Showing posts with label AT. Show all posts
Showing posts with label AT. Show all posts
Monday, December 31, 2007
A Kinder Kindle, Please?
There is a new kid on the block to rival e-book devices. The Kindle device, marketed by Amazon, offers wireless connection through Whispernet (which is provided by cell phone carriers and has a wider coverage than Wi Fi). Amazon CEO Jeff Bezos says, “This isn’t a device, it’s a service.” The Kindle is looking to take on other portable readers by mimicking the size and shape of a paperback. It weighs just a bit over 10 ounces and uses breakthrough technology called E-ink, which gives print book clarity on a six-inch screen. However, the real boon of the Kindle device is the longevity of the battery, boasting 30 hours per charge and a recharge within two hours. The font size can be changed which will be appreciated by the small print-challenged, however the downfall is that there is not a text to speech capability for persons who are blind or dyslexic. Perhaps the creators will go back to the drawing board and upgrade the Kindle to be a “kinder device” for the reading impaired among us. For the time being, I will have to keep my Audible.com service.
Monday, December 04, 2006
Assistive Technology Inclusion Unit Plan
Of Mice and Men:
Reading and Writing Unit
Created by Maggie Kate Moran
Content Area: English 9 & Special Education Collaboration.
Accommodations & Modifications are designed for a student with dyslexia who is reading at 3rd grade level.
Software: Co-Writer, Inspiration, Microsoft Word, WYNN Reader
Hardware: Computer with Internet Explorer, Printer, Scanner
Activities: Unit plan may cover several days up to two weeks.
* Students learn new vocabulary using the online vocabulary flashcards with audio at http://www.argo217.k12.il.us/departs/english/blettiere/OMAM_flashcards_words.htm
* Students read “Of Mice and Men”
* Students complete teacher made quizzes on each chapter.
Accommodation for diverse learner:
* Student uses Books on Tape/CD version for reading
* Student completes online gapfill exercises to fulfill quiz requirements for each chapter. See sample at http://www.argo217.k12.il.us/departs/english/blettiere/OMAM_01_summaryquiz.htm
* Student completes a Character Chart
Modification for diverse learner:
* Student uses Inspiration software to complete a Character Map
* Students demonstrates acquisition of vocabulary and terms from the novel and banned book topic
Culminating Activity: Students write a 5-paragraph essay based on the teacher prompt “Should this book be banned?”
Modification for diverse learner:
* Student listens to NPR Tavis Smiley online audio interview on banned books located at http://www.npr.org/templates/story/story.php?storyId=1150426
* Student uses Inspiration software to brainstorm ideas for the assigned essay.
Pre-writing:
* Student uses Inspiration to create a character map.
* Student uses WYNN Reader to access the online Internet graphic organizer on TeAchnology website. By using the graphic organizer, the student will complete an outline for the essay
Writing:
* Student uses Co-Writer word prediction and spell-checking software. Post-writing:
* Student utilizes WYNN computer speech capabilities to assist in the proofing process
Preparation for Diverse Learner Accommodations and Modifications: Have software installed on the computers. Have a scanner with OCR capabilities to scan information from print sources. Have previously instructed the student on the use of the software before this lesson. Have 20 word topic dictionary on WYNN program of most important terms for the unit
Word Topic Dictionary:
* Novel specific topics: Great Depression, migrant workers, New Deal, banned books, First Amendment, censorship, offensive language, obscenity, Telecommunications Act
* Literature topics: plot, setting, symbol, theme, figurative/literal meaning, metaphor, foreshadow
Assessment: The unit will be assessed by observation, oral and written quizzes on reading and vocabulary, and a rubric for the essay based 6-trait writing. The rubric will be modified to reflect the student’s level of written language and will be based on the students writing goals in the Individual Education Plan (IEP)
Reflection on Assistive Technology Inclusion Unit Plan
