Last Class

Overall this class has really taught me a lot about technology. I came in thinking I already knew how to use devices to help children communicate - but this class is not all about programming devices. This class opened my eyes to so many different forms of technology and Web 2.0 tools. I could not believe how much is out there. I think Janette's comment two classes ago, really struck home "read through airplane magazines, and always think of what could be best for your students." This line of thinking was definitely new to me! I had never thought - well the technology for my students doesn't have to be something that was designed specifically for that purpose - it could be something else that might have been intended for a different purpose, but now could serve another. It really makes the world of technology and what it has to offer, that much more accessible and larger.

I learned that participating in an online discussion can be just like sitting in class. I think before this class, I took other online classes where I would simply be required to post on a discussion board which really didn't feel like I was participating or a member of the class. However, when we talk on Adobe, and there is video incorporated, I definitely feel like online is similar to being in person.

Furthermore, we did a lot of group work. I learned to exercise my collaboration and cooperative skills. I think we learned that we can use technology to communicate and send ideas and meld them together. We really learned to work with a lot of different people with different experiences with technology - which was very helpful to people like me who are not very good with technology!

This class was great and I learned a lot. I feel like I have a really good toolbox for teaching now, and am equipped to view things as a challenge not an obstacle. I also feel like I can use anything to help me kids, which is really inspiring!

Digital Minds

This week we talked about how technology influences us, both negatively and positively. This reminded me of the interview of Dr. Keller. He explained that bundling technology forms in one package actually hurts people who need one single accommodation. For example, a phone that also accesses the internet, serves as a camera, and can play music is more expensive because it performs so many functions. However, what if Dr. Keller only wanted a phone to be a phone? Wouldn't it be cheaper if he was just trying to buy a simple cell phone that has no other functions? Furthermore, it's harder to find a phone that just serves as a phone!

When we think about dilemmas such as this one, it really makes us think about how technology affects us. Technology is ever evolving, and it reminds us of the age old question of: what is going to happen to our books? It has actually been really hard for me to find books for my reports as a graduate student. There is only one bookstore near me: Barnes and Nobles! Borders is out of business! And why would I go to B&N if I could order a book online on Amazon for a much cheaper price? But why even buy a physical copy of a book if google reader can digitze text? What is essentially the purpose of books? How about newspapers? I read the NYT online, and can't even remember the last time I read a real newspaper. What is this doing to our society? What is it telling us about ease of access of information? I remember when I played for the Maccabi Basketball Olympics, and my teammate and I were hosted by a family. When we were greeted the father said to us "I googled your families and I know all about you already!" He laughed - my roommate and I felt really uncomfortable. Is this acceptable? What is technology doing to our society?

To play devil's advocate, what about our students who benefit greatly from advancing technology? As far as student learning profiles - students like Sarah, need technology to communicate and participate! The SmartScan is essential for Sarah! More advancing technology would help her even more so in the future. For students like Jack, with ADHD, technology like the SmartBoard could seriously aid him in his difficulty to maintain attention. What can we develop in the future to help him?

When we consider other students, what about communicating with students all around the world? What about technology like Gchat, or AIM? These really help to make our world that much smaller. Whether or not this is a good or bad thing, is controversial, but I think it really helps to make people more worldly and united. I think the only way these technologies become bad is when people abuse them.

How can we find a balance? What can we do? Will this be an everlasting problem as technology continually advances? I personally have a laptop, an iPhone, and iPod, TVs with HD. I read NYT online and read most articles online. I don't consider myself too advanced technologically, but am I? What is "normal" these days for use of technology? I find myself preferring to text and email rather than make a phone call. How is this influencing my social skills? What can we do to remedy these issues?

Assessment Issues

This week we discussed issues with assessment. There are so many. In essence, I think it is very challenging to make a test 100% fair for every student to take. However, this is only what is legal and right. We have to consider what each child is able to do and what they really need in order to show mastery of that skill. The question in my mind arises about state testing. When we have state testing, or laws like No Child Left Behind, we are subtly encouraging teachers to "teach to the test." This is not always as full or fulfilling education children deserve or can have. If we only teach children to pass a test, what are we really teaching them? How is education unique, and how can we justify that what is on the test are the only essential items students need to know? Is this stifling both student and teacher creativity?

