UDL ~ Accessing the continuum of AT for Computer Access

On my continued journey of discovery about UDL ~ Assistive Technology (;AT) across its continuum of low cost/low tech to high cost/high tech will now be reviewed. Specifically I will be using the text book, Assistive Technology in the Classroom. I will be using the Chapter 8 focus questions to guide my post.
"Each student;s needs must be considered individually and a decision made only after the student has had an opportunity to use the assistive technology in his or her natural environment"  (Dell, et. all, page 204)
This is where AT gets interesting, inventive and sometimes, expensive!
Brief look at low tech and the students receiving the benefits:

Low-Tech                Student in Need of Benefit
1) Large Letters        ~ Vision/Perception Issues
2) Keyguard             ~ Need Targeting/Wrist Support
3) Moisture Guards   ~ Tendency to spill or Drool

Input Alternatives: mouse, track balls, joy sticks, heat-pointing, eye-gaze systems
The costs and precision increase across the continuum
These options target students with varying degrees of motor control combined with varying degrees of cognitive ability.
This YouTube video is a child using a keyboard overlay.  An overlay can be standard or customized to meet a student's specific needs.

Keyboard alternatives /  Students Receiving Benefits:

1) Expanded Keyboards ~~ Helps students with poor vision; poor fine motor skills; need a large target area.

2) One-handed Keyboards ~~ Helps students who have good dexterity in one hand; willing to learn new keyboard layout.

AT Device Mouse Emulator / Student Receiving Benefits                                            

1) Trackballs / Range of Motor skills & range of motion

2) Touch Screens / Young need direct intuitive interface

3) Head-Pointing Systems ~ Cannot use hands; have excellent head control

AT OutPut Device / Student Receiving Benefits

1) Screen Magnification ~ Vision Impairments

2) Screen Readers ~ Vision Impairments / Reading Difficulty

3) Refreshable Braille Display ~ Blind Students

To see a multitude of these AT alternatives in use, you have to watch "Mr. P", as he explains and demonstrates why he "loves assistive technology!" (you will see lap tray, partner assisted scanning, single switch, quadrant row/column scanning, high tech voice output) 

Resource:

Assistive Technology In the Classroom: Enhancing the School Experiences of Students with Disabilities, Second Edition 2012 by Amy G. Dell, Deborah A. Newton, Jerry G. Petroff,  Pearson

Assistive Technology & UDL - No Need to Reinvent the Wheel

On my continued journey of discovery about UDL ~ Assistive Technology through the lens of using what is already available via existing operating systems will now be reviewed. Specifically I will be using the text book, Assistive Technology in the Classroom. I will be using the Chapter 7 focus questions to guide my post.
UDL is an integral part of Assistive Technology (AT) - computer manufacturers use UDL to maximize their market share. With this knowledge a teacher is able to have access to many AT tools with minimum investment (majority of investment is with time).

The ability for operating systems to accommodate different end-users, allows you to match the student need and ability to the method of access. 

Here is a sampling of how a student might be matched to the appropriate access (page 167):
     Student Characteristic                                        Operating System Feature
1) Student with Reading Disability                            Text to Speech
2) Low Vision / Hand Tremors                                 Enlarged Icons    
3) Limited Range of Motion                                     Increase mouse speed


  MAC: Universal Access settings are found under System Preferences and look for the Universal Access Symbol (displayed on right).

When using a resource that has a 
Windows Operating system, 
look for the Ease of Access 
icon (displayed on the right).








By accessing the "Universal Access" or "Ease of Access"  settings you have the ability to change:

• warning beeps to flashes or loud voice over (hard of hearing/deaf student)
• high contrast color screen and screen magnification (vision impairment)
• stick keys / slow keys / mouse keys ( range of motion or muscle control limitations)

It is a worthy investment of time to access the operation systems that you currently have to increase your ability to service a wider range of students.

If you are hesitant to "play" this You Tube

 video will give you a brief tutorial on

 Universal Access on a Mac.

Here is a brief tutorial on Ease of Access for Windows based operating systems.

