Just an extra thought....

I can't take credit for the following idea, I read it today as i was surfing for information regarding this assignment and the MANY others I have due in the very near future! In any case, I thought I'd add it here since thought it was nothing else but cute!




“There is no use trying,” said
Alice; “one can’t believe
impossible things.” “I dare
say you haven’t had much
practice,” said the queen.
“When I was your age, I
always did it for half an hour
a day. Why, sometimes I’ve
believed as many as six
impossible things before
breakfast.”
Lewis Carroll

Reflection #2

In class today we watched episode 2 from "The Secret Life of the Brain" titled "A Child's Brain: From Syllable to Sound" as aired on PBS. (I've included a link to the video in the side panel). The film goes into detail about the development of the child's brain, from the time they learn to crawl, then run and walk. It also discusses the point in time when children learn to reason, pay attention, and remember. However, the focus of the video is specifically when a child learns a language. Until a child reaches the age of one, they learn a language with their entire brains. It is not until the language center of the left brain further developed, that the language center moves to the left hemisphere to further develop. The movie answers the question; What if a child's left brain is compromised due to illness or disease? How do their language centers develop? It is this information that we, as educators, need to understand and apply to our students.

We discussed the requirements to consider when choosing software or assistive tech for students who require it. Dr. Marcia Scherer developed a format from which assistive technology can be chosen to bets suit the needs of our students. (see links to Dr. Scherer's research on the side bar). Initially we must get to know our students, get to know them and their Personality, learn about their interests, understand the comfort level and try to gain some insight into the type of tech they would be interested and comfortable using. We must keep in mind the Environment/Mileu in which they will be using the device or tool. We must understand the Task the student is being asked to accomplish, and what the outcomes are they will be attempting to achieve. And last, but certainly not least, we must consider the Technology, and chose a device that best suits the needs of the student. All of these points work together, not one step in the process is individual of the other.

Dr. Marilyn Jager Adams, who has been acclaimed for her research around phoenix and understanding the process of learning to read and comprehend, has suggested a similar process with regards to the way in which children learn to read. (I've included some links to her research on the side bar). Adams focuses on various aspects of learning to read, and how they are connected to create a competent reader.

One of the initial steps is Phonological Processor which includes understanding the sounds associated with various letters and combinations of letter and words.
The next (not sequentially, but in conjunction with) is Orthographic Processor which is the encoding and identification of various combinations of letters.
The final part of this triad is Meaning Processor, organise the meanings of words. All three of these reading influences directly relate to the final component, the Content Processor which applies background and content information to words. (see embedded PowerPoint below for a more thorough description). http://www.cde.state.co.us/cdelgi/CRF/downloads/Resources/PowerPoints/ReadingProcess.pdf

Living in the State of Stuck

After reading chapter 8 from the book "Living in the State of Stuck" I experienced many emotions. First, I felt very guilty. Thinking back to the students with whom I worked with over the years, I realised just how badly we missed the mark when it came to pairing students up with effective, authentic assistive technology. Too often I have seen students abandon their assistive technology devices because it wasn't suited to their needs. Computers have been left behind, or the student goes days without using the speaking and writing programs that we, as teachers, feel they would be excited to use. I also realised my part in this "pairing assistive technology dilemma". I had thought that students would enjoy using the technology available to them, as I enjoy using the computer. However, I now realise that the assistive technology we provide these students use is often their only way of communicating, and they are required to use it all of the time, whereas I use my computer only when I need to (for work purposes) or want to.
By the time they are of school age, these students have usually developed their own way of communicating at home with their family and peers. The students with whom I work are high school age, and by the time they reach high school they have already developed their own way of communicating with others. Therefore it is imperative that they have access to technology that further supports their need rather then change the way in which they communicate. To do this, teachers, support workers and families need to be aware of the technology and services available to them. This, in my opinion, is the downfall of our school system at the moment. There are many types of devices available, all with a different focus, assisting students with varying cognitive levels, and communication needs. However, having a comprehensive list of technology available does not help if those involved in the implementation are not aware of them. Our school board has 2 individuals who work in the Assistive Technology department, two people is not enough to service this need in our board.
This brings me to another concern. Students with special needs, those requiring assistive technology services, are often the last to receive such supports. These students require constant advocacy from their teachers and guardians in order for them to obtain the services they require. I believe that these students should be receiving more support from our school board, there should be more people (or perhaps training available to teachers) to complete a comprehensive needs assessment for each student, and then provide them the time to try various devices in order to find the one that best suits their needs. Instead, teachers are required find a device that best suits the needs of the student, however teachers are not adequately informed of the devices and services available, so there is an obvious disconnect here. Our inclusion policy states that students are to receive any and all necessary services to allow them complete inclusion in school. However without the proper assistive technology, this can not happen; another disconnect with our system. In my opinion, there needs to be a drastic re-organisation of this system, to ensure each and every student receives the education they are entitled to.

Class #1

Today in our first class we covered a lot of content and brought up some very interesting points through our conversations. As we discussed various software we would be learning about over the next few weeks, Barb mentioned that the software is only as good as those who are trained on it (and therefore those that carry out the programs with the students) This has been a real challenge for me as a Learning Center teacher; to have the EPA's trained on effective software use. I agree whole heartedly that everyone must be trained effectively on how to utilise software before the software is implemented into the students daily programming. This has proven very challenging in our board, there is minimal training done, the reason given is time constraints on the school boards end. There are so many great programs available that would certainly assist in the learning of many of our students, it is a shame that more students do not have access to them.

Since I was always told if you make a complaint, you must also have a suggestion....

How about the school board provide on-site training for EPA's, teachers and the students. An Assistive Technology Specialist should be available to visit each school during their School Planning meetings and the meeting should be focused specifically on the Assistive Tech needs in the school. Each students IPP could be reviewed, and suggestions for appropriate technology made. At that time, a training time should be arranged to ensure the software will be used effectively and authentically with the student. A follow up visit throughout the term should be made to ensure effective use of the programs.

As with all suggestions, they seems so easy to implement on paper (or computer screen), and I understand the difficulty in making such a plan work flawlessly. That being said, I am anxious to learn about these programs myself, in the hopes of passing along some of my knowledge to a student in order to assist in their further success in school.