There is a line of thought where students are given choice and independence when selecting a specific unit of study within a larger unit. Student feel interested and ownership of their learning. Learning becomes unique and special. This cannot be achieved when we teach to the test, and when we are given strict curricula and guidelines of how to accomplish this.

This is especially applicable for special education students. What if we had a student like Sarah with CP, or a student like Michael with Aspergers? Would they benefit and get the most out of their education from a clearly defined curricula? Also, with hypothetical students like our learning profile students we have to consider testing accommodations. It is hard, because these accommodations aren't always provided even if they are listed on the IEPs. If it interferes with the skill they are being tested on, then they aren't provided. This makes me think the test should not require any accommodations to begin with, right? Shouldn't we be considering UDL always with our students? This is something that is challenging but that we need to accomplish.

Overall, testing is a tough issue. There are so many things we have to consider. Is it necessary? What things should we be testing? How do we determine that? If we didn't have testing, would some students not be educated at all? Is it really just a regulation tool for teachers? What about accommodations? Shouldn't UDL be used?

Augmentative Communication

After working in a D75 classroom for children with severe and multiple disabilties, I have had much experience with augmentative communication devices. In our single classroom, we had multiple different kinds of communication devices (that were both lo and hi tech) including a GoTalk, PECS and a dynavox. These devices really allowed our students to participate and become involved in class discussions and lessons. If it weren't for these devices, it would have been extremely difficult for them to do so. We had students who were ESL learners in addition to not being able to speak or use their expressive language abilities, so these devices really served as instructional technology.

When considering whether a student used a communication device as either adaptational or instructional technology, I usually try to decipher whether or not they could learn without the device (instructional), or if it was simply just a modification that enhanced their learning (adaptational). With respect to my students they had varying disabilities. One of my students had Cerebral Palsy, so it was very difficult for him to maintain both fine motor control and receptive language expression. Therefore, his Dynavox very much aided him in an instructional way. I do not think he would have been able to participate without his Dynavox. Therefore, I would consider this an instructional technology.

However, for our student that implemented PECS, he also knew sign language and had limited expressive language abilties. Therefore, PECS really just helped him by enhancing his ability to speak. Therefore, I would say that this was an adaptational use of technology.

For my student who used the GoTalk, he used it in more of an instructional way. He did not speak and was not ambulatory, therefore without his GoTalk (which was implemented by hand over hand with his paraprofessional), he would not have been able to participate at all. In fact this was vital for his membership in the classroom, so we as teachers knew if he was OK or needed something.

As far as the learning profiles, Sarah, with ataxic CP, uses an augmentative communication device - SmartScan. I would also determine just from the summary that this serves as an instructional form of technology because it allows Sarah to participate, when otherwise she would not be able to.

Additionally, Sam, who as an expressive written language disability, could probably benefit from a computer or typepad. Could this be considered an augmentative communication device in this circumstance?

I think it is amazing how far technology has come, and how we are able to help our students who struggle with expressive communication! Without these devices, these students would really not be able to participate. They literally are life changing. It is exciting for what may happen in the future. what kind of devices do you think we may have in 10 or 20 years? Will more students be able to be accessed and involved?

Planning with Technology

This week's lecture began with an intriguing thought: that sometimes the best learners are the worst teachers. I think this statement holds much truth. I remember when I was in an 8th grade pre-calculus class and my teacher told me that he was a "math whiz" and he was a member of Mensa. He was simply brilliant, and I do not think anyone denied that. However, he was not very good at explaining things in more than one way. Also, I think certain concepts were so basic to him, that he found it either unnecessary or difficult to teach them to people who were not familiar with them. As explained, this phenomena is very important for special educators, especially in reference to using technology. Teaching children who need technology to communicate or learn, may seem impossible for us, because either we are saavy with certain modes of technology or Web 2.0 tools, that we do not know how to explain them to children, or because we do not know how to explain simple concepts using technology, because these concepts seem so basic to us. This is why we need to become familiar and organized with technology.

