Assistive & Educational Technology

Supports in Inclusive Education

Joice M. Higa, Ph.D.
Natalie Jones, M.Ed.
Kathy B. Ewoldt, M.Ed.

Nevada PIE
November 4, 2017
 Agenda

Polls

Introduction

Assistive Technology

Educational Technology

Integrating Technology into the Classroom

 Polls

What grade(s) do you currently teach?

(K-2, 3-5, 6-8, 9-12)

In which setting do you primarily teach

(self-contained, resource, co-teach, general ed, not
currently in a classroom)?

What subject(s) do you currently teach?

(English/Reading, Math/Science, Social Studies, All)

How many years teaching experience to you have, not

including this year? (0-1, 2-3, 4-5, 6+)
 Polls

Poll Everywhere

What are the biggest challenges you face

with integrating technology into your
classroom?
 Introduction

Why technology?

Visual supports
Individualized content
Multiple opportunities for practice
Increased independence
Increased student engagement
 ASSISTIVE TECHNOLOGY VS.
EDUCATIONAL TECHNOLOGY
Assistive Technology Educational Technology
Alternative Access Academic Achievement
Student with a disability is Used by teachers and
not able to access students to enhance
curriculum in the same academic achievement.
manner as their non- Facilitates learning and
disabled peers. improves performance.
ACCESS ACHIEVEMENT
 Tiered Support

Service Delivery Model Response to Intervention

Tier I: Site-based Tier I: General
Technologies Education
Tier II: Equipment Tier II: Small-group
Loan support
Tier III: Referral for Tier III: Individualized
Assessment Intervention
Access

Assistive technology
 Assistive Technology

An Assistive Technology Device is defined as

any item, piece of equipment, or product
system, whether acquired commercially off the
shelf, modified, or customized, that is used to
increase, maintain, or improve the functional
capabilities of a child with a disability.

(IDEA, 2004)
 Spectrum of Support

Usual and Customary Supports Light Tech AT High Tech AT

Like any other accommodation or modification,

Assistive Technology is used when usual and
customary accommodations and modifications
have not been successful in supporting IEP
goals.
 Communication Access

Usual and Customary Light Tech AT High Tech AT

Supports
Academic Access

Specialized
software or
apps
 iFLY with ULS Curriculum

News-2-You
Symbolstix
Unique Learning System
Adapted curriculum
Integrating iPad technology

More information available at N2Y.com

 WINGS Accommodations

Read&WriteforGoogle

Text-to-speech
Study tools
Translation
Bibliographer
Word prediction
Picture dictionary
Highlighting
Dictation
More information available
WINGS Video 2017
at Texthelp.com
Achievement

Educational Technology
 Reading
Read-aloud: web-based text-to-speech tools, Speak
feature in MS Word 2010
Adjust material reading level: Text summarization tools
or Google Advanced Search to differentiate levels
Highlight key ideas: Use graphic enhancement tools to
screen shot and mark up text
Annotate text: Use web-based tools to note key
concepts on web resources
Incentivized reading programs
 Reading

WriteOutloud, Acapela, Prizmo, Speak It! (Text-

to-speech)
Text Compactor (Text-summarization tool)
Skitch (Graphic enhancement tool)
Scrible (Text annotation)
Ticket to Read, Tumblebooks (Incentivized
reading)
Bookshare.org (Digital resource for individuals
with a print disability to access textbooks and
more)
 Written Expression

Prewriting
View images to facilitate descriptive writing
Locate background information to enhance
narrative development
Collect details to support arguments
Conduct online research
Complete digital graphic organizers
 Written Expression

Drafting
Use word processing software to improve
speed and minimize frustration
Create scaffolded, pre-formatted draft
documents (e.g., include sentence starters)
Use word prediction or text-to-speech
functions
 Written Expression

Revising
Apply text features (e.g., underline,
highlight) to improve writing
Use the word count feature to determine
which sentences require additional detail
Create word clouds to review word choice
(e.g., wordle)
 Written Expression

Editing
Use spell- and grammar-check features to identify
and correct errors
Highlight dialogue and review for punctuation errors
Highlight conjunctions and confirm comma used when
appropriate
Use text-to-speech to listen to content and identify
errors related to sentence structure
 Written Expression

Publishing
Add graphics to illustrate text
Use publishing software to create pamphlets or
brochures
Design posters, comic strips, or presentations
Use technology to integrate peer evaluation (e.g.,
track comments on document saved on shared
drive)
 Written Expression

Sample Checklist
 Written Expression

SimpleMind + (Mind mapping)

Co:Writer (Word prediction software with topic
dictionary support)
Padlet (digital "whiteboard")
Writers Diet Test http://writersdiet.com/?
page_i/d=4 (revising)
Hemmingway App http://www.hemingwayapp.c
om (editing)
Phraseology (Drag and drop editing)
 Math

Access graphing calculator apps

Practice skills with virtual manipulatives
Use digital graph paper
Practice computational fluency
Use video modeling to reinforce instruction
Incorporate computer-based math games
Implement computer-based instruction
 Math

Graphing calculator by Mathlab

National Library of Virtual Manipulatives
http://nlvm.usu.edu/en/nav/vlibrary.html
Khan Academy
STMath
ALEKS
EquatIO (Chrome extension) (digital platform for
math)
Panther math paper
 Math

Implementation Example
After-school tutoring
Co-teach classes (all levels)
 Examples of Other Uses

Assessment Communication
Kahoot Edmodo
Remind
Quizzizz
Seesaw
Quizlet Live
Organization
Behavior Google Apps for
Education
ClassDojo
Sticky Notes floating
Classcraft windows
CHAMPS Voice Memo
Technology in the Classroom

Considerations
Evaluations
Additional resources
Class Mgmt. Considerations
Establish Rules
Explain purpose of the technology, provide examples and
non-examples of appropriate use, and explain possible
consequences for inappropriate use.
Student Training
Establish Routine
Explain check-in/ out procedures
Assign jobs (i.e., storing, charging, cleaning, etc.)
Demonstrate how technology will be incorporated into the
lesson (i.e., whole group, small group). What will the
Gunderson, 2015

students be expected to do?