The assistive technology (AT) changes required for inclusion of students with diverse learning needs would be identified by the special education case manager, occupational therapist or physical therapist through assessment and observation in both the regular education and special education setting. Research would be done by the special education or supportive services staff on available assistive technology and the computer technology staff would be enlisted for feedback and technical support. If the AT was low tech, inexpensive, or would likely benefit many students (such as in the case of a software program for building basic math or spelling skills) the request would be through the standard special education budget process. If the AT was student specific, high tech and costly, the issue would be addressed through the Individual Education Process (IEP) where the school district would have to approve the requisition. Once a purchase is made for sophisticated AT equipment or software, the case manager (or OT/PT if the student is receiving these support services) is responsible for knowing how to use the technology and training the student to use it. The computer technology staff is available for hardware and technical setup and troubleshooting, however, they distance themselves from the use and training of the equipment and software. This is understandable, because their time could easily be gobbled up by frustrated case managers who have a hard time reading manuals and using the help menu to learn a program. The school district is also willing to provide access to training for staff to utilize AT. In summary, assistive technology would be discussed with the computer technology staff, would be addressed in the student’s IEP meeting, and the school district would authorize the purchase with observation in the regular education setting and collaboration with the teacher. Along with making the AT changes, the special education case manager is usually the person to make accommodations for diverse learners; however this area tends to be more collaborative. The support staff is excellent and the communication is such that their recommendations are taken for serious consideration because of the time they spend in the classroom setting and working one-on-one with students. The accommodations that are made for a student with a severe reading and writing disability could also be used to benefit all students in the classroom. Books on Tape are an excellent way for students to listen while they read along to build reading fluency, develop a sense of expression while reading, and remain focused. By hearing the words read while reading the written word, the information is being delivered in two modes, audio and visual which is promoted as an effective instruction strategy by proponents of multi-sensory research and methods. Most students would also benefit from the auditory method for editing their writing. It is very difficult to be objective and edit one’s own work. When the computer reads the writing assignment, there is an element of “a step removed” and it is more likely the student will catch errors. With portable word processing options and ear buds, students can use the computer “read back” method to improve their editing capabilities. The majority of accommodations for this unit would be easily made by other special education staff. The online graphic organizers and books on tape are used as a standard by aides and teachers. The use of Inspiration and WYNN Reader would require training. The Information and Technology Literacy Standard (ITLS) have been listed in the Unit/Lesson Plan. The student will identify that media and technology will open up ability to focus on strengths instead of disability. The media and technology aspects of the ITLS standards include learning technology terms and capabilities from ranging from the standard (CD’s and tape recorders to innovative (word prediction software and text-to-speech reading software). The use of computers to create and present information is so important to level the playing field for students with learning disabilities, especially in the areas of reading and written language. The main advance is in the ITLS category for independent learning. Instead of relying on resource teacher and aides, the student is more likely to demonstrate self-motivation and increased responsibility for their learning. Reluctant or non-readers can develop confidence and greater competence which will lead to appreciation for literature and creative expression. My role as special education teacher gives me the opportunity to be in many classrooms. I have developed a strong, collaborative relationship with the majority of teachers on staff. The regular education staff teaching style (as it relates to differentiation) varies from ownership of all students to “your kids/my kids”. I will continue to work with the resistant staff by providing suggestions for accommodations and modifications in the regular education setting as warranted by the student’s Individual Education Plan.
Reading and Writing Unit
Created by Maggie Kate Moran
Content Area: English 9 & Special Education Collaboration.
Accommodations & Modifications are designed for a student with dyslexia who is reading at 3rd grade level.
Software: Co-Writer, Inspiration, Microsoft Word, WYNN Reader
Hardware: Computer with Internet Explorer, Printer, Scanner
Activities: Unit plan may cover several days up to two weeks.
* Students learn new vocabulary using the online vocabulary flashcards with audio at http://www.argo217.k12.il.us/departs/english/blettiere/OMAM_flashcards_words.htm
* Students read “Of Mice and Men”
* Students complete teacher made quizzes on each chapter.