When we learn about technology, especially if we are unfamiliar with it, I think we really need to keep ourselves organized - perhaps we need graphic organizers!? I tend to confuse different modes or their adaptations, which will be detrimental to me as a teacher in the future. I think as a teacher I will need to figure out how to effectively allow each student access the curriculum, with each respective form of technology. By having this organized in the beginning, I can really focus my comprehension and studying of the different forms of technology to better accommodate my students. Also, after I know which form is effective for each student, I can do research on similar forms, to see which new forms of technology may be developing that could be even more helpful for my students.

It is important to consider learning technology for both adapatational and instructional methods. I think knowing which form, and which tool works best for each student is key to a successful teaching session. If one student would benefit from Kurzweil and another from Titanpad, from the very same lesson, it is the teacher's responsibility to try to incorporate both modes. The ideal teacher will figure out a way. Further, the teacher may need Kurzweil as an adaptational mode of technology for one student because the bubble notes can provide scaffolding or structure, while another student may benefit from Kurzweil in more of an instructional way because text can be read aloud to him, the teacher has to figure out how to provide both forms for the student.

It is easier to understand how to plan technology when examining examples like the learning profiles. If a student like Sarah who has ataxic cerebral palsy, she may benefit from a mode of technology like Kurzweil because text could be read aloud to her and she would not have to hold the book. However, for a student like Jack, with ADHD, Smartnotebook could really be beneficial in capturing his attention due to its different features.

It is important to note that using too many modes of technology at once is another obstacle. A teacher needs to be streamlined and organized when instructing his or her students. This is why planning is key. For instance, if you have a student like Jack, so many different forms of technology being accessed at once by different students could prove to be very distracting.

Overall, learning how to use technology is essential for successful special educators. Shouldn't this be a mandatory aspect of our education? How else can we become the best teachers if we do not have knowledge of how to use all of the tools out there? Furthermore, don't all students deserve this?

Assistive Technology

This week's articles, video and interview really impressed me with how far we have come in terms of technology. I realized how important technology is for students with disabilities.

Things that typical students make take for granted are things that these students need to be able to function in a classroom. I think this brings up a great point about the difference between instructional technology and adaptive technology. The circumstance completely depends on what technology could qualify as and why. The first video Assistive Technology: Enabling Dreams, and the article that accompanied it drove this point home for me. The children featured in the film all had very positive attitudes and explained to viewers that if they didn't have technology, they would not be able to be participatory students. For example, the girl who is featured who has cerebral palsy, uses computers to record all of her assignments and submit oral work. What if she didn't have a computer? What if her mom didn't "know how to get around all the red tape?" She is lucky she has a mother like that, but we as teachers need to make it easier for students to be able to participate.

It reminds me of the interview between Dr. Paweleski and Dr. Keller. UDL is what we are striving for and has to be not only the ideal but the expectation. Children are already built with a drive and a desire to excel. When we look at Lukas, he still wanted to play the horn. He wanted to pursue it even after it was stolen. It its because of the good graces of his family and the amazing innovations of technology that he is still able to play the horn and play it well. I was particularly amazed by the man that made the horn because apparently his family has been making adaptive instruments for a very long time do to his grandfather's accident. But this pertains to our class because it makes me question, should the school have horns available like the one Lukas plays? Is that UDL? I understand it is expensive, but isn't that the law? Where should we draw the line?

Dr. Keller brought up an interesting point about hi and low tech technology. As technology advances he said, things that used to be considered high tech, are now low tech. It is all relative. Moreover, if we shouldn't need technology to have ideal UDL, why should we even be labeling things as high and low tech. In playing devil's advocate I guess, why is it necessary to classify things? I thought it was extremely amazing that he has a color identifier. It made me really curious as to how it works. It just makes me think that this form of what a person with sight would call adaptive technology is actually imperative or needed technology for him. It would be more than an accomodation in class if he were being taught because he would be fulfilled by the lesson that much more. I think we really need to think about classifying things.

