January 31, 2011January 31, 2011Minwook Ok & Michelle Minwook Ok & Michelle ReadReadDoctoral Student in SEDDoctoral Student in SED

GRA in IDEA StudioGRA in IDEA StudioDoctoral Student in ITDoctoral Student in IT

GRA in IDEA StudioGRA in IDEA Studio

The IDEA studio provides technology integration support to faculty in College of Education at The University of Texas at Austin

Services include:◦ Consulting with faculty on curriculum planning that

integrates technology;◦ Collaborating with faculty on research projects;◦ Delivering curriculum-related technology training to

students

It is a lab that hosts a collection of educational technologies available for faculty and students to use and explore

These tools can be demonstrated in college courses or onsite during field experiences

Students can check out selected resources in order tobecome more familiar with the affordances and drawbacks for educators

Recent dramatic growth in the number of students with disabilities in postsecondary environment (Johnson, 2006)

11% of undergraduates reported having a disability in 2003-04

(NCES, 2006)

Need for postsecondary education personnel to be able to meetlearning needs & foster positive educational experience of these students

SSD (2010)

(Total: 1386)UT Disability Groups

◦ Section 504 of Rehabilitation Act of 1973◦ The Americans with Disabilities Act (ADA) of 1990◦ The Americans with Disabilities Amendments Act of 2008

These federal laws mandate that institutions of higherlearning provide equal access to students with disabilities

Learn more about students with disabilities Familiarize yourself with services and policies Examine and improve the accessibility of your course Meet with students at the beginning of the semester Encourage students to keep in touch with you during the

semester Do not single out students for special attention in class Provide alternative materials Adapt testing Provide extended deadlines (Boyd,

2007)

Invisible Disabilities Psychological Disabilities Attention-Deficit/Hyperactivity Disorder (AD/HD) Learning Disabilities (LD) Traumatic Brain Injury (TBI)

Mobility Impairment Deaf or Hearing Impairment Blind or Visual Impairment Medical Temporary

Examples

◦ Depression◦ Bipolar Disorder◦ Schizophrenia◦ Anxiety & Panic disorder◦ Obsessive Compulsive Disorder◦ Social Phobia

Ask students about their specific needs

Ask what will make them most comfortable

Ask if the student is aware of resources available on campus

Try to minimize stress as it can affect functioning

Give permission for students to ask clarifying questions as disability/medication can affect concentration

Challenges

◦ Impaired concentration◦ Poor listening skills◦ Trouble starting, organizing, & completing tasks◦ Difficulty following directions & making transitions◦ Trouble interacting with others◦ Poor time management skills◦ Slowed reading speed and problems with reading comprehension & memory

Allow students time to process information at their own pace

Ask one question at a time

Work together with student to structure/organize time

Discuss ways for student to break up assignments in a meaningful way

Give student permission to ask questions when they have missed what was said

Encourage student to take notes; Have student restate what was covered

Allow student to move about during session or provide short break

(SSD, 2010)

Average to superior intelligence

A significant discrepancy between achievement and ability

Often in conjunction with AD/HD

Deficit in one or more of the following areas:◦ Attention/Memory◦ Reasoning/Processing◦ Communication/Social competence/Coordination◦ Reading/ Writing/ Spelling/Calculation◦ Emotional maturity

Provide verbal instruction, as well as written

Allow enough time for given tasks to be completed

Ask student how they best receive and understand information

Use visualization methods

Be patient (SSD, 2010)

◦ Brain injury due to external or internal events

◦ Challenges: Memory deficits More impulsive, distractible, socially inappropriate Discrepancies in ability levels Learns some material quickly, some much slower Comprehension may decrease as complexity/amount of material increases May need multiple formats and/or strategies to learn material

Be more flexible◦ Attendance◦ Schedule

Reduce demands ◦ Altering response modes◦ Providing recorded books and lectures

Provide Supervision◦ Planning and monitoring with faculty or counselors◦ Setting goals, report & evaluate progress

Vision Impairment◦ Visual acuity of 20/70 or less in the better eye◦ A peripheral field is constricted◦ A progressive loss of vision

Blind◦ Visual acuity of 20/200 or less in the better eye◦ Visual filed is less than an angle of 20 degrees◦ Have some useful vision or light perception

Offer a tour of the space you are in If things have been moved, offer to describe the changes Keep walkways clear of obstructions Describe things instead of pointing at them A person’s cane is part of their personal space Remember guide dogs are not to be petted or distracted while they are on duty Good lighting is important Difficulty with sight does not indicate difficulty with hearing

Characteristics

Vary greatly in the degree and type of hearing loss Hearing aids do not clarify sound, simply amplify sounds In a typical classroom environment, the students may experience significant communication difficulty Students who with hearing impairment may be able to communicate

orally Deaf students may rely on a visual mode of communication

Find out student’s preferred mode of communication Consider seating arrangement Learn important sign language for emergencies Speak to student, regardless of whether or not they use an

interpreter Get their attention Speak slowly and clearly; Repeat Use over exaggerated gestures, facial expressions, lip movement Write down important information Do not make student feel left out Provide outlines for class/activity before each class Reduce background noise When using video clips, provide captions or scripts

Examples:◦ Spinal cord injury, paralysis, cerebral palsy

Working with: Remember that an impairment in one area does not indicate

impairment in another Be considerate of the extra time it may take someone

to move around or complete a task Make sure the space you are using is accessible A person’s wheelchair is a part of their personal space Being at a person’s eye level is always a sign of respect

Examples:◦ Diabetes, Cancers, AIDS and others

Working with:◦ Often invisible◦ May experience fatigue◦ Get facts before acting on your first impression◦ Be sensitive of the condition of the air/light

Technology need not be designed specifically for students with disabilities in order to benefit them (Plosa,

2003)

“Technology should be flexible enough to be usedby many people for many different purposes (Wood,

2001).”

