week 6

differentiate between ed tech and assistive tech. look at how you can use at actually in your class!!!! Never talk about a particular program by name when you are writing AT for IEP. Instead, talk about what the technology does. make it very generic. talk about capability of AT, not a specific name. Don't write goals/objectives for AT. AT is only AT if students need it, and it is taken away, they will not be able to do whatever they need to do. Goals/objectives are the standards, what will be used to help students meet the goal is AT.

GE teachers need to know disabilites, accommodations/modifications, goals in a consice way.

Videos
1. Amanda Baggs-young woman, lives by herself. severly autistic. CNN did an interview-provided AT to help with speech.
Living With Autism In a World Made For Others
http://www.cnn.com/2007/HEALTH/02/21/autism.amanda/index.html

2. Ennis Cosby Foundation: Hellofriend.org

3. Through the same door: inclusion includes college. Mika has autism, but goes to college. high functioning autism. istructors know there are some accommodations.

4. See with your heart

website misunderstood minds: good for professional development
http://www.pbs.org/wgbh/misunderstoodminds/

Equity in online classes. will be available for download. how do you determine when a website is assessable. Web content guidelines-W3.org-checklist for web assessability. search for web assessability for web design assignment.

Next Assignment: cooperative lesson plan. lesson plan on cooperative learning. can be from 2 kids operating a switch, your use of tech will be used for end unit plan. isin't a technology lesson plan.
cmap-free graphic organizers

need to provide age-appropriate academics

Reflection:
With respect to what Danny Clover said about his education, knowing that he was in the lowest reading group and knowing that he will never get out, leaves a mark on you, I agree with him. When students know that they are in the lowest group of anything, and that they have been there all their academic career gives them sort of a learned helplessness. If students feel like they will never get out of special education, what difference does it make if they try or not, if they learn or not. I find that many of my students have that kind of attitude, and it kills me inside because I know they can be so much more. I do not want to leave a negative mark on my students, and do the best I can to help them see that they can be successful. I tell my students all the time that RSP is just a "stopping place." I let my students know that if they work hard, and gain the skills they need to be successful in a regular education language arts or math class, that I will mainstream them. I have already mainstreamed about four or five of my language arts students, and they are doing wonderfully so far. I really try my best to encourage my students to work hard so they can gain the skills necessary to succeed in a regular education class, and I really try my best to let my students know it is possible to be successful, either in my class, or in regular education classes, all it takes is hard work. So, I try to leave a positive mark, rather than a negative mark on my students!