Resource:

Assistive Technology In the Classroom: Enhancing the School Experiences of Students with Disabilities, Second Edition 2012 by Amy G. Dell, Deborah A. Newton, Jerry G. Petroff,  Pearson

Assistive Technology to Enhance Communication

On my continued journey of discovery about UDL ~ Assistive Technology will now be reviewed. Specifically I will be using the text book, Assistive Technology in the Classroom. I will be using the Chapter 6 focus questions to guide my post.
Students who are hard of hearing face challenges during a typical school day. The challenges range from a missed learning opportunities (can't ask or answer questions or share opinions) to missed social engagement (casual conversation). I know in my classroom I was in perpetual motion, primarily to maintain engagement, but also to allow me to assess student work and maintain classroom management. A student in my class who is hard of hearing would benefit from an assistive listening device (ALD) called an FM system; watch this you tube video for an explanation and benefits of an FM system. A key to making an FM, or any other assistive listening device successful is to have proper training; knowing the basics of the device will allow you to trouble shoot any technical issues. For students that are hard of hearing an ALD will address the barriers to learning that are created by poor acoustics, external classroom noise that carries into the class, and the sounds created by side conversations and student movement.

Augmentative communication is technology that allows the child to express their thoughts and feelings without the need to have their expressions or movements interpreted by a caregiver.   A child with cerebral palsy can communicate using  a device that is capable of expanding word choices as the child's knowledge and interests expand. An aided device allows for communication with a wider audience, while an unaided device allows the user the flexibility of taking it  with you, an example is sign language (page 150).

Resource:
Assistive Technology In the Classroom: Enhancing the School Experiences of Students with Disabilities, Second Edition 2012 by Amy G. Dell, Deborah A. Newton, Jerry G. Petroff,  Pearson

UDL - My Personal Strengths & Weaknesses

I have some components of my class that support UDL. Last year I added a Kindle center to my classroom. This combined with the on-line programs from Learning A-Z provide multiple means of Representation & Action & Expression.

Access Learning A-Z website

Access to Donor's Choose Website

A low tech method of improving customizing display is moving a student closer to the visual display - students in my room have autonomy with seat selection. (1.1)
The majority of my tech resources have been funded
through Donor's Choose, I am adding the link. The learning A-Z I purchased, and it was worth every cent - if you have an active PTO you may be able to get either idea funded.

My strengths lie in access to technology in the classroom. I have not, however, applied the UDL principles to the technology. I need to address my deficit in optimizing multiple means of engagement to include: relevance, value and authenticity. Continue collaboration and community - the use of the Responsive Classroom Approach to classroom community supports this. 

For more on Responsive Classroom: Responsive Classroom
From: Copyright © 2013 Northeast Foundation for Children, Inc.

UDL - Curriculum Barriers & Missed Opportunities

To bring your understanding of UDL full circle it is imperative you complete an assessment of Curriculum Barriers. The tutorial is comprehensive and gives you framework for completing your own assessment. I found mine to be less extensive in terms of written explanation, in spite of this it gave me a window into existing and potential curriculum barriers.
Log in to My TES account at access Tools & Activities
Snapshot of my assessment:

Allow at least 45 minutes for your first attempt - again, I am hoping the learning curve is short. I discovered I rely heavily on the use of visual presentation: Smartboard, whiteboard, overhead, and flip chart paper. I often use the method of a teacher "think aloud" to teach; and use of technology at the student level is driven by time and resource constraints. If I had a student with a vision disability or hearing disability they would face immediate barriers. I currently have minimal options for a student with any needs for assistance with a written response, and my assessments, sadly, are largely written.

I do use small group centers, but wonder, now if I have set some of my students up for failure by providing a lack of alternative access to center material. My centers have been driven more by classroom/student/material management then by student access.

To address the UDL framework for student centers, I searched the web .... the resources for centers are endless, the UDL component, however, is lacking. I need to review my existing materials through the UDL lens.

