week 8

3/18/08



The whole idea with using technology is to not use worksheets. the goal is to prepare students with 21st century skills--technology.



Today- bridging the gap to make it to the other side to learn/communicate

SLD-Auditory processing--websites/software/doesn't have to be just technology



erobics-to increase sound systems



fly pen--look at it. sold at frys



Elizabeth Kubler Ross On Death and Dying



Make sure that every interaction with parents involve something good about the child!!!!!!



will be available to download



No class next week!!!!



when we come back we will be working on inspiration



Reflection: how do you help students/teachers/parents bridge the gap between the disability and the childs successful functioning.

I think this is one of the most difficult parts of the job. In terms of students and parents, I think that teachers need to be open and up front with both students and teachers. Students need to understand that they have a disability, whether it is a learning disability or a physical disability, so they can start accommodating for themselves. For example, if a student has ADD, and they know they have difficulty focusing, they can try different things to help themselves concentrate and learn to live with their disability. For me, I know I have trouble remembering things, so I write everything down. With parents, knowing the different recources available to assist thier child, they can try new things, and find the one that works specifically for thier child. Teachers also need to know different recources to assist studnets with disabilities in thier classes. I also think it is important for teachers to be knowledgable about different disabilities so they can use the appropriate accommodations or modifications for a specific student. If teachers know about different disabilities, they will be able to support the student with more success, allowing the student to be successful.

Week 7

using tech to support curriculum areas/disabilities



is tech for curriculum the same as tech for disabilities? at what point does the tech for the disability get embedded in the tech for curriculum? what separates them?



need to know director and philosophy of tech. there is a point where you change from remediation to compensation.



tonight-the kinds of tech support you can use for curriculum areas.



technology with curriculum



freereading.com-Florida is not buying textbooks, all is on this website.

Starfall

oatsoft.net

cmap for inspiration

national library of virtual manipulatives

http://shodor.org/interactivate/

http://www.freereading.net/index.php?title=Main_Page

clorn.org

http://www.oatsoft.org/Software

http://internet4classrooms.com/

unitedstreaming.com

discoveryknowledgeteacher

flip4mac.com-pc docs to macs

rockourworld

a lot of these are for homeschooling



dreamweaver-industry standard for websites



virtual manipulatives don't have graphics for a certain age!!!!! age appropriate!!!!



RJ cooper- for severely impaired



second life is a huge tech tool.



with safari, you can create a summary of a web page!!!!



reflection: based on the websites you personally found in group, how many are apprpriate as a disability support and why?? Evaluate a website or two in terms of disability support.

I currently use one of the websites I found, edhelper, for extra support in my class. This website is great for disability support because it can give extra support to students who might need it. I find that many of my students do need extra support and practice; they need more practice than what the math textbook provides. I am able to get worksheets on the same subject that we are working on so they can have the practice they need. The worksheets are good because they don't have dorky elementary pictures. Another website I found, http://www.oswego.org/staff/cchamber/techno/games.htm, can also be a great tool for disability support. There are math games that are interactive, and many times, students with disabilities need that interaction to understand concepts. The games are not childish in any way, so they can be used with older students as well. I would like to start using some interactive math games in my classroom because I really think that my students would benefit from playing interactive math games.

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!