Presentation on theme: "APPS FROM AN APPAHOLIC Digging In!: Accommodations and Apps for K-5th SLD struggling readers Tracey Antista."— Presentation transcript:
APPS FROM AN APPAHOLIC Digging In!: Accommodations and Apps for K-5th SLD struggling readers Tracey Antista
J Roberts Hendricks Elementary FWUSD K-6 Reading and Writing Resource Teacher Featured in TECH and Learning Magazine DKG Tech Grant recipient: ISTE 2014 PD SPED Workshops FWUSD AZCEC board member/workshop leader Delta Kappa Gamma member AzDE presenter AZTAP presenter STAR workshop presenter DonorsChoose iPad recipient Apps from an aPpaholic FB Page 20th year Teaching SPEdTech Consultant
–Miller, C. A Special Educator Shares Her Perspective on the Common Core State Standards National center for Learning Disabilities, 2013 "Students with LD spend more time on task in the classroom when technology is thoughtfully integrated into instruction. It’s not merely the novelty of technology that excites students, but rather the access to the curriculum that technology gives them."
OBJECTIVE Participants will learn how to use assistive features on the iPad as well as discover apps that can provide accommodations for students with reading disabilities. They will then list which 3 features/apps they can use in their classroom and how that feature might be used to accommodate their students.
TAKE-AWAYS Outcome 1: To share the basics of the iPad's built in accessibility features. Outcome 2: To show how various apps can be used as a remedial tool for learners. Outcome 3: To encourage the use of the iPad as assistive technology, so students can complete classwork independently.
UDL: UNIVERSAL DESIGN FOR LEARNING Clearing a path for everyone
Accommodations is a change that helps a student overcome or work around the disability. Modifications deliberately lower the intellectual level of the instructional content delivered http://www.azpromisingpractices.com
UDL AND ACCOMMODATIONS http://at4kids.com/udl-and-apps-in-the-classroom
ACCESSIBILITY: IS THE DEGREE TO WHICH A PRODUCT, DEVICE, SERVICE, OR ENVIRONMENT IS AVAILABLE TO AS MANY PEOPLE AS POSSIBLE. https://www.apple.com/accessibility/
http://www.parcconline.org/parcc-accessibility-features-and- accommodations-manual http://www.azed.gov/state-board-education/new- statewide-assessment/ Accessibility features and AZ State testing
STUDENTS WHO ARE COLLEGE AND CAREER READY IN READING 1.Can demonstrate independence 2.Have strong content knowledge 3.Can respond to the varying demands of audience, task, purpose, and discipline 4.Can comprehend as well as critique 5.Can use technology and digital media strategically and capably 6.Can understand other perspectives and cultures Arizona Department of Education – High Academic Standards for Students Arizona’s College and Career Ready Standards – English Language Arts State Board Approved June 2010 October 2013 Publication Page x of 90
1. CAN DEMONSTRATE INDEPENDENCE When a student can use assistive technology effectively, they build a strong sense of independence, all while having equal access to CCR standards. iPad Accessibility features
ACCESSIBILITY Speak auto text Speak selection Voice over Larger text Invert colors Guided access Settings General Accessibility
2. HAVE STRONG CONTENT KNOWLEDGE Students become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline ‐ specific expertise. Text to speech features, such as speak auto text, both when reading website text and digital texts.
3. CAN RESPOND TO THE VARYING DEMANDS OF AUDIENCE, TASK, PURPOSE, AND DISCIPLINE Students adapt their communication in relation to audience, task, purpose, and discipline. FaceTime Video iMovie
4. CAN COMPREHEND AS WELL AS CRITIQUE Students are engaged and open ‐ minded (but discerning) readers and listeners. Students cite specific evidence when offering an oral or written interpretation of a text. Students learn to use search features in iBooks to help them find and highlight answers
5. CAN USE TECHNOLOGY AND DIGITAL MEDIA STRATEGICALLY AND CAPABLY Students tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. iPad assistive features
"When a student can learn to use assistive technology proficiently, they become the experts amongst their peers and have the upper edge in a classroom setting because of their daily interactions with technology."
6. CAN UNDERSTAND OTHER PERSPECTIVES AND CULTURES Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and world-views, students can vicariously inhabit worlds and have experiences much different than their own. Voice Dream Lite, Text to speech, voice over, speech selection, speak auto text, Siri, dictation, all in combination allows students with print disabilities discover new cultures that are different from their own.
KINDERGARTEN – 5TH GRADE ARIZONA READING STANDARDS College and Career Readiness Anchor Standards for Reading
The main idea is to be able to read independently at each grade level. With SLD students who have reading difficulties, this cannot be mastered without accommodations. UDL and accessibility features go hand in hand. No matter what your schools or districts expect, the iPads accessibility features can help lead students to future success and independence.
