Low Tech; Alternative Keyboards

In several of my prior blog posts, I shared the modifications that can be made within the computer operating systems we are so familiar with today. In this blog post I am coalescing the modifications that can be made with our operating systems and the use of low tech devices. Alternative keyboards are a fabulous modification for a wide range of individuals with disabilities. Within this low tech category you can find a multitude of customizable options.


Keyboard labels
Some students have trouble using a typical keyboard due to visual and other sensory impairments.You can put self-adhesive keyboard labels on the standard keyboard in order to meet an individual's needs. Labels can go as far as color customization as well.

Selecting/Pointing Devices 
It may be difficult for students with physical disabilities to iuse their hands to press a single key on a typical keyboard.  Selecting/pointing devices can help.  These devices can be controlled by movements of the hand, arm, head, or foot. An additional thought on this topic is the use of touch screen monitors for individuals with severe fine motor skill impairments.



Keyguards
These are acrylic or metal covers with holes that are put on top of the keyboard, which boasts a hole for each key. Keyguards promote higher typing accuracy. The use of this modification promotes high success, as there is only one key option to be pressed.
 
Moisture Guards
Moisture guards are referred to as keyboard protectors or keyboard skins.  They are flexible covers that fit over the keyboard to protect it from moisture, dirt, dust, or other harmful substances.  Moisture guards may help students who drool or tend to spill or drop items. This item also supports the UDL philosophy. These guards are used by a plethora of individuals who do not have a disability, but they make life easier!

 
 Reference:
 Dell, A., Newtown, D., & Petroff, J. (2012). Assistive Technology in the Classroom.
               Upper Saddle River, NJ. Pearson Education Inc.

Assistive Technology Continuum

There has been a wealth of information I have provided to this blog, and I think it is important to come back to the foundation of assistive technology and define it again.

So, assistive technology is made up of devices and services. In regards to the device, the device is any item, piece of equipment, or product that can be acquired modified or customized to increase, maintain, or improve the functional capabilities of a child with a disability.

All in all, it is impossible to put a numerical label on how many assistive technology devices are available. It is impossible to do. But what educators, parents, and informed citizens can do is begin to appropriately categorize and classify assistive technology devices. This classification process has led assistive technology pioneers to create what is known at the assistive technology continuum. 

Assistive technology operates on a continuum and ranges from low tech to high tech.  Considerations of assistive technology for students should be done by assessing through the continuum, i.e. from low tech through high-tech. Assistive technology is an extremely personalized method of accommodating to an individual's needs and its success is engrained in the philosophy of educated and personalized modifications.

Reference:
 Dell, A., Newtown, D., & Petroff, J. (2012). Assistive Technology in the Classroom.
               Upper Saddle River, NJ. Pearson Education Inc.

Eliminating the Barriers of Computer Access through Programs

Building off the information shared in my previous post, there are so many operating system modifications that can be implemented for students with disabilities.

Think about your experiences with your laptop or computer. There are probably a plethora of modifications that you have made on your laptop or desktop and did not think twice about it.

Ah! The beauty of UDL! If you have ever modified the brightness of your screen, changed the volume, or icon size, you are a product of the benefits of UDL programming.

Other modifications that can be controlled within the operating system in regards to sensory impairments include, visual signals, high-contrast color scheme, screen magnification, enlarging the mouse pointer and voiced feedback.

Students with sensory impairments (think about your senses here), struggle with the effective use of technology in the manner that a typical student would use the technology. By making minor modifications within the operating system we change the context for how the technology can be used, promoting success.

Reference:
 Dell, A., Newtown, D., & Petroff, J. (2012). Assistive Technology in the Classroom.
               Upper Saddle River, NJ. Pearson Education Inc.

UDL and Promoting Computer Access

Students in schools today use computers, laptops and tablets more than ever. With several assessments engrained in the necessity of computer literacy and use, it is only fair to wonder, "What about the students that cannot access this technology and use it proficiently and efficiently?"