Many of the technologies discussed here benefit both students with varying disabilities and those

without.

Learning Technologies Lab SZB 437 512-232-2189 http://ows.edb.utexas.edu/site/learning-techno

logies-lab-0

Assistive Technology Lab

SZB 518E 512-471-4655

Listening/Memory Computer Pen • Pulse Smart Pen/Fly fusion Pen (LTL)

Digital Audio Recorders• iPod touch/iPod nano (LTL)

Reading Dictionary• Wizcom Reading Pen (LTL)• Merriam-Webster Speaking Dictionary & Thesaurus (AT Lab)

Accessible Materials • E-text• Mp3 file (SSD)

OCR & Scanner• Kurzweil 3000 (PCL/SSD)• Wizcom reading pen (LTL)

Writing/Organizing

◦ Concept Map Inspiration (LTL) Web 2.0 mind map sites (FREE)

◦ Word processor Spell & Grammar Check

◦ Word prediction Software Co Writer: Solo (AT Lab)

◦ Speech Recognition Dragon Naturally Speaking (AT Lab/PCL)

Interactive Whiteboards (LTL (Mimio) & LTC rooms(Promethean))

◦ Can accommodate multiple learning styles Tactile Audio Visual

◦ Specifically benefits students with: Learning disabilities ADHD Visually impaired Hearing impaired Mobility impaired

http://commons.wikimedia.org/wiki/File:Interactive_whiteboard_at_CeBIT_2007.jpg

Screen reader◦ JAWS (PCL)

Scan/Read system◦ Kurzweil◦ Scanner (PCL)

CCTV & Zoom text screen magnifier (PCL)

TextAloud MP3 Textreader/MP3 Creator (PCL)

Recorder◦ Pulse Smart Pen/iPod touch/iPod nano (LTL)

Accessible Materials◦ E-text◦ Mp3 file◦ Braille (SSD)

CART (Communication Access Realtime Translation) (SSD) Convey the oral message to written message on student’s laptop

FM system (SSD) Instructor’s speech amplifier Microphone & Transmitter/Receiver & Headset

TTY (Telecommunications device for the deaf) Text Telephone service (SSD)

Wheelchair mobility service (SSD)

Digital Audio Recorder ◦ Smart Pulse Pen (LTL)◦ iPod touch/iPod nanos (LTL)

Mouse◦ Gyration Air Mouse (LTL)

Services for Students with Disabilities (SSD)◦ http://www.utexas.edu/diversity/ddce/ssd/index.php

ATEC lab (SSD) PCL Assistive Technology Room: 1-866-895-4250 AT lab/ LTL (SZB): 232-2189 Behavior Concerns Advice Line (BCAL): 232-5050 Undergraduate Writing Center (UWC): 471-6222 Counseling and Mental Health Center (CMHC): 471-3515 UHS-Health Promotion Office: 475-8252

Department of Assistive and Rehabilitative Services (DARS) : 1-800-628-5115 http://www.dars.state.tx.us/

Funding Vocational based Career counseling Adaptive equipment

Texas Technology Access Program (TTAP) 232-0740 http://techaccess.edb.utexas.edu/contact3.html#

Recordings for the Blind and Dyslexic www.rfbd.org

Boyd, D.R.(2007). Teaching students with disabilities: A proactive approach. Retrieved onFebruary, 2007 from Association for Psychological Science

at http://www.psychologicalscience.org/observer/getArticle.cfm?id=2132

Fichten, C. S., Asuncion, J. V., Barile, M., Genereux, C., Judd, D., Robillard, C., Simone, C. D., & Wells, D. (2001). Technology integration for students

with disabilities: Empirically based recommendations for faculty. Educational Research and Evaluation, 7(2-3), 185-221.

Fichten, C.S., Goodrick, G., Amsel, R., &Libman, E. (1996). [Original article and title are in Japanese]. Teaching college students with disabilities:

A guide for professors. In Y. Tomiyasu, R. Komatsu, and T. Koyazu (Eds.), Support for university students with disabilities: A new feature of universities

(pp. 233-323). Tokyo: Keio University Press..

Horn, L., &Berktold, J. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation and outcomes. (NCES 1999-187). Washington, DC: U.S. Department of Education and National Center for Education Statistics.

Johnson, A.L. (2006). Students with disabilities in postsecondary education:Barriers to success and implications for professionals. Retrieved on May 18, 2007 from VISTAS 2006 Online at http:counselingoutfitters.com/Johnson.htm

Lynch, R. T., &Gussel, L. (1996). Disclosure and self-advocacy regarding disability-related needs: Strategies to maximize integration in postsecondary

education. Journal of Counseling & Development, 74(4), 352-357.

National Center for Education Statistics (1999). Students with disabilities inpostsecondary education: A profile of preparation, participation, and

outcomes.NCES 1999-187, Washington, DC: U.S. Department of Education.

National Center for Education Statistics (2006). Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003-04, With a Special Analysis of Community College Students. NCES 2006-184, Washington, DC: U.S. Department of Education.

Plosa, S. (2003). Interactive Whiteboards: An Assistive Technology for Special Education and Inclusion Classrooms. Presentation Tools Quarterly, 2(3).

Wood, J.M. (2001). Every kid can! Instructor. Retrieved November 10, 2010 from http://www2.scholastic.com/browse/article.jsp?id=4268.

You are the key!!!You are the key!!!

Questions or Comments?Questions or Comments?