Another thing we need to think about, as teachers, is believing in students. The video about "adapting classrooms" really made me feel bad at certain points. I could not believe students were actually saying that they were not even given a chance in activities such as P.E. This really breaks my heart. This is where UDL should be at least attempted more often. Students are excited to do P.E. and simply because they might not be sighted should not only not limit them from an activity but should not be told to them that this is the reason they cannot participate. How are we supposed to instill confidence and independence if it is all going to be retracted in activities like this? There was one boy in a wheelchair who said he could play football, basketball and every sport in his wheelchair. His teacher is making the neccesary accommodations. All teachers should do this.

Assitive technology and adaptive technology, no matter how you label them, even if we label them as instructional technology - they are ALL necessary! That is what the label should indicate. Children and students needs these, children of all abilities. This is what UDL is. This is what our job is as teachers, it is a given - to make the world and curriculum accessible to them.

Kurzweil 3000

This week I explored Kurzweil. I actually ordered a disc in the mail and it arrived within 3 days! I was so surprised. Anyway I think Kurzweil is a fantastic program for kids with disabilities. It would work really well for students with expressive language disabilities (due to its feature of changing text to speech).

Kurzweil could be considered both an adaptational form of technology as well as an instructional form of technology. It could be considered adapatational because it could be used for one student as an aid, if that particular student has problems reading aloud. It could also be used as an instructional tool for a class of students that have severe and multiple disabilities, many of which that include expressive language disabilities.

As for the student learning profiles, there are a few for which Kurzweil would benefit. First, it would benefit Sarah, with ataxic cerebral palsy. Because Sarah loves impressing her teachers and is excited to try new things, learning how to use Kurzweil could extremely benefit her. Additionally, because she might have difficulty with balance or fine motor skills, Kurzweil could assist her by actually reading aloud the text. She would not have to actually hold the material or book, and it would be displayed on the screen for her. Additionally, text could be highlighted for her so that she would not have to use a highlighter when thinking that certain things are important. Furthermore, because she is non-ambulatory, Kurzweil would allow her to read the material without her having to hold the material and trying to use her wheelchair to navigate. Last, she already uses SmartScan, so she is already familiar with adaptive communication devices, and uses them successfully.

It would also benefit Michael, with Aspergers and SPLD. It would benefit him because he is a visual learner and really enjoys visual presentations. This is exactly what Kurzweil would provide for him. Although reading material could sometimes be difficult or abstract for Michael to understand, the teacher would be able to highlight certain pieces of the text in order to signal to him that she is aware of those parts and will explain it to him. She could also include a text bubble that re-words the text in more literal terms for Michael. He also adapts well, so being introduced to a new form of technology, would be received well by Michael.

Last, it would greatly benefit Luke, who has Dyslexia and Executive Function Difficulty. The text would be read aloud to Luke so if he did not read them correctly (or backwards), the program would read aloud the text correctly. Additionally, his Executive Functioning Difficulty might make it hard for him to read texts and focus, but perhaps if the text was presented in a different format and read to him (which is different from which he used to), it might be more entertaining.

Overall, Kurzweil is a great program and I plan to use it in my future classroom!

SmartBoard

This week we learned about SmartBoard. Even though I have already had experience using this program, I learned so much more about it! I think it's a great tool for the classroom if it is provided in the school. This is the biggest challenge, I think, it presents to taking advantage of what it has to provide for our students

As for student profiles. I think it could definitely be utilized by a couple different students. I think it could be really helpful for the hypothetical student Jack. Jack has ADHD, a fine motor disability, and a limited working memory. First, because we learned that SmartBoard is a form of resistant technology, it would be easy for Jack to interact even though he has fine motor disability. He could barely touch the screen and it would be activated. Also, SmartBoard has a lot of neat features (like being able to disassemble a cube, and making certain texts or features "disappear" and "reappear" by implementing layering). This would cater to his difficulty to concentrate by captivating his attention. Additionally, because slides are able to link non-linearally, his limited working memory would be scaffolded because SmartBoard allows for one slide to link to another not in any certain order.

