Technology Implementation IEP and ECC httpbitlyipadctebvi15 YueTing Siu TVI Bay Area Unified School Districts UC Berkeley amp SFSU Tara Mason PhD TVI MEd Boulder Colorado ID: 736089
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iPads as Multi-Device Assistive Technology: Implementation, IEP, and ECChttp://bit.ly/ipad-ctebvi15
Yue-Ting Siu, TVIBay Area Unified School DistrictsUC Berkeley & SFSU
Tara Mason,
Ph.D.
,TVI
, M.Ed
.
Boulder, Colorado
#
CTEBVI15Slide2
AgendaThe WhatThe WhenThe HowSlide3
SETT FrameworkSlide4
TPACK Framework
Technology
Knowledge
(TK)
Content Knowledge
(CK)
Pedagogical Knowledge
(PK)Slide5
What do I want my students to do using their iPads? Slide6
iOS 8 OverviewQuick Start!Accessibility 101Slide7
Efficient NavigationMulti-task (app switcher): Double-click home buttonControl panel: Swipe up from bottomCamera: On-screen button or volumeSilence: sleep buttonSettings: Notifications, a11y shortcutsTriple-click shortcut: General>AccessibilityiOS = Learn one, know all!Slide8
Built-in featuresHardwareAppsSlide9
VisionSpeech output, peripheral devices
Vision + Physical access.
Other:
Text size (Display/
Brightness), pinch in/out)Slide10
Teaser: Zoom and Voiceover
Zoom: -3 Finger Tap/slide- On screen magnifier-Hide/Show controller-Focus while reading text
VoiceOver
:
Auditory preferences
Screen reader is different than “speak text”
Caution: information overloadSlide11
Other VoiceOver FeaturesRotor: Gesture controlToggle: headings, words, form fields, characters, etc.
Preferences in feedbackSlide12
Alternatives to using VoiceOver To read selected text or the window, Speech may a better AT solution
General>accessibilitySpeak selected text by holding your finger down or it will speak a window.
Both options will pause
C
lose “speech” in window or it will continue to read in previous app
Highlights content as it readsSlide13
Deafblind AccessibilityVibrating and Visual alertsMono audioConnect iOS device to hearing aids (similar to an FM system)
Phone noise cancelationSubtitles and captioning (where available) In same menu, turn on video descriptions where available which are beneficial to someone who is blind or low vision Slide14
Alternate AccessGuided Access Turn on, then launch in appPasscode protectedSet time limits
Limit screen interactionInteraction Switch control, allows multipleChange scan & click settings
Cursor settingSlide15
Physical AccommodationsAssistive Touch: Create access from one central hubPersonalize to include finger movements unique to userSimulate: shaking, tapping, 1,2,3,4,5 finger gestures, control the device
Workarounds: Use Siri to command the device Change the function of hardware buttonsSlide16
AccessoriesBluetooth keyboards Braille displays
Switches (RJ Associates and Spectronics)Tactile
overlays: Speed
Dots or bump dots,
create something Slide17
Consider: PositioningScreen interaction Learning media Cases or screen protectors related to student needSlide18
Accessibility OptionsTripods, holders, stylus
Camera: CCTV, monocular, telescope, scanning documents to PDF (VisionAssist, Xodo, CamScanner)
Text to speech
Speech to textSlide19
ConsiderationsField preference & optimal viewing positionGlareClutter Folder organization Accessibility > Large/bold textAccessibility > Button shapesTactile landmark: bump dots for home button, microphone, and camera for increased efficiency and targeting for repeated tasks.Slide20
Instructional SequenceSlide21
Team ApproachSlide22
Instructional CycleSlide23
Organization and IndependenceOrganization:Reminders, MyHomeworkNotetaking:Evernote, SkitchVoiceDream Reader
Cloud computing:Google Drive, DropboxXodoSlide24
ECC Recommendations + iPad Checklist + SETTFor students who have a complex set of abilities and needs ECC Recommendation GridiPad ChecklistSETT: Student, Environment, Tools and TasksSlide25
On website and iTunes UiPad Access FlowchartSlide26
iPad Checklist Slide27Slide28
Expanded Core CurriculumECC AreaPossible App or AT Activity
Functional academic incl. CommunicationPicture communication apps (
Proloquo
)
Orientation
and Mobility
Maps,
Compass,
Blindsquare
Social Interaction Skills
Facetime
video or audio,
DiceWorldIndependent Living Skills
Student Portfolios (30 Hands or iMovie)Recreation and Leisure SkillsPodcasts, Twitter
Career Education
Digital document
management (
Cloud computing,
Evernote
,
VoiceDream
)
Assistive Technology
Use of accessibility features, flexible
use
Visual Efficiency
Visual Assist,
CamScanner
, TTS, dictate
Self
Determination