1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3.Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Arizona Department of Education – High Academic Standards for Students Arizona’s College and Career Ready Standards – English Language Arts State Board Approved June 2010 October 2013 Publication Page 13 of 90 KEY IDEAS AND DETAILS
In iBooks use search features to cite evidence highlight while reading/listening or find key word in search feature. 1. Alternative books with similar concepts, but at an easier reading level: graphic novels: Toontastic/ Art studio with Photo collage 2. Provide e-texts of textbooks and have the student follow the text while listening: eharcourtschool.com / audiobooks/ Bookshare/ Nook/Kindle/iBooks/eharcourtschool.com 3. Provide summaries of chapters.: Summary app 4. Provide interesting reading material at or slightly above the student’s comfortable reading level: Storia 5. In iBooks highlight important textbook sections: 6. Document camera: Stage app 7. Use word-for-word sentence fill-ins Bitsboard sentences 8. Load Smartboard notes: Notebook 9. Provide the student with a list of discussion: load PPT presentations in Keynote or Pages.. 10. Provide books and other written materials in alternative formats such as Braille or large print: accessibility features. 2001 The Alliance (Technical Assistance Alliance for Parent Centers) Alliance Coordinating Office: PACER Center, Inc. ~ 8161 Normandale Blvd. ~ Minneapolis, MN 55437-1044 952-838-9000 voice ~ 952-838-0190 TTY ~952-838-0199 fax ~ 1-888-248-0822 toll-free Web site: www.taalliance.org ~ E-mail: firstname.lastname@example.org@taalliance.org TEXTBOOKS AND CURRICULUM ACCOMMODATIONS
LEARNING Which app or accessibility feature could you use?
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Arizona Department of Education – High Academic Standards for Students Arizona’s College and Career Ready Standards – English Language Arts State Board Approved June 2010 October 2013 Publication Page 13 of 90 CRAFT AND STRUCTURE
Craft and structure tools: Dragon Dictation/Voice commands/Tools for Students/iDictionary Bitsboard 1.dictionary.com app- Pronounces words, intelligent word entry, synonyms, usage examples.dictionary.com 2.PoetryCreator create your own beautiful, passionate, and romantic poetry, with your own pictures as backgrounds 3.Rhyme-time lite: includes rhymes, synonyms, antonyms, definitions, find in definition, related words, similar sounding words, match consonants, and match letters search modes. 4.Chapters Chapters lets you create and manage multiple notebooks, each fully searchable and with its own settings. 5.Mythology 15 Greek Mythology Classics- document words and phrases used in each story to see how they allude to significant characters. 6.iPoetry 101 identifying formulas for creating structured forms of poetry. http://ipadappsclarkstown.wikispaces.com/Apps+to+meet+the+Core+Standards
LEARNING Which app or accessibility feature could you use?
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Arizona Department of Education – High Academic Standards for Students Arizona’s College and Career Ready Standards – English Language Arts State Board Approved June 2010 October 2013 Publication Page 13 of 90 INTEGRATION OF KNOWLEDGE AND IDEAS
LEARNING Which app or accessibility feature could you use?
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY 10. Read and comprehend complex literary and informational texts independently and proficiently Arizona Department of Education – High Academic Standards for Students Arizona’s College and Career Ready Standards – English Language Arts State Board Approved June 2010 October 2013 Publication Page 13 of 90
ACCESSIBILITY AND ACCOMMODATIONS iBooks/Kindle/eTexts in combination with speak selection or voice over.
WHERE DO I FIND DIGITAL TEXTS? Websites Bookshare EHarcourt School Open Library Apps ICDL Project Gutenburg Free Books
LEARNING Which app or accessibility feature would you use? Share with a partner
1.Students were able to apply their prior knowledge of other digital literacy tools to figure out how to navigate the iPad without a lot of instruction from the teacher. 2.When they encountered problems, students worked collaboratively to figure out how to navigate the iPad. This collaboration led to increased and improved conversations about the assignments during the learning experiences. 3.The availability of many different apps, as well as the many features of each app, made it easy to differentiate assignments for students. 4.iPads power on and off quickly, so it was quick and easy to restart iPads when needed without disrupting the learning experience. 5.Because individual apps perform specific functions, and because iPads are easily stored in student desks, it was common for the teacher to spontaneously think of ways to integrate the iPads. 6.The iPad can be programmed to display in many different languages. Helpful aspects of iPads for instruction https://www.academia.edu/1201816/Exploring_the_Use_of_the_iPad_for_Literacy_Learning
Special considerations for using iPads in instruction 1.Manipulation was difficult within some of the apps. For example, it was sometimes difficult to resize text and images. 2.The teacher had to rethink how she wanted students to save and share their work. Although not difficult, the teacher had to adjust to a new way of receiving and reviewing student work. 3.The sensitive touchscreen caused students to engage functions unintentionally. For example, a student accidentally engaged the highlighting function in iBooks when using his finger to track along with the text he was reading. 4.As with any digital technology, teachers had to troubleshoot at times. This reality required the teacher to have a willingness to explore the potential causes of problems that arose. 5.Creating word documents is possible, but the apps that make it possible have limited features. For example, there is no app that allows the user to track changes within a document.
1.Choose a mobile device 2.Choose a digital story maker app 3.After narrative reading, have students work in small groups to produce their own facts from their learning. 4.Prior to writing, the groups generated ideas and conducted research by emailing to pen pals and doing online searches. 5.Students can add hyperlinks, images, and audio files to their stories, and when they were finished, they published their eBooks with the Book Creator app. 6. This wonderful project idea absolutely supported the Standard’s notion of digital literacy. - See more at: http://www.pearsonschoolsystems.com/blog/?p=1454#sthash.SH2ScMfn.Sm9xKut9.dp uf http://www.pearsonschoolsystems.com/blog/?p=1454#sthash.SH2ScMfn.Sm9xKut9.dp uf BOOK CREATOR APP SO HOW DO WE HELP STUDENTS ACHIEVE DIGITAL LITERACY?