AT Internet Modules

AUTOMATIC SPEECH RECOGNITION

 

 

Automatic Speech Recognition has been around for quite a long time if you knew it or not. Their are a wide range of students and others that benefit from this program.

For those who do not know what Automatic Speech Recognition is, it is a computer application that lets people control a computer by using speech. I myself did not know what ASR was when starting this third module.

 

For example, students can write using voice recognition in conjunction with a standard word processing program. When users speak into the microphone, their words appear on a computer screen in a word processing format, ready for revision and editing (Nanke, Stindt, & Lees, 2009).

 

This module explains a very useful software that is used throughout the world. It benefits not only students in the classroom but people in general throughout their daily routines.

 

Below shows the third module listing who can benefit from the speech recognition software,

 

The University of Buffalo Assistive Technology Training Online Project (ATTO) lists the following as students who can benefit from ASR software (see "Eligible Students"):

Students [and others] who can benefit from speech recognition vary greatly in their needs. Speech recognition can assist students who have the following difficulties:

• Students [and others] who are unable to manipulate writing tools and who require an alternative system.
• Students [and others] who have difficulty with writing mechanics; those having difficulty with spelling, grammar, etc.
• Students [and others] who have difficulty with the writing process; with getting their ideas written down.

The exampled software they use is Dragon Home Software is a very reasonable price and could definitely be used in my classroom for speech, writing, spelling, word scrambling, etc.

 

 

 

 

 

AT Internet Modules

 

AT CONSIDERATION IN THE IEP PROCESS

 

             

 

 

When completing this module I learned right off the back that the Individuals with Disabilities Education Act (IDEA) states that every IEP team is Required to consider the AT needs of every student who is receiving special education service. I thought that it was very interesting and important to know that. The AT devices and services can increase the student's quality of performance.

 

Although I have never created or sat in on an IEP, I am familiar with creating them and what type of goals, strengths and weaknesses the student may or may not meet. When completing this module I came across an example of documentation that the parent, the general teacher and special ed. teacher had completed on a fifth grade student struggling with writing.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

There are many different techniques to IEP's, this module allowed me to understand many questions that are asked during an IEP and what technology does and does not work for students. I feel as if I learned a lot of new information about Assistive Technology with IEP's. If I were to be placed into an IEP meeting, the information I have obtained with help me tremendously.

Assistive Technology Internet Modules

AT Internet Modules is an excellent and free website for anyone that is interested in learning about Assistive Technology. Like I said in my other blogs, I was not quite sure going into this class what I would be learning. This website helped me answer many questions that I had and teach me things that I did not know. Below is the first of three modules that I needed to read, learn and complete on the website.  

AT ASSESSMENT PROCESS IN THE SCHOOL ENVIRONMENT

Lets start off by explaining what Assistive Technology is. AT is any tool that can help a student with disabilities. It allows the student to be able to do things more quickly, easily and independently. This module was very important and useful for me as a teacher.

I teach a very young class that is extremely diverse. The module explained guiding ways to help students use AT. I think is very important to help meet the needs of every student, whether it be a strength or weakness. I felt as a teacher that this module was very positive and full of information. I gained a lot from this module and can see myself using different strategies in my own classroom setting.

Self Evaluation Rubric

Evaluation Rubric

Demonstrates Understanding of the Principles of UDL	Identify UDL areas appropriate for your current or potential teaching position	Critically reflect on existing UDL practices	Apply UDL principles in Instructional Planning
1- Student does not clearly demonstrate the understanding of UDL by providing examples.	1- Student incorporates UDL guidelines that do not go with subject or grade level.	1- Student does not reflect on UDL practices	1- Student does not change lesson plans.
2- Student  shows some understanding of UDL	2- Student incorporates proper UDL guidelines based on grade level.	2-. Student barely reflects on existing UDL practices	2- Student does not meet the changes to fit the student’s needs.
3- Student demonstrates understanding of UDL, and provides examples.	3- Student incorporates proper UDL guidelines based on subject matter.	3- Student reflects on the existing UDL practices.	3- Student makes several changes to better suit the students’ needs, but does not incorporate the use of technology.
4- Student clearly demonstrates his/her understanding by providing examples	4- Student incorporates proper UDL guidelines based on the subject matter and grade level.	4- Student is able to critically reflect on existing UDL practices based on the UDL guidelines.	4- Student applies new changes and technology in the lesson to meet the students needs

Pre/Post UDL Lesson

Pre UDL Lesson

Block Bowling
Grade Level: Preschool
Subject: Physical Education

Standards: Large Fine motor skills

Objective: A large motor cooperative activity involving thinking skills, experimentation, and eye-hand coordination.