UDL - 3 Strategic Networks & Connections to Instruction

UDL - A firm grasp of the 3 strategic networks of UDL will increase your chance for successful implementation.
Video: David Rose (cast.org) discuss the Brain Research of UDL
 *** Access the above link and select "The Brain Research" video hyperlink.



After several viewings of the above video, I am beginning to incorporate the language of UDL into my personal educational schema. I sense to become fully indoctrinated to UDL I will need many hours of application and confidence in my use of UDL language.

As I consider my existing lesson plans, my mind continuously returns to access to the tools needed for media access - experience with down networks and outdated technology. I struggle to not use past practice to influence my willingness to embrace UDL.

Within the 3 networks there are 31 checkpoints to determine if you have met the UDL criterion. Overwhelming at first, but my hope is that continued use will create a level of comfort with various options under each network.
UDL Implementation Examples
Highlights -
1) Recognition (what) Network  & Instruction: Provide the same information to all learners, just present via different means: seeing, hearing, touch
2) Strategic (how)  Networks &  Instruction: Provide options for expression: verbal, written, graphic
3) Affective (why) Network & Instruction: Create learning environment that values cultural diversity; work individually, in partners, small group, foster self reliance - goal setting and recognition for achievement

UDL - CAST.org - Teaching Every Student - Activities & Case Studies

Practice & Save UDL Activities

For Preview & Practice of UDL - create a TES account (use menu on left margin) at
http://www.cast.org/teachingeverystudent/index.cfm
Need a Quick Refresher on UDL? Watch this:

 

The UDL Class Profile Maker , also found under the "Tools and Activities" tab challenges you to rethink how you categorize each student by their learning strengths and weaknesses.  The learning curve to complete it is short, however, I found  my own background knowledge on how to  identify my student's strengths and weaknesses within the UDL framework lacking.

The framework for UDL is based on the 3 networks:
UDL challenges a teacher to turn the assessment process on its head! Report Cards need to reflect learning, not grades - this is a challenge for a teacher who has the constraints of a stringent district policy. The lesson plan itself contains goals that are more broadly written, but requires more prep work for the teacher - accumulating resources and sharing best practices is a key for success.

Once your TES account is created access the Case Studies to give you an inside look at UDL in application. There is a clear challenge to apply UDL, when faced with large class sizes, limited resources, and heterogeneous student populations - given the constraints, the case studies show examples of the success that can be realized when UDL is applied.

UDL - Wiki Tool Kit - Add this site to your "must visit" list

The WIKI UDL toolkit is a must have for your UDL repertoire. Now that you understand how important UDL is to your teaching, you may experience a state of worry: "where do I begin"? Enter, the Wiki UDL toolkit - to the rescue! 

Access link to WIKI UDL Toolkit

Allow 30 – 45 minutes to review resources, and register for the various free accounts. If you/school, have older technology take note of any operating systems or browser restrictions.  I discovered that some web-based applications (VoiceThread) do not have all features available on their tablet version. 

The navigation panel makes it easy to locate tools for presentation, expression and engagement – the UDL tri-fecta!

To try out a text to speech story before choosing an application try these stories already available – No Downloads or App needed!

CAST - Ready to Listen! Sample Text to Speech Books

Want to see text to speech in action? See how easy it is to implement - Check this out:

Worth Book-marking For Furture Reference: - Free J

Free Resources

There is a plethora of resources available to enhance your ability to apply UDL to your planning.

Gaining a basic Understanding of Universal Design for Learning

I have immersed myself in the pool of UDL, only to discover that reading even the smallest entry on UDL exposes the learner to a myriad of hyperlinks that can consume the better part of a day. A better analogy would be to say I have dipped my toes in the pool of UDL. At the core Universal Design for Learning can't help but gain approval. It makes sense to bend the curriculum to fit the student's learning style instead of the reverse; yet my initial reaction to viewing the steps to identification, then thinking about a class of 28 students; and adding 15 different students for the changing reading groups - leaves me feeling overwhelmed and exhausted.
Before reading on, I offer you access to the base line definition and then we will delve into the nuts and bolts.

WIKI - Universal Design for Learning