I also think it could be really helpful for hypothetical student Sarah who has ataxic cerebral palsy. In fact, I have seen this in action at a school called John Coleman for students with severe disabilities who are mostly non-ambulatory, work really well. Even though Sarah may have trouble with balance or motor abilities, as mentioned above, SmartBoard is a form of resistant technology and would not let this get in the way. Additionally because she is always motivated and excited to be involved in class, I feel like she would be eager to get involved and learn how to use and react to this new form of technology.

On a different note, I think SmartBoard is a form of both adaptational and instructional technology. It is a form of adaptational technology because it could be used to modify or adapt materials to enlarge or make this interactive for a specific student. It could also be used as a form of instructional technology because it could be used as a tool to teach the entire class instead of using a powerpoint or lecture or another form of teaching.

I guess what plagues me most is that I wish I had SmartBoard for my classroom. How can we make this more accessible to all? How can we keep up with the ever increasing trend of technology while not implementing it in our classroom? Is it solely up to fundraising or do we need to continue to increase the public's awareness about its importance?

Titan Pad

This week we learned how to use a few different kinds of Web 2.0 programs that would be helpful for teaching. I actually also learned what Web 2.0 programs were - programs that facilitate interaction! I did not know that programs like Facebook and G-talk both therefore qualified as Web 2.0 programs. Overall I agree that these programs that can facilitate interaction are so important for classrooms, so that teachers can communicate and share ideas among themselves, and more importantly so we can make our curriculum accessible to all of our learners.

One of the new Web 2.0 programs we were introduced to, that really stuck with me was the Titan Pad. I see this both as an instructional and adaptational technology. It is instructional because a teacher can use this to disperse ideas to her class, in an easy manner. It can be the medium of the lesson. It can also qualify as an adaptational technology because some students can use titan pad to facilitate their learning, while others do not.

I think overall, it was a fun and interactive program. It allows all participants to communicate simultaneously, and the document continues to change as the participants are sharing. At times, because every participant's comments appears in a different color, and the font is constantly flashing when someone adds, it can be a bit overwhelming and overstimulating for some learners. Some of my students who have been diagnosed with ASD, might find this program to be too much sensory input. However, other students who may have trouble focusing or attention deficits, may find this program entertaining and captivating.

With respect to the student learning profiles, I think Titan Pad would work best for students like Michael, or Finn. For a student like Michael who has Aspergers and SPLD, this program would work well because he is a strong visual learner and is very enthusiastic to learn and excel in class. Therefore when presented with Titan Pad, I feel like he would be motivated to try something new and try his best in order to excel. Additionally, he can ask as many questions as he wants, at once, while the rest of the class does the same. Titan Pad would then essentially let him express himself freely and perhaps he would encounter less teasing by the other students because the entire class would be writing as much as they want.

For a student like Finn, with an auditory processing disorder, this program could work excellently. Finn would not have to worry about mishearing the teacher or listening to directions, he could simply visually take in the information presented. Perhaps he would function faster and complete tasks with more efficiency. It seems like the reason guiding questions and group work are challenging for Finn is because he has to listen for instructions and understand it. But what if he just read the information presented, like in Titan Pad?

Titan Pad is a great technology for the classroom. I think it would be even better if it could be voice activated! If students like Sarah, with Ataxic CP, could speak into Titan Pad and have her thoughts transcribed, she too could benefit!

Is there a technology that anyone knows of, that is exactly like Titan Pad and is voice activated? How would this technology function without distracting other students in the class who do not need this piece of technology, but also need to direct their attention to the conversation?

Before and After

BEFORE:

AFTER:

Solution to the UDL Challenge?

