Article Response-iPads as Instructional Tools to Enhance Learning...

Ipads as Instructional Tools to Enhance Learning Opportunities for Students with Developmental Disabilities:An Action Research Project was an honest and very realistic research project on the work that is being done in Sydney Australia and Assistive Technology.  The results of the study were very positive and I enjoyed hearing the feedback from the teachers implementing the programming with the students.  I liked the point about giving teachers the opportunities and training with the iPad before the students using them.  Often times the great new thing is dropped on the teacher and they are left to learn on their own and rushed into implementing the tool.  This can be a frustrating process and often leaves a bad impression with the teachers.  Luckily there was lots of help and opportunity for support and feedback during this study.

Article Response-Learning from Text

Remediation/Compensation

Reading Dave L.Edyburn’s article on Learning from Text brought up a lot of questions around remediation or compensation.  I was really surprised the statistics that 80% of students with learning disabilities receive services for a reading disability.  I think this number is very high.  I think it depends on the population of the school and the number of students identified.  Unfortunately when there is a high population of need only the severe get services and the other students on the cusp receive very little support.  Or they don’t receive the proper support they need.  Because the numbers are so high students get grouped together so that more students are seen at a time.  It looks good on paper/the schedule but it’s not realistic.  My niece has been diagnosed with dyslexia and because the student need is so high at her school she does not receive support.  She is very lucky because her parents had the finances to have her privately assessed early and they pay for her to see a tutor 3 times a week that is specially trained to work with kids with LDs.  She does not receive support from AT and it doesn’t look like she will unless it comes from her parents. 

“Learning from Text” was a great guideline for implementing remediation and compensation programs.  They had great suggestions and broke everything down so that it was easily understood. 

Wednesday July 16, 2014

Great class using the Blackboard Collaboration live.  I had no problems downloading and logging on.  The interface was super clear and user friendly. I liked how the chat was set up on the left and then slides were on the right.  We could change the size of the window so that a word document could be open for taking notes.   If people were having problems I think the wifi would of played a big part of that.  I love how I was able to access the lesson anywhere.  We set up a study station at the Irving- air-conditioned, comfy chairs, coffee, space to move, etc.

I’m really glad that we did the pollev.com activity again.  Having the activity on my personal computer made it much more user friendly.  I didn’t have to worry about seeing the screen and if I missed some of the instruction they were right there in front of me. 

Great overview of the writing process and again it’s unbelievable the complexity of the process and how we take it for granted. 

The Blackboard Collaborative set up was ideal for reviewing the apps.  It was a little blurry but we got the gist of it.  The audio really helped and the combination of audio and visual really kept my attention and kept me engaged in the lesson. 

My favorite app that we reviewed was the Click Sentence.  I think this would be ideal for a lot of my students because they struggle with organizing their ideas and often get frustrated because they don’t know where to start.  This was a very user-friendly app that was suitable for students in all ages.  I like the audio aspect of the app which helps our students with speech problems.  The visual pictures were also great because the students could personalize their work.  My only concern was the price of the app- $28.99 but the mass purchase price definitely makes it more affordable. 

Article Response-Don't Throw Out the Fusion Writer Just Yet!!

Take the Pencil Out of the Process

This is a very interesting article about ASD students struggling with dysgraphia (printing) and/or dyscriptia (writing).  Dysgraphia is a learning disability that affects writing, which requires a complex set of motor and information processing skills. Dysgraphia makes the act of writing difficult. It can lead to problems with spelling, poor handwriting and putting thoughts on paper. People with dysgraphia can have trouble organizing letters, numbers and words on a line or page. This can result partly from:

*Visual-spatial difficulties: trouble processing what the eye sees

*Language processing difficulty: trouble processing and making sense of what the ear hears

It is important to note that not all students with ASD struggle with dysgraphia and this does not mean they struggle with other fine motor activities.  When I started to read this article I questioned how students with ASD are such talented artists and musicians.  In the article they pointed out that “teachers should not assume that an individual with efficient fine motor skills for other kinds of activities should be able to develop and refine handwriting skills.  Different neural pathways are involved that do not include the movements, positions and processes involve in manipulating a writing instrument.” 

Although the article pointed out some arguments for students not use computers or type they work, I do not agree.  It is my belief that we should discover where students are struggling and help them.  Why make things difficult or challenging this is where we are going to lose students in the education system.  All students are different and all students have their strengths and challenges it is our job to discover them and foster success.  This being said I don’t think we should give up on skill development. I think it is important that students continue working on their challenges.  There will come a time when a student is not going to have their computer or ipad handy and they are going to have to write a quick note. 

Monday July 14, 2014

Just a quick post about today...

Another great class going over apps that are accessible and financially affordable for the schools.  My favourite apps were Readiris and Claro.  I had a couple days training on Kurzweil and boy was it challenging.  Readiris and Claro are user friend and super adaptable.  The students can use them anywhere they take their iPad and most importantly they foster independence for our struggling students.  Some of the other apps that we reviewed were Scribd, NaviDys, Khan Academy, voicedream.  The amount of apps out there is unbelievable. 

The later part of the class we worked on our second assignment.  I came across this video from The Dyslexia Association of Singapore.  It's a very realistic take on people struggling with dyslexia.  I hope you enjoy it!

Friday July 11, 2014

This morning I set up my study station at the Irving building to watch the webinars and take notes.  It was  great experience for learning that can happen anywhere.  I took copious amounts of notes the old fashion way (lol) and was able to stop, start and repeat things I missed.  It was terrific!