EVERY successful use
of technology!Slide29
ImplementationSlide30
The IEP drives instructionA well-written AT goal:Provides dataAligns with a functional or academic goalEmpowers the team to support your studentEmbeds device use for learningJustifies funding! Slide31
Quality Indicators for Assistive Technology (QIAT) (Zabala, 2012), SETT (2006)Interpreted for the IEP:iPad plan implemented across school dayiPad training must be collaborative: Parents, paraprofessionals, other educational team members, IT
Include easy to follow instructions, troubleshooting, needed hardware and/or software featuresConsistent communication about iPad useProgress monitoring to make evidence based decisions.Slide32
Components of a goal – Identify:Setting/lesson/activity for which the technology will be used. During sensorimotor time, during circle time, in classes where there are paper handouts, in classes where there are Powerpoint lecturesIdentify technology by its necessary functions, NOT by brand name. Touch
screen device with cause and effect apps such as ___, Touch screen device with screen reading capability, touch screen device with magnification features, a refreshable braille display with Bluetooth connection, tablet device with built-in camera Slide33
Components of a goal – Identify:Objective for which technology will be used. To improve visual tracking, to motivate a visually guided reach, to complete written work, to access and read digital talking books/textbooks, to view digital versions of classroom handouts Level of independence + type/# of prompts Hand under hand, verbal, independently
How use of technology to complete instructional activity will be measured For two out of three worksheets, for 4 out of 5 communication exchangesSlide34
Leverage objectives!Use as a task analysisAddress device-specific tasksSlide35
Example: Functional goalDuring sensorimotor activities, Michael will use a touch screen device with cause and effect apps such as Duplo Jams to motivate a visually guided reach. The device will be placed on a slant board within the central field of vision within a clutter free environment, and he will touch at least 3 items on the screen with one hand, with less than 3 hand under hand physical prompts within a 15 minute period, for 4 out of 5 trials by June 15, 2016. Slide36
Example: Academic goalIn classes with paper worksheets, Michael will independently access digital versions of the same worksheet as classroom peers, using a touch screen device with screen magnification accessibility features such as an iPad. He will use this device independently with less than 2 verbal prompts per class to view and complete work at the same time as peers for 2 out of 3 handouts for 3 out of 4 weeks by June 15, 2016. Slide37
Objectives: By October 2015, Michael will send invitations to share folders using a cloud computing program such as Google Drive with at least two teachers who utilize handouts in the classroom. He will do so with decreasing verbal assistance from the TVI. By January 2016, Michael will independently use the zoom accessibility feature on his touch screen device to view digital documents in his preferred viewing size. He will do so for 2 out of 3 documents that require magnification with less than 2 verbal prompts per document. By April 2016, Michael will independently use annotation functions in a document editing app such as CloudOn to complete a digital worksheet he has received electronically on his touch screen device for 2 out of 3 documents with less than 2 verbal prompts per document.Slide38
Take Home MessagesFocus on meeting instructional goalsMaintain flexible usesMainstream tech = Inclusive, lower cost, tech supportiPads do not replace real objects or tactile symbols for students who are using pre-symbolic or early-symbolic communicationSlide39
Native apps = Accessible! Non-native apps = Evaluate before useBe informed about updates Always have a back up systemReach out for resources & support!
Take Home Messages (cont’d)Slide40
Resources!iPad proficiency for college-bound students: Diane Brauner, dianebrauner@me.com Ed Summers, ed.summers@sas.comPaths to Literacy: http://pathstoliteracy.org
Facebook Group: iPhone iPad Apps for the Blind Visually ImpairedApple Accessibility: http://applevis.comYouTube.com, GoogleSlide41
http://www.newtechfored.comiPad ChecklistiPad FlowchartQIAT ImplementationExample PlanSlide42
http://bit.ly/ipad-ctebvi15 Yue-Ting (Ting) Siuwww.tplus.educationTwitter: @TVI_tingwww.facebook.com/yuetingsiu