Technology and Early Childhood learning have been so inspiring to me. Working in Pre-Kindergarten and having the luxury of iPad's in the room, I have been able to watch just how beneficial technology is in early education. So much so, that it was the main driving force behind why I decided I wanted to get my Master's in Educational Technology.
The main thing that I have found is exactly what most of the readings talked about.That using technology appropriately in the classroom can help to expand, enrich, individualize and differentiate curriculum. Adding technology to curriculum rather than replacing curriculum with technology is essential. The hesitancy to use technology is that people are worrisome it is being used not to enrich learning but rather to replace it. I have had many parents concerned that if we used certain technologies that they would act as a babysitter for the child. Rather than having the iPad's just sitting at a table and having children engorged in them, I have discovered that the best way to use the iPad's educationally rather than recreationally was to incorporate them into our different centers, scattering them all around the room.
Using Guided Access on these devices has been critical for me as well. This allows the screen the teacher decides to be locked so that the app chosen is the only one the child has access to. I have seen substantial growth for many learners but incorporating just this one specific form of technology. It has excited my class to learn in a unique way, and given them a sense of pride and exploration when they are free to use them at their centers.
Monday, March 30, 2015
Sunday, March 22, 2015
Technology and Emotional Behavioral Disorders
When beginning to read about students with emotional and behavioral disorders, immediately I remembered certain students that I have had in the past. Some had been diagnosed with one of these disorders, and others had not been diagnosed though I wonder if they were dealing with some of these difficulties. The definition being: the inability to learn that cannot be explained by intellectual, sensory or health factors. This is so broad it could be argued that most people suffer from some form of disorder. You can see where it might get tricky to classify some of these students, especially younger children where some of these behaviors are considered developmentally appropriate.
What began to spark my interest was delving into the different actions of these behaviors. Some people respond externally (arguing, hyperactive, etc.) and others deal with their issues internally (depression, anxiety, withdrawn, etc.)I had considered that people have different outlets to control these disorders but I had never tried to categorize them in this way. I found it hard to believe that these people are "accommodated" but do not qualify for special education services. Special education services were but into place to make learning a fair and equal right for all people, and personally I feel that if you are suffering from an emotional or behavioral disorder you are not given an equal chance. I can also see why more teachers are able to reference external behaviors rather than internal. For one, external behaviors stand out faster and can be seen as a "disruption" to some teachers, therefore they may take action sooner to handle these students. Secondly, internal behaviors are harder to spot unless the student really lets you in and trusts you enough to talk to you about accommodations they may need. Reading that there is only a 1% classification rate for EBD's was astounding. I would bet that most of these people "classified" have external reactions.
After detecting these students, next is figuring out the best way to help them individually without drawing attention to them or making it stand out to the rest of the class. Assistive technology is a great tool to be used as an intervention to reduce potential triggers or to redirect the student into a positive direction. I plan to use technology to help guide these students into a positive learning direction. By giving these students the tools they need to feel successful, we may be able to change the failure rate for students suffering these disorders by giving them a fair chance to learn in their own way.
What began to spark my interest was delving into the different actions of these behaviors. Some people respond externally (arguing, hyperactive, etc.) and others deal with their issues internally (depression, anxiety, withdrawn, etc.)I had considered that people have different outlets to control these disorders but I had never tried to categorize them in this way. I found it hard to believe that these people are "accommodated" but do not qualify for special education services. Special education services were but into place to make learning a fair and equal right for all people, and personally I feel that if you are suffering from an emotional or behavioral disorder you are not given an equal chance. I can also see why more teachers are able to reference external behaviors rather than internal. For one, external behaviors stand out faster and can be seen as a "disruption" to some teachers, therefore they may take action sooner to handle these students. Secondly, internal behaviors are harder to spot unless the student really lets you in and trusts you enough to talk to you about accommodations they may need. Reading that there is only a 1% classification rate for EBD's was astounding. I would bet that most of these people "classified" have external reactions.
After detecting these students, next is figuring out the best way to help them individually without drawing attention to them or making it stand out to the rest of the class. Assistive technology is a great tool to be used as an intervention to reduce potential triggers or to redirect the student into a positive direction. I plan to use technology to help guide these students into a positive learning direction. By giving these students the tools they need to feel successful, we may be able to change the failure rate for students suffering these disorders by giving them a fair chance to learn in their own way.