My greatest take away from the first webinar was the discussion around Executive Function disorder. They made with a great analogy of the prefrontal lobe being the CEO of the brain or the train conductor and when there are psychiatric issues (ADD/HD, ODD, CD, Autism) it’s like the CEO/Conductor is drunk.   It was also interesting when they explained that students with EF can’t process the outcome before it happens and that they have difficulties with self-regulation, self-awareness, self-analysis and self-determination. 

My three favorite APPs in the first webinar were Take a Chill-Stressed Teens, Self-monitoring and Let Panic Go.

Take a Chill-Stressed Teens ($.99 great price) is a grounding, thought stopping, and visualizing app.  It was great for all ages but students need reading abilities to be guided through the activities.  I really like how it tracks the users progress and they were able to take an inventory that indicated how stressed they were and gave strategies related to what the user was going through. I think it’s very important to pre-teach this app when the student is in the green zone so that when they find themselves in the yellow or red they know what to do. 

Self-Monitoring iRewards ($3.99) is a great app that would be handy on the iPad, iPod or iPhone.  You are able to develop behavior plans right on the device customized to the student.  I love the fact that it collects the data right there and that you’re able to email and share the data.  This would be very handy to have for students in school and at home.  Very valuable tool.

Let Panic Go ($2.99) is a great app available for iPads and iPods but the students must be high achieving.  It has very helpful exercises that students can use when they are in the yellow and red zones and they need guided exercises to help them calm down.  It incorporates audio and visual cues that help the student calm.  The student uses to touch as well to feel connected.  I love the aspect of this being accessible and easy to use in all environments.  

My greatest takeaway from the second webinar was the introduction to the settings.  I have never spent much time getting to know what my iPad mini can do and it was nice to be walked through some of the settings to make the iPad more accessible for all. 

My three favorite apps were Enhanced Textbook, Read Iris and Paper Helper.  It seemed that these apps were more suited for middle school and high school students.  This is great because we tend to focus mostly on the early years. 

The Enhanced Textbook app ($3.99) looked great for high school students.  A lot of the publishing companies have been getting on board and we are able to purchase textbooks through ibook.  There’s lots of extras with the app like read-alouds, voice over, highlighting, and able to make notes in the margins.  I like the part that the textbooks are always being updated. 

Read Iris  ($37.99) is a bit pricy but a very valuable app that scans documents and the user is able to edit, import images and export to pdf file.  Very helpful for making paperwork sheets accessible to all learners. 

I really liked Paper Helper ($1.99) because the user is able to split the screen and have two documents or a site and document open at the same time on the same screen.  When I’m working on my computer I get annoyed and often distracted when I have to flip from window to window.  I think this app will be handy for all ages but mainly for academic level students. 

Notes notes and more notes! I took my notes using the old fashion tools of pen and paper.  Boy did it make me appreciate my computer and typing skills. 

Ipads as Instructional Tools to Enhance Learning Opportunities for Students with Developmental Disabilities:An Action Research Project was an honest and very realistic research project on the work that is being done in Sydney Australia and Assistive Technology.  The results of the study were very positive and I enjoyed hearing the feedback from the teachers implementing the programming with the students.  I liked the point about giving teachers the opportunities and training with the iPad before the students using them.  Often times the great new thing is dropped on the teacher and they are left to learn on their own and rushed into implementing the tool.  This can be a frustrating process and often leaves a bad impression with the teachers.  Luckily there was lots of help and opportunity for support and feedback during this study.  

Thursday July 10, 2014

Great discussion connecting the readings and the reading process.  "The reading process is a ridiculously difficult thing".  After trying to discuss and break down what we actually did when it came to reading a passage we made a list and did some investigating on the internet.  We found three different images that described the reading process and compressed it into one graphic organizer using Kidspiration.  Even if we took all the information from the three images it would never compare to the reading process you showed us on the slideshow.

 Our Reading Process

The three diagrams we found to help create our reading process:

I loved the videos about the way the brain works, how the visual and auditory process things.  The most important thing that I took away from this is how students with learning difficulties struggle and work multiple times harder then we do.  This was reinforced in the Child’s Brain video explaining that kids with dyslexia use more of their right side of their brain to read. While the “average” person uses their left side.  It is these kinds of messages that I try to pass along to staff when they are having problems or are feeling frustrated with a student.  The student’s frustration is probably multiple times more because they are working multiple times harder. 

Remediation/Compensation

Reading Dave L.Edyburn’s article on Learning from Text brought up a lot of questions around remediation or compensation.  I was really surprised the statistics that 80% of students with learning disabilities receive services for a reading disability.  I think this number is very high.  I think it depends on the population of the school and the number of students identified.  Unfortunately when there is a high population of need only the severe get services and the other students on the cusp receive very little support.  Or they don’t receive the proper support they need.  Because the numbers are so high students get grouped together so that more students are seen at a time.  It looks good on paper/the schedule but it’s not realistic.  My niece has been diagnosed with dyslexia and because the student need is so high at her school she does not receive support.  She is very lucky because her parents had the finances to have her privately assessed early and they pay for her to see a tutor 3 times a week that is specially trained to work with kids with LDs.  She does not receive support from AT and it doesn’t look like she will unless it comes from her parents. 

“Learning from Text” was a great guideline for implementing remediation and compensation programs.  They had great suggestions and broke everything down so that it was easily understood.