I worked in a Neurological Impairments primary classroom for the bulk of the 203-2014 school year. As the children were 6 and 7 years old, their regular ed classmates had fine motor skill issues that are appropriate for their developmental age. But pairing this with a slew of various disabilities that effect fine and gross motor skills gave us a challenge when it came time to utilizing many kinds of materials, let alone computers.

Our students had a range of abilities on what we referred to as our, "technology use continuum". Students in our class used an enlarged mouse, touch screen monitors, and monitors that were linked to a teacher computer screen. Using these highly assistive features allowed them to experience success among their classmates in a modified way.

By marrying your experiences with your increasing knowledge base, teachers can accommodate and enhance learning for their students. 

Thus, by using my experiences and pairing it with my knowledge of UDL I am growing as an educator. It is important to understand the following principles of UDL when trying to modify experiences for your students in the classroom. 

A guideline principle for UDL, flexbility in use, has been incorporated into both the MAC and Windows operating systems. What this means is that users have the ability to tailor and personalize how their technology operates. Essentially, the computer allow users to choose how they would like to use it. Different features would be to modify the speed the mouse moves, increasing the size of the icons on the screen, providing text-to-speech support, etc. 

 

 

Reference:
 Dell, A., Newtown, D., & Petroff, J. (2012). Assistive Technology in the Classroom.
              Upper Saddle River, NJ. Pearson Education Inc.

Thoughts About Cochlear Implants

Building off my current research of deaf and hard of hearing resources, I began to think about my experiences of individuals that suffer from hearing loss and related disabilities. While limited in my experiences, I did work with a student that had cochlear implants. Embarrassed, but honestly admitting, I know nothing about them.

I decided to do some research about the history, utility and possible controversy surrounding cochlear implants. Using the American Speech-Language-Hearing Association's website I found an enormous amount of information that clarified and educated me in regards to cochlear implants.

Check it out!

http://www.asha.org/policy/TR2004-00041/#sec1.2

In regards to the controversy surrounding cochlear implants, CBS gives a brief but fully encompassing account.

CBS Cochlear Controversy


Also, watch this short clip of an 8 month old who hears his mother's voice for the first time after receiving cochlear implants!

https://www.youtube.com/watch?v=HTzTt1VnHRM

Deaf & Hard of Hearing Resources in Bucks County PA

Throughout this course we have explored assistive technology through the foundational text Assistive Technology in the Classroom; Enhancing School Experiences of Children in the Classroom. Currently, I am researching and intrigued by enhancing communication for individuals that are deaf and hard of hearing.

I wondered to myself, "What resources are available to those deaf & hard of hearing in my area?" After researching and building upon my prior knowledge I found the following two websites;

http://www.disabilityresources.org/PENNSYLVANIA.html

This first site, the Disability Resource Organization of Pennsylvania, provides a breakdown of various resource categorized by disability. There are close to twenty organizations within the state that are listed on this website.

https://patf.us/resources/hearing-loss/

This is an incredible resource. The Pennsylvania Assistive Technology Foundation boasts an incredibly easy website to navigate, and provides so many wonderful links, resources and information about assistive technology opportunities in the states, especially in regards to deaf and hard of hearing. By clicking on the tab "Resources" and then "Hearing Loss", the user is redirected to a page filled with a variety of centers and offices in the state that provide support, knowledge and resources for hard of hearing individuals and their families.

Curriculum Barriers & Using UDL Principles to Dismantle Them

With the wealth of research and tutorials I have engaged in during the creation of this blog, I find myself reflecting about my past teaching experiences and sometimes feeling disappointed. I could have made learning so much more meaningful for my students if I had presented information and allowed them to express their learning in a multitude of ways. Although as the teacher, I myself did not realize the hidden barriers within the curriculum.

Each child comes to your classroom with variety of experiences and abilities, but we do not have modified curriculum for these students. It is the duty of a committed, analytical and reflective teacher to unhinge the obstacles within a standard curriculum and create the greatest opportunities for academic success.

