{ iPad Plan and Instructional Sequence An Example

Example student with multiple and visual impairments Student is in junior high, she uses a wheelchair and has low vision

{   iPad plan must be implemented across school day;   iPad training must be collaborative, involving one-on-one aide, parents, and all other educational team members;   Plan must include easy to follow instructions and troubleshooting advice with hardware and/or software recommendations;   All team members must consistently communicate information about iPad use and utilize progress data in order to make evidence based decisions. QIAT Recommendation s Interpreted for an individualized student plan Quality Indicators for Assistive Technology (Zabala, 2012) + SETT (2006)

Field preference: position the mounted iPad where Student M sees best. Too often, students with visual impairments are hunched over looking at iPads on a flat surface. Glare: watch for issues around too much reflection or changes in lighting that will effect how easy it is for Student M to see the screen Clutter: separate apps into folders and use Apple’s “Large Text” to make it easier to target items. For Student M, we know that she experiences spatial distortions, which can be confusing when trying to interpret visual information. Landmark: Tactile bump dots to landmark the home button, microphone, and camera for increased efficiency and targeting for repeated tasks.

Expanded Core Curriculum AreaStudent is low vision with multiple impairments (Apps) Compensatory Academic/Functional Academic including Communication Modes Pages will be used as a word processing app for Student M to complete her class assignments. Orientation and MobilityMaps with a stylus will be used for Student M’s O&M and additionally, taking a screen shot of the map will make it accessible when out of Wifi range. Social Interaction SkillsFacebook with Siri will be used to socialize with her peers and she can post status updates by commanding Siri to “Post a status update to Facebook.” Independent Living SkillsiCal with stylus will be used to keep track of her appointments and prepare her for transition to post-secondary life. Recreation and Leisure SkillsRead to Go will be her reading app that she can access audio books for her recreation and leisure time. Additionally, Read to Go will enable Student M to read her textbook assignments instead of her aide reading to her. Career Education will give Student M great practice towards post-secondary and for ing assignments. Dragon Dictation will be used to write s. Assistive TechnologyBigger and Brighter will give Student M a way to enlarge print in her community such as menus or forms. Visual EfficiencyPenultimate will provide an interactive drawing and notetaking app for Student M. With Penultimate, Student M can photograph a worksheet, zoom in on it, modify it, and . Self DeterminationSafari will be Student M’s research and connectedness tool. She can look items up, using the “reader” function when available to easily read articles with VoiceOver.

1. Introduce and Discuss 2. Model with verbal descriptions 3. Scaffold (with hand-under-hand, if needed) 4. Independent practice and homework 5. Monitor and Maintain

Lesson #1: Introduce the iPadI, M, IP, Go over hardware accessibility: Triple click home button, camera for zooming in, and screen shots (home and sleep button quick simultaneous push) Lesson #2,3,4: Accessibility features- VoiceOver, Zoom and Large Text I, M, IP, Introduction VoiceOver and practice with Looktel VO app. End with looking up one item on Safari and use VoiceOver to read article. Lesson#5: Safari I, M, IP, MM: Essential features: home bar, tabs, home screen links to web pages, searching Lesson #5,6, 7,8: Accessibility AppsI, M, IP, MM: Bigger and Brighter & Read to Go (Steps, Lesson, Homework) Lesson #9, 10, 11, 12: , Dragon, and Facebook (1) Have student you by adding you to their contacts (2) Show basic features, flagging, reply, forward, printing, compose, and set up e- mail “behaviors” (3) Go over functions and behaviors of Facebook and practice status update with Siri Lessons #13, 14, 15: iCal, Maps, PagesIntroduce iCal, Reminders, Maps, Camera and Pages Lessons #16, 17, 18, 19, 20(1) Monitor and Maintain the iPad and continue to practice with apps (2) Download only one or two new apps each week, where applicable, remember iOS apps will be required to be more accessible then non-native Apple apps