Accommodation for diverse learner:
* Student uses Books on Tape/CD version for reading
* Student completes online gapfill exercises to fulfill quiz requirements for each chapter. See sample at http://www.argo217.k12.il.us/departs/english/blettiere/OMAM_01_summaryquiz.htm
* Student completes a Character Chart
Modification for diverse learner:
* Student uses Inspiration software to complete a Character Map
* Students demonstrates acquisition of vocabulary and terms from the novel and banned book topic
Culminating Activity: Students write a 5-paragraph essay based on the teacher prompt “Should this book be banned?”
Modification for diverse learner:
* Student listens to NPR Tavis Smiley online audio interview on banned books located at http://www.npr.org/templates/story/story.php?storyId=1150426
* Student uses Inspiration software to brainstorm ideas for the assigned essay.
Pre-writing:
* Student uses Inspiration to create a character map.
* Student uses WYNN Reader to access the online Internet graphic organizer on TeAchnology website. By using the graphic organizer, the student will complete an outline for the essay
Writing:
* Student uses Co-Writer word prediction and spell-checking software. Post-writing:
* Student utilizes WYNN computer speech capabilities to assist in the proofing process
Preparation for Diverse Learner Accommodations and Modifications: Have software installed on the computers. Have a scanner with OCR capabilities to scan information from print sources. Have previously instructed the student on the use of the software before this lesson. Have 20 word topic dictionary on WYNN program of most important terms for the unit
Word Topic Dictionary:
* Novel specific topics: Great Depression, migrant workers, New Deal, banned books, First Amendment, censorship, offensive language, obscenity, Telecommunications Act
* Literature topics: plot, setting, symbol, theme, figurative/literal meaning, metaphor, foreshadow
Assessment: The unit will be assessed by observation, oral and written quizzes on reading and vocabulary, and a rubric for the essay based 6-trait writing. The rubric will be modified to reflect the student’s level of written language and will be based on the students writing goals in the Individual Education Plan (IEP)
Reflection on Assistive Technology Inclusion Unit Plan
The assistive technology (AT) changes required for inclusion of students with diverse learning needs would be identified by the special education case manager, occupational therapist or physical therapist through assessment and observation in both the regular education and special education setting. Research would be done by the special education or supportive services staff on available assistive technology and the computer technology staff would be enlisted for feedback and technical support. If the AT was low tech, inexpensive, or would likely benefit many students (such as in the case of a software program for building basic math or spelling skills) the request would be through the standard special education budget process. If the AT was student specific, high tech and costly, the issue would be addressed through the Individual Education Process (IEP) where the school district would have to approve the requisition. Once a purchase is made for sophisticated AT equipment or software, the case manager (or OT/PT if the student is receiving these support services) is responsible for knowing how to use the technology and training the student to use it. The computer technology staff is available for hardware and technical setup and troubleshooting, however, they distance themselves from the use and training of the equipment and software. This is understandable, because their time could easily be gobbled up by frustrated case managers who have a hard time reading manuals and using the help menu to learn a program. The school district is also willing to provide access to training for staff to utilize AT. In summary, assistive technology would be discussed with the computer technology staff, would be addressed in the student’s IEP meeting, and the school district would authorize the purchase with observation in the regular education setting and collaboration with the teacher. Along with making the AT changes, the special education case manager is usually the person to make accommodations for diverse learners; however this area tends to be more collaborative. The support staff is excellent and the communication is such that their recommendations are taken for serious consideration because of the time they spend in the classroom setting and working one-on-one with students. The accommodations that are made for a student with a severe reading and writing disability could also be used to benefit all students in the classroom. Books on Tape are an excellent way for students to listen while they read along to build reading fluency, develop a sense of expression while reading, and remain focused. By hearing the words read while reading the written word, the information is being delivered in two modes, audio and visual which is promoted as an effective instruction strategy by proponents of multi-sensory research and methods. Most students would also benefit from the auditory method for editing their