After visiting the following website, (http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstutorial.cfm) I was introduced to tutorials, tools and activities that help educators identify and modify the potential barriers in their curriculum. Using this activity I was able to deeply reflect on how some of the incredible learner qualities my students brought to the classroom had potentially been squelched by how the curriculum called for expression.

Teachers can use the Curriculum Barrier Tool for practice, and then can even use their own curriculum to identify hidden barriers in their classroom, and try to modify them for the future.

Below is a screenshot of a curriculum barrier template I created based on the curriculum, qualities and potential barriers for one of my former students.

Teacher Friendly UDL Tools

There are a wealth of valuable resources for teachers that introduce and model the implementation of UDL principles in the classroom. I visited a plethora of websites, which explain UDL, provide interactive activities and provide teachers with ways to implement UDL principles in their classroom immediately. Below are a few helpful websites and brief descriptions of what you will find at the site.



               The CAST (Center for Applied Special Technology) Introduction to UDL
                  __________________________________________________________
             
                                     --- http://www.cast.org/teachingeverystudent/ ---
                  __________________________________________________________


        This website gives a comprehensive introduction to UDL and the importance of its practice in the classroom environment today. The accessibility to the electronic textbook Teaching Every Student in the Digital Age is a great perk.




                      National Center on Universal Design for Learning: Implementation 
                         _____________________________________________________

                               --- http://www.udlcenter.org/implementation/examples ---
                         _____________________________________________________

       This website gives examples and resources for implementing UDL in your classroom. This link will take you directly to a page where you can find examples of resources in each UDL checkpoint & component. Click on the various links on the right to find a detailed description of the checkpoint and various resources to help enhance instruction aligned with UDL principles.



                              Improving Lecture Effectiveness with Guided Notes
               _____________________________________________________________

                 --- http://ada.osu.edu/resources/fastfacts/Guided-Notes-Fact-Sheet.pdf ---
              ______________________________________________________________

   Lectures are powerful tools for educators, but many students can get lost with the lack of accountability and the lack of participation during note-taking. This website gives a great tutorial for how to adopt the use of guided note-taking tom improve your lectures in the classroom.



                                       Advocacy for UDL in Your School District 
                               _____________________________________________

                               ---  http://www.udlcenter.org/aboutudl/udlguidelines ---
                              ______________________________________________

 The National Center on Universal Design for Learning boasts an impressive amount of information and resources for educators to advocate for UDL in your state, county and school district.


                                          Example Goal Setting Module for UDL 
          _________________________________________________________________

            --- http://www.cast.org/teachingeverystudent/tools/udlgoalsettertutorial.cfm ---
          _________________________________________________________________

    Implementing UDL principles in your classroom can be difficult. This website allows educators to manipulate a state standard, area of curriculum and view examples of how UDL modifications can be made in your classroom.

 

Teaching Every Student

Visit www.cast.org/teachingeverystudent/ to acquire some wonderful information about accommodating and differentiating for all kinds of students in your classroom.

The website breaks three sections into the 'Basics', 'Activities' and 'Case Studies' pertinent to the positive attributes of UDL.

The 'Basics' sections gives a thorough look into teaching every student in the digital age we live in. 
This section offers a look into an entire digital textbook filled with information about how individuals process information in a variety of ways, thus educators should present information in a variety of ways.

The 'Activities' section allows educators to put themselves in everyday situation that displays the different knowledge base people bring to everyday situations. It is an eye opening way of viewing the multiple intelligences children bring to our classrooms.

Neural Networks & UDL

By using the UDL model, educators are able to prepare and implement curriculum in an inherently differentiated way. Our learners have a robust array of processing, planning and engaging in the curriculum we teach.

Neuroscience research uses evidence to prove that our brain synthesize brains in a variety of ways. In order to provide the highest quality learning environment, educators must understand and adopt an educational philosophy, which values representation, expression and engagement in a multitude of ways.

Below you can find a quick image of the areas of the brain, which contribute to our engagement and expression about the world we learn within.

    (n.d.). In CAST: About UDL. Retrieved June 4, 2014, from http://www.cast.org/udl/