tech Resources
BoardmakerBoardmaker
Augmentative ResourcesAugmentative Resources
Time TimerTime Timer
Single Message Devicesg g
High Technology Devicesg gy
Proloquo2GoProloquo2Go
tango!tango!
Reading & Writingg g
• Boardmaker PlusC i t S W it• Communicate: SymWriter
• Clicker 5• TextHELP Read & Write GOLD• MeVille to WeVilleMeVille to WeVille• Accessible Literacy Learning (ALL) Curriculum
Boardmaker PLUSBoardmaker PLUS
Communicate: SymWriterCommunicate: SymWriter
Clicker 5Clicker 5
textHELP Read & Write Gold
Research Based CurriculumsResearch Based CurriculumsBased on research of Karen Erickson – Uni North Carolina
•Systematically integrates reading writing speakingreading, writing, speaking, augmentative communicating andcommunicating and listeningNational Reading Panel•National Reading Panel
Research Based CurriculumsResearch Based CurriculumsBased on research of JaniceBased on research of Janice Light & David McNaughton
Penn State Uni– Penn State Uni
•AAC & Autism•National Reading Panel•Instruction that builds component skills with pmeaningful content
ImplicationsImplications
Di ti I tiDisruptive Innovation
Implications• Assistive Technology paradoxImplications
• Acceptance by student, school staff, specialists and family of AT tool essential
• Follow up support and training for school staff and studentstaff and student
• Revisit SETT process at least annually to i h i i lreview changing curriculum access
needs• Management plan required
ImplicationsImplications
• Successful inclusion of students with disabilities in regular classroom requires differentiating curriculum content and delivery
• Teachers are reluctant to change their gtraditional approaches
• Differentiation of the curriculum requiresDifferentiation of the curriculum requires considerable expertise, planning and preparationpreparation
(Shaddock 2006)
ImplicationsImplications
What facilitates changes to teaching?What facilitates changes to teaching?
Teachers• See disability as only one of the many possible sources of individual
learning needs & focus on the individual learning needs of each member of the class
Principals• Time for necessary planning, collaboration and reflection on
successful inclusive practiceSystem
• Practical, content-relevant professional development – from ‘experts’ but also from each othere pe ts but a so o eac ot e
(Shaddock 2006)
Implications
Q lit I di t i A i ti T h l
Implications
Quality Indicators in Assistive Technologyhttp://natri.uky.edu/assoc_projects/qiat/index.html
• Indicators of effective practiced cato s o e ect e p act ce• Tools to evaluate services• Resources to guide planning & implementation• Resources to guide planning & implementation• Identify and share information and resources
Opportunities for collaboration and• Opportunities for collaboration and communication
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