So I have been trying really hard to think of a solution for my kitchen cabinets. First, I thought about the main problems they posed: 1) they are way too high and 2) it is hard to lift anything heavy and store it up there.

The first solution I thought of was just to have cabinets built that were either at, or below eye level.This would definitely make them more easily accessible, but might still pose a problem for people who could not lift things easily. The second solution I thought of was to have a chair or some sort of step ladder, permanently implanted or bolted to the wall. However, this could prove as an obstacle for people walking in the kitchen.

The third and best solution I thought was a retractable, miniature, mechanical lift installed in the cabinet. Perhaps it could function just like a mini elevator. I know it might prove to be costly, so this would be the major drawback. I also do not have one that I could take a picture of, so I took a picture of a hypothetical lift (what I envisioned). I envisioned a key pad that would go hand in hand with the lift that only would display three options: "lower," "raise," and "retract." I think this would provide for simplicity and guarantee comprehension. Second, I imagine the key pad near the fridge and the lift to be installed directly in the cabinet. I know this is not a real device, but I wonder if it could be created?

If this device could actually be created it would definitely provide for flexibility in use because it could adjust do different heights of the user. It would simple, and intuitive because it only involves 3 commands. I think it would be perceptible, because I imagine the wording on the key pad would be large and also in braille. I think it would be designed to allow for error in that one could place a pretty high maximum weight limit of items on the lift. It would definitely require low physical effort, because it would only require the pressing of buttons, and maybe if technology was that advanced, it could be voice activated. as for size and space, I think the ramp would take up little space due to its small size. Obviously the only problem would be that it might be expensive.

What do you think? The next post will display a "before" and "after" picture!

Kurzweil

Last class we had a brief introduction to the software: Kurzweil. I think this software could be a great asset in a classroom for students of varying abilities. It is important to understand that it can be of aid to students both with and without disabilities. I realized several ways Kurzweil would help me (ie. allowing me to digitally highlight sections of a text and linking to definitions)! Overall, I think it could serve as both an instructional and adaptational technology.

First, it can serve as instructional technology because it can help teachers to differentiate learning for all different kinds of learning preferences and styles of students. For example, by allowing the teacher to pull a PDF file into the software and then digitally highlighting key terms for students to pay attention to, or enlarging texts, can really aid students in comprehension. In essence, it is helping students learn what is important and what to glean form the text. Also, by having certain words link to definitions, students can use Kurzweil almost as a graphic organizer. I think graphic organizers can function both as instructional aids and adaptational aids. They can function as instructional aids because they help organize the information for students that the teacher is providing. They can be classified as adaptational aids because they help students who may need extra assistance with note taking. Kurzweil also serves as an adaptational technology in that students can click on text when using the software and the text can be read aloud for them. This would prove especially helpful for students who have problems reading or processing information. It could also help students who do not have the dexterity or motor strength to hold a text and read it at the same time.

Kurzweil could be a great asset for a few of the different learning profiles that we referenced in class. First, it could prove as a great asset for a student like Luke (diagnosed with executive processing disorder and dyslexia). Because Luke absolutely loves technology, this software could prove as a great way to get him interested and increase his confidence in reading and writing. I think asking Luke to explore it and perhaps pairing him with a peer buddy to present on a class topic, could really make Luke’s self-esteem grow. Second, because Kurzweil serves as a great graphic organizing tool, Luke’s difficulty to focus, could significantly maximize his efficiency with respect to the amount of time spent doing homework. Third, because Luke has trouble reading and writing (due to his Dyslexia), Kurzweil could read aloud to him, so he can improve his comprehension and reading skills.

Kurzweil could also prove to be a great asset for a student like Sarah (diagnosed with Ataxic Cerebral Palsy). Because Sarah has trouble with balance, she would not be required to hold a book in order to read, if she had access to this software. The teacher could actually post the reading for her, or the reading could be read aloud to her. This could prove to be more engaging for her, because she would simply have to look straight ahead to see what was being discussed in class.