Materials:

• 3 large cardboard (NOT wooden) blocks
• 1 small rubber playground ball or small basketball

Procedure:

1. Children form a line and sit down.
2. The teacher can be the first "pin setter".
3. Teacher arranges the 3 cardboard blocks in any configuration, then first child in line rolls the ball to knock the blocks down.
4. The "pin setter" collects the ball and takes it to the next person in line.
5. The child who rolled the ball then becomes the "pin setter".
6. Repeat process so each child is able to be both the bowler and the pin setter (or, "roller and stacker" as we call them).

UDL Checklist
1.1 Customize the display of information
3.1 - Provide or activate background knowledge.
8.3 Foster collaboration and communication.

Post UDL Lesson

(In RED, are the changes made to meet the UDL checklist)
Block Bowling
Grade Level: Preschool
Subject: Physical Education

Standards: Large Fine motor skills

Objective: A large motor cooperative activity involving thinking skills, experimentation, and eye-hand coordination. ( While explaining the game, make sure students have a clear understanding on what the rules are, 3.1)

Materials:

• 3 large cardboard (NOT wooden) blocks
• 1 small rubber playground ball or small basketball

Procedure:

1. Children form a line and sit down.(Teacher should explain directions and instrustions to the students and show students how the game will be completed, 1.1)
2. The teacher can be the first "pin setter".
3. Teacher arranges the 3 cardboard blocks in any configuration, then first child in line rolls the ball to knock the blocks down. (Have students cheering on their friends, students should help those who do not understand the game and call out what to do. Teacher could increase the number of blocks to 4 and then 5 as the year and the skill level progresses, 8.3)
4. The "pin setter" collects the ball and takes it to the next person in line.
5. The child who rolled the ball then becomes the "pin setter".
6. Repeat process so each child is able to be both the bowler and the pin setter (or, "roller and stacker" as we call them).

UDL Challenges

Based on  the UDL Guidelines, I currently used certain aspects of the Guidelines in my own classroom.

Strengths

• Checkpoint 1.1 - Offer ways of customizing the display of information (Representation)  In my classroom I need to offer different ways to incorporate learning new information. Teaching PreSchool, I use pictures and act out different ways to learn new information.
• Checkpoint 6.3 - Facilitate managing information and resources (Expression) In my classroom students know exactly where to put their papers and completed work when they are finished. We have our own take home bin where each student places their completed work. This allows the students to not misplace any work they have done and when it comes time for the end of the day they know exactly where to get it. 
• Checkpoint 8.2 -Vary levels of challenge and support (Engagement). My classroom varies with many different children. With having students with disabilities in my classroom an aide is there specifically for that student. Although the aide is there for just that student she gives me a lot of support throughout the day with other students. 

Needs

• 4.3 Integrate assistive technologies (Action and Expression). Being at a school that is very limited to technology, I am hoping to be able to learn different ways to integrate Assisted Technology in my classroom.
• Checkpoint 6.1 - Guide Effective Goal Setting (Action and Expression). When I start my year I have a yearly goal for all of my students. I think it is important to meet the self small goals throughout the year. I want to continue meeting my students yearly goals with incorporating the small goals.
• Checkpoint 7.1 - Optimize individual choice and autonomy (Engagement) It is very important for my students have their own choice on what and how they want to learn and play. While I give my students many options on what to do I think I will try to allow more ways of them choosing on their own.

Curriculum Barriers

The motto "One-Size fits all" is old news. Every student is a different shape, different size, different color. Teachers and administrators can not continue to place kids in the same category. When teachers are creating there lessons they must remember to make adjustments to meet the students needs based on their IEP's.

The website that discusses the Curriculum Barriers is very useful. It offers background information and models to explain and demonstrate the concepts of their implementations.


 Curriculum Barriers Tutorial.

This is my example of a Curriculum Barrier, using three students that are in Pre-K.

Materials and Methods	Student Qualities	Potential Barriers/missed opportunities
Verbal Instructions & Directions	Alex- ESL, hearing impaired, good fine motor skills, can understand limited English Andrew- ESL, strong fine motor skills, can understand English but trouble speaking up Lola- ESL, well spoke English and can understand well. Great organizational skills but easily distracted	Alex- may not be able to hear or understand directions Andrew- may not understand or comprehend the information given Lola- may not be able to focus during activity