Sunday, March 8, 2015
Technology and Funding
When reading up on the different funding issues for Assistive Technology Devices, it quickly became clear that this is a system that needs to be simplified. As the National Council on Disability said, "For Americans without disabilities, technology makes things easy. For
Americans with disabilities, technology makes things possible."Making educators and families jump through so many hurdles to acquire assistive technology that is necessary for the student is unfair. It should be a process that is inviting and as helpful as these tools were set out to be.
The previous issues we faced revolved around the lack of technology. Now, we have multiple forms of assistive technology, but no money to give them to those in need of these devices. Funding to allow putting these devices into the school is just one part of the problem. Once the student or school receives the ATD (Assistive Technology Device), they are pressed with the issue of training not only the child but also the staff on how to use the device. Most of the funding for assistive technology comes from Medicaid (about 60%), where the rest comes from a private insurance. Coming up with the money in and of itself is a huge process. Not only do you have to consider where you are going to come up with this money from, but also how you are going be to granted this money. Time is another issue that needs to be addressed. Time, the only thing that teachers don't have to waste in such a short period of time with their students. Yet, it takes 15-20 hours of work to solely request a grant to receive a assistive technology for the student, most of which are denied the first time they are requested? For every minute wasted on writing these tedious requests, a student is losing their chance at a fair education, and falling more and more behind.
The Federal government uses entitlements to ensure that students are provided with ATD's under the IDEA. If a device is requested in an IEP, the student is granted the device, putting even more pressure on those responsible for making the IEP's. Under IDEA, the student is made sure to be "provided" with technology, meaning it can be borrowed, rented, or even funded from a third party, not just simply given to the student. Bringing us back to where we started, Universal Design and Assistive Technology were created to make life and education possible for students with disabilities, yet as a country we are still using these devices to make our lives easier. We have it backwards. Technology should be provided to those who need it first, then to those who want it for an "easier" life. Coming up with a system to open up funding and allowing it to be possible for more schools and students to receive these technologies more quickly is essential to the foundation of these students learning.
The previous issues we faced revolved around the lack of technology. Now, we have multiple forms of assistive technology, but no money to give them to those in need of these devices. Funding to allow putting these devices into the school is just one part of the problem. Once the student or school receives the ATD (Assistive Technology Device), they are pressed with the issue of training not only the child but also the staff on how to use the device. Most of the funding for assistive technology comes from Medicaid (about 60%), where the rest comes from a private insurance. Coming up with the money in and of itself is a huge process. Not only do you have to consider where you are going to come up with this money from, but also how you are going be to granted this money. Time is another issue that needs to be addressed. Time, the only thing that teachers don't have to waste in such a short period of time with their students. Yet, it takes 15-20 hours of work to solely request a grant to receive a assistive technology for the student, most of which are denied the first time they are requested? For every minute wasted on writing these tedious requests, a student is losing their chance at a fair education, and falling more and more behind.
The Federal government uses entitlements to ensure that students are provided with ATD's under the IDEA. If a device is requested in an IEP, the student is granted the device, putting even more pressure on those responsible for making the IEP's. Under IDEA, the student is made sure to be "provided" with technology, meaning it can be borrowed, rented, or even funded from a third party, not just simply given to the student. Bringing us back to where we started, Universal Design and Assistive Technology were created to make life and education possible for students with disabilities, yet as a country we are still using these devices to make our lives easier. We have it backwards. Technology should be provided to those who need it first, then to those who want it for an "easier" life. Coming up with a system to open up funding and allowing it to be possible for more schools and students to receive these technologies more quickly is essential to the foundation of these students learning.
Sunday, March 1, 2015
Technology and the Law
There are many laws today that are in place to benefit students with disabilities. These laws are meant to regulate education. It wasn't until 1975 that The Individuals with Disabilities Education Act (IDEA) was passed to provide all students with a free, appropriate public
education. Since then there have been multiple laws to help continue to help students with disabilities have a fair chance at success. As noted by The Family Center on Technology and Disability some of these laws include:
The American Disabilities Association (ADA): this law prohibits discrimination on the basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation, and telecommunications.
As previously mentioned, The Individuals with Disabilities Education Act (IDEA): otherwise known as the Education for All Handicapped Children Act guaranteed that eligible children and youth with disabilities would have a free and appropriate public education available to them, and was designed to help meet their educational needs.
