This document discusses various assistive technologies that can help students with different disabilities access the curriculum. It outlines a sample lesson plan incorporating assistive technologies for students with cerebral palsy (switch access), visual impairments (zoom text), learning disabilities (text-to-speech), ADD (timers, monitoring software), and hearing impairments (headsets). Universal design principles are emphasized to make instruction accessible and engaging for all students, regardless of ability. The document also lists the most common assistive technologies and provides information on remaining course assignments.

1. Videos Assistive technology video: Cerebral palsy Assistive technology video: Visually impairments Assistive technology video: Physical impairments (music) Assistive technology video: Visually impaired (music)

2. Lecture 15 Social Issues: Digital Divide, Gender, and Assistive Technology

4. Gender Recreational and entertainment technologies and software Competition Problem-solving Non-social motivation Math, science, programming Aggressive nature of young males and access

5. The Final Lecture TTL is open M-F this week from 9am – 6pm Everything is due in lab this week Except final ePortfolio Course evaluation Lecture Lab

6. Social Issues Digital divide Gender Assistive technology Others Living in a remote place Teacher skill in technology use Language barriers

7. Digital Divide Refers to the gap between those who are able to benefit from digital technology and those who are not 4.1:1 Nationwide 4.3:1 High-poverty schools (2004) E-rate Discount

8. School Access

9. Home Access

11. OLPC

12. Something to think about if you are in a lower SES region… Assigning homework on computers may not be an option – but there’s always the library!

14. Wheelchair = adjustable computer table in lab

16. Inclusion 7th English Grade Teacher Inclusion Co-Teacher Mr. Ottenbreit Planning Session

17. Planned Lesson Locate information by using a variety of consumer and public documents. Example: Choose a radio or watch to purchase, based on a Consumer Reports review of different radios or watches. Then, compare advertisements from different stores to decide which store is offering the best price.

18. Planned Lesson Step 1: Short Article to Read Step 2: WebQuest Step 3: Create Report Step 4: Convince Me

19. Learning Disabilities Larry Duncan (LD) Higher listening comprehension than reading Make accessible to LD Text reader PDF  text file Premiere Assistive Technology Universal Reader Plus – Talking Pointer Word Prediction Software

20. Text-to-Voice Text-to-Voice Scans and reads printed text Talking Word Processor Voices Books on CD Legal part of IDEA Act Surf the web Kurzweil 3000

21. Word Prediction Software Word Prediction Software for word processors and email Word prediction Grammar support Vocabulary support WordQ Co:Writer

22. Reading/Language Software Learning Disabilities and/or students struggling in a particular academic area Struggling readers Language development Start-to-Finish Books earobics Rosetta Stone

23. Planned Lesson Step 1: Short Article to Read Text Reader – (LD) Step 2: WebQuest Text Reader (LD) Universal Reader Plus – Talking Pointer Step 3: Create Report Word Prediction Software (LD) Step 4: Convince Me

24. Visual Impairments Valerie Issacs (VI) Use vision as primary learning Low vision – enhanced Word Magnifier Talking word processor WebQuest – Zoom in

25. Planned Lesson Step 1: Short Article to Read Text Reader – (LD) Step 2: WebQuest Zoom-in (VI) Text Reader (LD) Step 3: Create Report Word Prediction Software (LD) Step 4: Convince Me

26. Physically Impaired Paul Ingram Cerebral Palsy Limited physical mobility Computer desk that’s handicap accessible Repositioned every 20 minutes Switch – allow access

27. Other Assistive Technology for Physical Disabilities Adapted hardware AlphaSmart keyboards Touch Screens Big Keys Half Qwerty Keyboard Half Qwerty Touch Screens Big Keys AlphaSmart

28. Planned Lesson Step 1: Short Article to Read Text Reader – (LD) Step 2: WebQuest Zoom-in (VI) Switch (PI) Text Reader (LD) Step 3: Create Report Word Prediction Software (LD) Step 4: Convince Me

29. ADD/ADHD (attention variance) AnDrew Denton Lack time management skills Maintain attention for 10 minutes Refocus attention every 8 minutes Timer Lack organization skills Directions Board, physical copy, peer check Ask students for directions (make sure to check with Andrew) Help organizing facts Inspiration outline Distractibility Monitor use – too focused on other websites or games

30. Planned Lesson Step 1: Short Article to Read Text Reader – (LD) Step 2: WebQuest Zoom-in (VI) Switch (PI) Text Reader (LD) Timer (ADD) Monitor Computer Use (ADD) Directions (ADD) Step 3: Create Report Inspiration (ADD) Step 4: Convince Me

31. Hearing Impairments Hector Iglesias Teacher communication Phonic ear (wear headset) Computer lab (headset with his hearing aid) Other students Training required – group work – focused Microphones (hand-held)

32. Planned Lesson Step 1: Short Article to Read Text Reader – (LD) Step 2: WebQuest Zoom-in (VI) Switch (PI) Text Reader (LD) Timer (ADD) Monitor Computer Use (ADD) Directions (ADD) Headset (HI) Step 3: Create Report Inspiration (ADD) Step 4: Convince Me Handheld microphone (HI)

33. Why should I do this? You make instruction better for ALL students Universal Design for Learning

34. Let’s give our guest speaker a round of applause

35. Lecture Question #1 How can Universal Design for Learning make you a better teacher?

36. Things I’ve learned in w200 Lecture Worksheet #2 If you had to tell an incoming freshman what they’ll learn in w200, what would you tell them. What have YOU LEARNED (not what have we taught you)?

37. What you (hopefully) DIDN’T learn in w200

38. 1. Technology is “the one thing education needs” Lec WS #2 – All we need is…

39. Education has been improving…

40. 2. Technology makes learning happen

41. Quote “Any teacher who can be replaced by technology should be.” --

42. 3. No technology = No engagement Kids won’t pay attention without it!

43. Lecture WS #3 Think of something “hi-tech” that engages you. Is it really the technology itself that is engaging? If not, what is?

44. 4. Technology guarantees engagement We use technology…Are you always engaged?

45. 5. You are now ‘up-to-date’ on educational technology Professional development plans!

46. Help Prof. Leftwich with Teaching Strategies Email Lecture & Lab Surveys

47. Most Common Assistive Technologies Text reader Vista/Next Up Disability where listening comprehension is higher than reading comprehension (or an auditory style rather than a visual style) Writing disabilities Spelling, Microsoft Word – but ways to improve – through Word Prediction (Premeiere Technology) Writing process – not well organized. Inspiration or free concept map

48. Certified disabilities – publishers must provide PDF (websites to go to – LEA will provide you with information to have it converted) Visual impairments View to increase size – magnifiers (Priemere/Vista/Go into accessibility options)

49. Remaining Assignments Lab Workout #15 Assistive Technology Make sure to check ALL grades in OnCourseGradebook! TTL Open until 6 this week! Come visit me Wednesday or Thursday from 4-6 ePortfolio Final Know your due date and where to submit!