Third, I think Kurzweil could work well for someone like Jack (diagnosed with ADHD, having limited working memory, literal comprehension and fine motor difficulty). As it could help Luke, Kurzweil in acting as a graphic organizer could really assist Jack in maximizing his time. In allowing him to highlight or enlarge certain text, it could also help him with his working memory because he could make note of important parts of the text. Also, in providing links such as definitions to certain words, it could help him with his memory as well. Because Jack likes technology Kurzweil could really prove to be an asset for him.

Overall, Kurzweil is an awesome asset to the classroom! I wonder how much Kurzweil costs and also if it is provided for teachers in public schools? Can every student have access to Kurzweil? The only barriers I see are financial, but if it could be provided, it would be an incredible asset to the classroom!

UDL is not apparent in my kitchen!

My kitchen cabinets are by far the most poorly designed attribute of my 4X4 kitchen. First off, they are above my refrigerator. How many people store items above their refrigerator? I don’t think very many! I usually use cabinets for food that does not need to be refrigerated such as, spices, chips, cookies, and things like plastic bags and aluminum foil, all of which are usually desired on a regular basis. Therefore, when I enter the kitchen in search of a cookie or chips I would like to be able to access them without having to stand on my tip toes, and while I don’t consider myself extremely tall, I don’t think I am that short either. I am 5 foot, 8 inches tall (pretty average height). However, to reach the cabinets, I have to do more than just stand on my tip toes. I actually have to pull up a chair and stand on top of it.

So you must be thinking – what would Sarah store above her fridge that is so far out of reach? That is an excellent question, and I still do not know the answer. I have come up with paper towels and water bottles for the time being. However, to store these items, I have to pull up the chair. Additionally, water bottles are heavy so I have to solicit help from my boyfriend. So when considering placing items in these cabinets, I also have to think about how heavy the item is. After it is placed there, I then have to think about it being placed securely. I wouldn’t want my boyfriend to open the cabinet and have water bottles fall on him.

Sometimes when I am very lazy and do not feel like pulling up a chair to get a fresh roll of paper towels. So, I just jump as high as I can and swipe my hand horizontally in the cabinet – praying it will knock down a roll and not a water bottle. Most of the time, this action results in the stubbing of my toe on the fridge while simultaneously having paper towel rolls fall on my head. These are most definitely the most ill designed aspect of my kitchen, for all people, regardless of disability.

These cabinets would prove completely futile for someone in a wheelchair or for someone who cannot stand up straight, and also for someone who would have trouble mounting and dismounting a chair while maintaining balance. For instance, my 75 year old grandmother would never be able to use these cabinets. She is 5’5’’ and has a very bad hip. Even if she didn’t have a bad hip, I don’t think she would have the energy to get on and off the chair, and I would be afraid for her to get on the chair and maybe fall and hurt herself. Furthermore, I would think that for someone who has a visual impairment, items are most easily accessible at or below eye level. These cabinets are way above eye level for people at average height. For people that may be tall and are able actually access the cabinets, I would have concern that they would bump their head on the ceiling. Also, when storing things in the cabinets, one has to have the strength to load and unload the items, and be sure that in the event an item may fall from the cabinet, it would not injure a passerby. Therefore these cabinets require someone with strong gross motor skills.

In essence, if I could change anything about my kitchen, it would be to lower my cabinets!

My Thoughts on UDL(Universal Design for Learning)

UDL is so vital to an effective and fully functioning classroom. Initially, I thought of it as only vital to a classroom that includes students with severe disabilities, but now I realize that it is vital to all classrooms and all populations of students.

First, I learned that assistive technology is not limited to devices such as a Dynavox, but also includes things that many children benefit from. I realized that I actually employ some of these very devices in my own classroom! For example, when I teach reading and writing I like to use low tech devices such as graphic organizers and flow charts to help students who may have difficulty brainstorming. I also like to use high tech devices like recorders to help capture students’ ideas who have difficulty writing.