The Rehabilitation Act (Section 508): requires that all electronic and information technologies developed and used by any Federal government agency must be accessible to people with disabilities. This includes websites, video and audio tapes, electronic books, televised programs, and other such media.
Assistive Technology Act (1998): also known as the “Tech Act” provides funds to states to support three types of programs:
Carl D. Perkins Vocational and Technical Education Act Amendments(1998): Schools are required to integrate academic, vocational and technical training, increase the use of technology, provide professional development opportunities to staff, develop and implement evaluations of program quality, expand and modernize quality programs, and link secondary and post-secondary vocational education.
The act regarding the impact of funding for Assistive Technology Devices (Tech Act) has provided tools for students with disabilities access to services that "level the playing field" in terms of learning that up until 1998 were not existent.
According to Assistive Technology Training Online, the "Tech Act" provided federal funds to states to develop training and delivery systems for assistive technology devices and services. It required states and territories to develop statewide, consumer-responsive programs of technology-related services for individuals with disabilities of all ages. This act first defined Assistive Technology Devices and Services and promoted the availability and quality of AT devices and services to all individuals, including children.This amendment affirms that technology is a valuable tool that can be used to improve the lives of Americans with disabilities. It extends the funding of the 50 states and six territories to develop permanent, comprehensive, statewide programs of technology-related assistance.
There are many activities that are accessible to provide technology solutions to assist students with disabilities. As mentioned in previous weeks, there are devices such as the Dynovox to help students with communication disabilities as well as communication boards. There is voice activated software for students with visual impairments. Tools such as zoom in and magnification can impact positive learning for these students as well. Technology allows students with Autism a diverse landscape for lessons to help modify their learning to meet their individual needs. Differentiation can be used effectively for all students with or without disabilities when is it used with technology. These laws help fund these technology solutions that are beneficial to all learners, but most importantly give students with disabilities a fair chance at education.
The American Disabilities Association (ADA): this law prohibits discrimination on the basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation, and telecommunications.
As previously mentioned, The Individuals with Disabilities Education Act (IDEA): otherwise known as the Education for All Handicapped Children Act guaranteed that eligible children and youth with disabilities would have a free and appropriate public education available to them, and was designed to help meet their educational needs.
The Rehabilitation Act (Section 508): requires that all electronic and information technologies developed and used by any Federal government agency must be accessible to people with disabilities. This includes websites, video and audio tapes, electronic books, televised programs, and other such media.
Assistive Technology Act (1998): also known as the “Tech Act” provides funds to states to support three types of programs:
- the establishment of assistive technology (AT) demonstration centers, information centers, equipment loan facilities, referral services, and other consumer-oriented programs;
- protection and advocacy services to help people with disabilities and their families, as they attempt to access the services for which they are eligible;
- Federal/state programs to provide low interest loans and other alternative financing options to help people with disabilities purchase needed assistive technology.
Carl D. Perkins Vocational and Technical Education Act Amendments(1998): Schools are required to integrate academic, vocational and technical training, increase the use of technology, provide professional development opportunities to staff, develop and implement evaluations of program quality, expand and modernize quality programs, and link secondary and post-secondary vocational education.
The act regarding the impact of funding for Assistive Technology Devices (Tech Act) has provided tools for students with disabilities access to services that "level the playing field" in terms of learning that up until 1998 were not existent.
According to Assistive Technology Training Online, the "Tech Act" provided federal funds to states to develop training and delivery systems for assistive technology devices and services. It required states and territories to develop statewide, consumer-responsive programs of technology-related services for individuals with disabilities of all ages. This act first defined Assistive Technology Devices and Services and promoted the availability and quality of AT devices and services to all individuals, including children.This amendment affirms that technology is a valuable tool that can be used to improve the lives of Americans with disabilities. It extends the funding of the 50 states and six territories to develop permanent, comprehensive, statewide programs of technology-related assistance.
There are many activities that are accessible to provide technology solutions to assist students with disabilities. As mentioned in previous weeks, there are devices such as the Dynovox to help students with communication disabilities as well as communication boards. There is voice activated software for students with visual impairments. Tools such as zoom in and magnification can impact positive learning for these students as well. Technology allows students with Autism a diverse landscape for lessons to help modify their learning to meet their individual needs. Differentiation can be used effectively for all students with or without disabilities when is it used with technology. These laws help fund these technology solutions that are beneficial to all learners, but most importantly give students with disabilities a fair chance at education.
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