Are you wondering how to begin supporting Universal Design for Learning with assistive technology? Would you like hands-on learning sessions in order to use the assistive technology effectively to support pedagogy in your classroom?
Empower your team in 45 minutes with a hands-on assistive technology jumpstart session. We will discuss the specific AT tool (15 min) and how it can be universally applied in the classroom. Then we will go hands-on to apply the tools (30 min).
Where: At your school.
When: At lunch, during a staff meeting, or after school.
Designed for: School teams (between 2-15 individuals). Administrators, resource teachers, classroom teachers, integration aides, attendants, technicians, and non-teaching professionals all welcome.
Please see the detailed description for more information on sessions and contact information:
Are you interested in enabling the free accessibility tools already available on your student’s laptop? Whether your student is using a PC or mac, there are a number of free, effective options for both text to speech and speech recognition. Check out the ALDI links for enabling these features:
You can send feedback to your colleagues across the province on how you’re using these tools with your students in the resource setting through the contact form. We’ll (happily) post your comments on the ALDI blog.
I just read an interesting article in edudemic that changed my perspective of the writing process with new technologies.
“Five myths about writing with mobile devices” discusses the fact that many educators feel that mobile devices are not an effective tool for writing (in the traditional sense). The article looks at our definition of “writing” and reevaluates what is it to write in a 21st century learning environment on a mobile device. Below are three myths that really challenge our assumptions as educators, and are also extrememly relevant for our students with special needs.
1. Writing=word processing
The author makes an important point: we have no idea what platform and tools students will be using when they enter the workforce, many years from now. The tool is irrelevant-what’s important is the process of writing, and we need to think beyond Microsoft Word.
“For example, Drive allows for collaborative writing, while AudioNote (iPad or Android) syncs recorded audio with typed or written words, and Evernote makes written content available on any device.”
2. Writing=text
Let’s redefine the representation of the writing process as text. When we incorporate multiple means of representation this opens up a whole new world of possibilities for our students with special needs.
“With mobile devices, we have instant access to cameras and microphones as well as the ability to write, type, draw, capture images, and create videos. As a result of these tools and capabilities, the writing process no longer needs to be limited to solely text-based output. In fact, by leveraging these capabilities, students who would otherwise be labeled as having “output issues” suddenly have a voice.”
3. Writing=essays
Rather than a traditional paragraph or essay, how can students demonstrate their understanding with an alternative means of expression?
“What if….
Students created eBooks that included text, images, audio recordings of their own reflections, videos, and/or screencasts to demonstrate their understanding rather than type a standard essay or report.
Students created and maintained blogs such that they not only posted articles but also wrote and responded to comments that challenged them to think critically in new directions.
Students created and curated digital magazines that combined their own writing as well as digital artifacts, images, and other articles.
Check out this short video demonstration of text-to-speech technology (Natural Reader) which can be very effective for students with reading and learning disabilities.