SAMR Model of Tech Integration

Substitution
Augmentation
Modification
Redifinition
https://www.youtube.com/watch?
v=OBce25r8vto
0:00-2:46
 Software Evaluation

Boone, R., & Higgins, K. (2007). Software

evaluation checklist. Technology in Action,
3(1), 1-16.
 App Evaluation

Link to print rubric

https://static.squarespace.com/static/50eca855e
4b0939ae8bb12d9/50ecb58ee4b0b16f176a9e7d
/50ecb593e4b0b16f176aa974/1330908312793/V
incent-App-Rubric.pdf
Link to info about rubric
https://learninginhand.com/blog/ways-to-
evaluate-educational-apps.html
 Technology Integration Matrix

http://fcit.usf.edu/matrix/matrix.php
Entry Adoption Adaptation Infusion Transformation
 Technology Integration Matrix

http://fcit.usf.edu/matrix/matrix.php
Active

Collaborative

Constructive

Authentic

Goal Directed
 Additional Resources
Center on Technology & Disability
http://campaign.r20.constantcontact.com/render?
m=1117322954723&ca=1418feb4-a264-45bf-afe6-27e6cc2d3549
State of Nevada AT resources
http://adsd.nv.gov/Programs/Physical/ATforIL/Nevada_Assistive_
Technoloyg_Collaborative_(NATC)/Nevada_Assistive_Technolog
y_Collaborative_(NATC)/
Federal mandates info
http://www.gpat.org/Georgia-Project-for-Assistive-
Technology/Pages/Legal-Mandates-for-Assistive-
Technology.aspx
 Breakout EDU Activity

An immersive game platform

Active learning
4 C's: critical thinking, collaboration, creativity,
and communication

Sample Activity:
Og's Great Adventure

More information: https://www.breakoutedu.com/digital-tutorials

 Powerpoint Slides

Slideshow will be available at:

Ewoldt.weebly.com
Click on 'Presentations'
 Contact Info

Kathy B. Ewoldt, M.Ed.

[email protected]

Joice M. Higa, Ph.D.

[email protected]

Natalie Jones, M.Ed.

[email protected]
 References
Allsopp, M. M., Hohlfeld, T., & Kemker, K. (2007). The Technology Integration Matrix: The
Development and Field-Test of an Internet Based Multi-media Assessment Tool for
the Implementation of Instructional Technology in the Classroom Retrieved from
http://fcit.usf.edu/matrix/download/tim_fera2007.pdf
Bottge, B. A., Ma, X., Gassaway, L., Toland, M. D., Butler, M., & Cho, S. (2014). Effects of
blended instructional models on math performance. Exceptional Children, 80, 423-
437.
Bouck, E. C., Satsangi, R., Doughty, T. T., & Courtney, W. T. (2014). Virtual and concrete
manipulatives: A comparison of approaches for solving mathematics problems for
students with autism spectrum disorder. Journal of Autism and Developmental
Disorders, 44, 180-193. doi:10.1007/s10803-013-1863-2
 References
Burton, C. E., Anderson, D. H., Prater, M. A., & Dyches, T. T. (2013). Video self-modeling
on an iPad to teach functional math skills to adolescents with autism and intellectual
disability. Focus on Autism and Other Developmental Disabilities, 28, 67-77.
Florida Center for Instructional Technology (2015). Technology Integration Matrix.
Retrieved from http://fcit.usf.edu/matrix/matrix.php
Haydon, T., Hawkins, R., Denune, H., Kimener, L., McCoy, D., & Basham, J. (2012). A
comparison of iPads and worksheets on math skills of high school students with
emotional disturbance. Behavioral Disorders, 37, 232-243.
Burns, M. K., Kanive, R., & DeGrande, M. (2012). Effect of a computer-delivered math
fact intervention as a supplemental intervention for math in third and fourth
grades. Remedial and Special Education, 33, 184-191.
doi:10.1177/0741932510381652
Ke, F., & Abras, T. (2013). Games for engaged learning of middle school children with
special learning needs. British Journal of Educational Technology, 44, 225-242.
doi:10.1111/j.1467-8535.2012.01326.x
 References
Seo, Y., & Bryant, D. (2012). Multimedia CAI program for students with mathematics
difficulties. Remedial and Special Education, 33, 217-225.
doi:10.1177/0741932510383322
Tsuei, M. (2014). Mathematics synchronous peer tutoring system for students with
learning disabilities. Journal of Educational Technology & Society, 17, 115-127.
Vincent, T. (2012). Ways to evaluate educational apps. Retrieved from
https://learninginhand.com/blog/ways-to-evaluate-educational-apps.html