Creative Ways of Reaching Students with Physical Disabilities in an Inclusion Classroom

When a student is unable to participate in classroom activities because of a physical limitation, there are endless technology possibilities to connect that student. If it is a question of physical mobility, there is so much that can be accessed from the student’s workspace. With Wi-Fi and networking, students can use a laptop or iPad from their desk and submit assignments wirelessly. Adapted keyboards, Big Keys and IntelliKeys can be used to create assignments and tailor them to the student’s specific ability. Using Overlay Maker and IntelliKeys, the curriculum can be modified and presented to a student so that he or she can respond using whatever level of motor ability  is available.  The IntelliSwitch allows students to access one or two computer switches wirelessly from anywhere in the classroom. The Classroom Suite software has the capacity to act as a word processor which allows the physically challenged student to use word prediction and have the text read back to him or her. Keystrokes can be built into the documents so that fewer physical moves are required when those are challenging to the student’s speed and endurance.

As an AT Specialist, I try to work closely with the teacher to determine the specific concepts required, and then I create a Classroom Suite activity which can be modified for several methods of access: mouse, touch screen, switch, IntelliKeys. I modify the activity so that it is presented to meet the student’s visual requirements and ability to access. If needed, I add music and the student’s photographs to encourage interest and feedback. The possibilities are endless for presentation of science, social studies, math and language.

Cindy Kerr, MA

Speech Pathologist with a  Masters in Speech Pathology, Assistive Technology Specialist

How Do You Address Collaborative Learning?

            Collaborative learning happens when students work with partners or in small groups on a clearly defined task (Lehr and Osborne, 2005). When students work in these types of groups, motivation improves, students get to learn how others understand the subject matter, and it teaches them how to work effectively and efficiently with others (Alverman and Eakle, 2003).

            But what exactly does this look like in today’s world? From an adult perspective the work we do is no longer tied to geographic locations. Technologies such as video conferencing, shared cloud workspaces and the Internet have made collaboration just a “mouse-click” away. For students, especially the Millennial generation, this is just “normal” to them. Posting their thoughts about the final scene of “Romeo and Juliet” for their classmates to see is just part of being in 9^th grade. Likewise many college and university classes are now hybrids where in class discussions continue at home in the form of online discussion boards.

            So how do I address collaborative learning? My answer is this: “I live and work in the 21^st Century and I am part of a global community. How could I not?” What about you?

Roger Steinberg

The role of the AT coordinator in school districts – has the role changed since No Child Left Behind?

We love our acronyms in the world of special education…so most everyone will recognize these letters – NCLB (now the ESEA…Elementary and Secondary Education Act)…and AT.   NCLB to me speaks of the desire for the educational system to meet the needs of all students, enabling success in school and beyond.  It clearly states “Failure is not an option…” and yet we know our students with disabilities often fail many times before they experience success.  Technology, all technology, is a powerful means to enable their success.  And to me, the AT Coordinator plays a pivotal role.

The text of the document indicates that local educational agencies should be using funds towards-

“preparing teachers in the effective use of educational technology and assistive technology as instructional tools for increasing student understanding of the core academic subjects;” (http://www2.ed.gov/legislation/ESEA/sec2210.html)

Are we doing this as AT Coordinators?

When No Child Left Behind was first authorized by President Bush in 2002 – I doubt that Assistive Technology was at the top of the implementers to – do list.  Yes we want accountability, yes, we want highly qualified professionals working with our students, and yes, we want what we do to be research based – all tenets of NCLB.  Yet for those of us who work in the world of assistive technology, it is a natural and common sense part of the solution.  More and more I am finding that my job is changing, it’s more about using technology that we have, and only using very specialized technology when needed.

So, for those of us who live and breathe AT and disabilities – I think the question is — How are we using NCLB/ESEA to encourage use of all technology, including AT enabling student success?  How has your job changed since the legislation?

Elisa Wern, AT Specialist, Gainesville, Florida

Providing Accessible Instructional Materials for Students with Learning Difficulties

What is your Strategy for Independent Learning and Student Success?

When a student is identified at your school (or district or college) as having a reading disability or learning difficulty, how are they supported when it comes to accessing the curriculum? While some students may qualify for free services such as those provided by Bookshare.org (bookshare.org) in order to access curriculum and other documents in digital format, the majority of struggling readers are not eligible.

Questions to ponder:

1. Have you identified any publisher that provides their curriculum in a format that is accessible either through a text-to-speech software program or perhaps uses human recorded speech?
2. Do you have print materials that students need to access? If so, how do struggling students access the material? Is a teacher reading to them, or are they being helped in some other way?
3. Are the solutions you offer universally accessible? That is to say, if you provide something for a student with dyslexia, is it equally accessible to a student who is blind or to a student for whom English is a second language?

Please consider sharing your thoughts and experiences on this topic, including any questions you’d like to receive feedback on.

David Bradburn

Courage in My Community Essay Contest

If you haven’t heard about our annual essay contest, Courage in My Community, we’d like to let you know about this opportunity to reinforce the writing skills of your middle school students and an opportunity to win Kurzweil 3000 and other prizes.

We are pleased to once again collaborate with The Max Warburg Courage Curriculum, Inc. to sponsor an essay contest open to students in grades 5 – 8 in North America. This essay contest encourages students to explore the meaning of courage in their world while gaining valuable reading, writing, reflection, and critical-thinking skills.

Students can write about whatever challenges they face—family issues, bullying, or emotional or social issues. This is a non-traditional contest in that we aren’t necessarily looking for the most well-written essay, but for the essay that best reflects the child’s understanding of the nature of courage and how it is manifested in his or her life or community.

The winning school receives a half-day training on The Max Warburg Courage Curriculum, one Kurzweil 3000 license, and a half-day training on Kurzweil 3000. The winning teacher will receive a Kindle 3G and the winning student gets their own copy of Kurzweil 3000 plus an iPod Touch. All of these prizes will be presented at a special award ceremony at the student’s school.

This contest can be implemented as a one-day activity or a semester-long unit or theme. Participation in this contest and all materials are free of charge and doesn’t require the use of any special software or systems.

Complete rules and more information are available at courageinmycommunity.com. If you have any questions, you can send them to essaylibrary@cambiumlearning.com. We hope you and your students will take advantage of this opportunity!

Debby Frohbieter

Welcome!

Welcome to the Kurzweil Educational Systems and IntelliTools Blog.  The goal of this blog is to provide a place for those of us dedicated to assisting students who struggle with literacy and learning to share ideas and connect.  We believe that all children can learn, and are committed to serving the needs of at-risk and special student populations.  We hope you participate and together we can help change lives.