writing. It is very difficult to be objective and edit one’s own work. When the computer reads the writing assignment, there is an element of “a step removed” and it is more likely the student will catch errors. With portable word processing options and ear buds, students can use the computer “read back” method to improve their editing capabilities. The majority of accommodations for this unit would be easily made by other special education staff. The online graphic organizers and books on tape are used as a standard by aides and teachers. The use of Inspiration and WYNN Reader would require training. The Information and Technology Literacy Standard (ITLS) have been listed in the Unit/Lesson Plan. The student will identify that media and technology will open up ability to focus on strengths instead of disability. The media and technology aspects of the ITLS standards include learning technology terms and capabilities from ranging from the standard (CD’s and tape recorders to innovative (word prediction software and text-to-speech reading software). The use of computers to create and present information is so important to level the playing field for students with learning disabilities, especially in the areas of reading and written language. The main advance is in the ITLS category for independent learning. Instead of relying on resource teacher and aides, the student is more likely to demonstrate self-motivation and increased responsibility for their learning. Reluctant or non-readers can develop confidence and greater competence which will lead to appreciation for literature and creative expression. My role as special education teacher gives me the opportunity to be in many classrooms. I have developed a strong, collaborative relationship with the majority of teachers on staff. The regular education staff teaching style (as it relates to differentiation) varies from ownership of all students to “your kids/my kids”. I will continue to work with the resistant staff by providing suggestions for accommodations and modifications in the regular education setting as warranted by the student’s Individual Education Plan.
Sunday, June 25, 2006
AdvantEdge Reader and Scanner: Text to Speech in a Portable Format
AdvantEdge Reader is an assistive technology system that allows print from documents, books, and magazines to be accessed using text to speech. The system was developed by The Assistive Technology Center in Sacramento, California. The developer is Robert Leblond who has had the mission for the past two decades to develop computer technology to benefit individuals who are blind or have reading disabilities such as dyslexia. He has developed an integrated and portable scanner and text reader.
AdvantEdge Reader” combines adaptive technologies to create the pocket scanner and reader. This system could prove to be the next step for independence for student to achieve more independence and mobility. Instead of having to go to the computer lab or resource room to use table top scanners and desktop computers that currently have OCR and text-to-speech software programs, the student can stay in the classroom and scan and read materials as needed.
Leblond was a pioneer in the field of Braille transcription using scanners and faxes in the 1980’s. The AdvantEdge system combines current reading technology for easier, more portable use. The operation is fast and simple and involves inserting the material to be read into a portable scanner. The sheet is recognized and converted to text with OCR application and a text reader application automatically reads the material using current high quality speech with AT&T Natural Voices™ .
The AdvantEdge system used and modified the existing Visioneer strobe scanner, which is a tiny, portable scanner. The modified strobe scanner was installed onto a hand held computer called SmallTalk and a recognition program and hardware driver were added to complete the package. The screen reading software used “Window Eyes”, by GW Micro. Leblond’s philosophy for the creation of the system was to take existing technology and combine and tweak to improve it. This has been a successful approach as opposed to competitors who are attempting to design systems from the ground up.
Along with being the first portable scan and read system, the AdvantEdge Reader is also a full Windows XP computer. It has a docking cable that gives it desktop computer capabilities. The docking cable connects to an external monitor, printer, network, keyboard, firewire devices, and other external features. The Reader also includes Bluetooth and Wireless LAN technology.
Product Specifications of the AdvantEdge system include:
- SmallTalk dimensions--The Small-Talk Ultra is 4.9 inches long, 3.4 inches wide, and 0.9 inches thin, and weighs a mere 14 ounces.
- Strobe Scanner--The Strobe Scanner is 1.5 by 2 by 11 inches and weighs 11 ounces.
The impact of this technology for students with vision and reading disabilities is major. The current cost of $3000 for one system is high and beyond the reach for many individuals and school districts, however the price will come down along with new development of systems that are smaller, faster and easier to use.
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