However, even more importantly, I learned that UDL dictates that the ideal implementation would include a curriculum that does not require any modifications or accommodations. I think this can be really difficult to accomplish, especially without the use of any assistive technology. I therefore think teachers have to think of their classroom and curriculum, almost as a new country. I think this analogy was raised in class, and it really hit home for me. I realized that not being able to access the curriculum can be compared to not knowing the language of a country –it can be completely alienating and frustrating! This is definitely not how I want my students to feel when learning. When I started to think about how accessible my classroom and my curriculum that I am teaching are, I felt like there were some toys or games that should be on a lower shelf(for easier access), and perhaps some exercises that I should have differentiated better for students with differing attention spans. I think I would have greatly benefited from a fresh perspective, and by that I mean inviting someone to my room who is not a member of the class or school, and asking them how accessible they think my classroom is.

I also tried to think about how UDL could be applied without the use of assistive technology in my D75 classroom (before technology was invented). I think it would require some very creative thinking, and inspire teachers to really go above and beyond in reaching their students. Perhaps UDL should be implemented more to inspire more teacher creativity. In playing devil's advocate, could one venture to say that technology could sometimes cause some teachers to be lazy because it provides so much assistance for the students?

On a different note, this lecture provided for some introspection on how accessible New York City is as a whole. I started to think about my daily routine and realized there are so many things that come with ease for me, that I take for granted. I wonder how NYC compares to other cities, in its effort to accommodate its citizens? Would a more suburban area or a rural area be more likely to accomplish UDL?

Thoughts on Learning the Ropes

Hi, my name is Sarah Allen and I am in the ID/Autism program at Teachers College and am finishing my final semester. I was born and raised in Miami, Florida. I attended Duke University for my undergraduate degree, and studied Psychology and English. After college I decided to move to NYC with three of my close friends, in pursuit of a dream we all had to live “in the big city.” Looking back, I can’t believe we all moved here and were able to secure jobs (the economy was definitely in a better state then, than it is now!) I worked for two years as a paralegal (with the job description of a social worker) at the Legal Aid Society- Juvenile Rights Division, before deciding to go back to school. My job confirmed for me that I loved working with kids, wanted to be with them on a daily basis, and help them make positive choices.

Last semester I student taught at a District 75 school. It was my first teaching experience. I absolutely loved working with my students. All had severe and or multiple disabilities, and most were non-verbal. Therefore, I was introduced to a lot of augmentative communication devices such as the GoTalk. My Cooperating Teacher gave me a brief introduction to BoardMaker, and I learned how to program the devices for my students. However, I look forward to learning much more about it in this class!

I am definitely not the most technologically savvy person, and sometimes it comes as a struggle to me. I am glad that this course encourages students to “take chances” and “be creative” instead of just trying to be safe. That makes me feel more comfortable about making mistakes. I have never blogged before, so this is very new to me. I think learning how to use technology is very important for education, especially for students with disabilities. During the first semester of TC, I observed another classroom use a SmartBoard. It was also a classroom for children with severe and or multiple disabilities, and it allowed them to be so much more involved and stimulated! This really impressed upon me how important technology is in the classroom. As far as teaching people like me how to use technology, I think receiving explicit instruction and knowing it is OK to make mistakes are essential for students to learn how to successfully use it. Also, as a student, I think I need to be patient with myself.

In response to Martinez’s essay on problem solving, I feel almost more relaxed now that he mentioned the obvious: we already problem solve and we are born with problem solving skills. In fact, he hints that we used to be less stressed about making mistakes and engaging in the process when we were younger. This also puts me at ease, because I must be slightly more than a novice at problem solving, since I am 25 years old! I like how he pointed out that there is no obvious way to problem solve, because then it wouldn’t exist. Basically I expect this course to challenge me, and I will be caught off guard if there aren’t any problems. It’s a new way to approach our coursework, that is less stressful and more exciting. I liked how he explained several heuristics that can act as guides to help us problem solve. The one I most identified with was the “approximation approach,” because I use this often. I think this also speaks to what kind of a learner I am. I do best when I am given several chances to perfect my efforts! Overall, I am excited to start this course and become more technologically savvy!