Upon reading the articles Crazy Busy and The Importance of Deep Reading, I began to stop, think, and reflect on my own life, and the irony in which I had been completing my own reading assignment at that time.
I read the articles, rather distractedly, while multi-tasking with a cup of chicken soup during my short lunch break. I teach full-time, and we all know, teachers don't get the lengthiest of lunch breaks. Most often, there is some sort of multi-tasking being done. At times, it is strictly a "work-break," no eating or relaxing to be had.
I am currently wrapping up my last semester of classes in my master's program at TC. I have one semester to work on a project and fill out graduation paperwork for the spring, but this past fall semester was the final push. Three demanding, graduate-level classes, each with a healthy amount of coursework. Along with full-time instruction of a difficult 4th-grade class of students with ID/ED at a new school, provided me with very little time for sleep, and a dangerously high level of stress hormones. To put it simply, it ain't been easy.
The following quote highlighted in the article, The Importance of Deep Reading, resonated with me:
Of the three lives Aristotle speaks of, the life of action, the life of contemplation, and the life of enjoyment, we have the two, action and enjoyment, but we lack the other, contemplation. That, I thought, is why ours is a violent city.
I can see firsthand the change in my personality in my first year of teaching and graduate school, versus my personality in the summer months, and back to a very difficult and busy semester this past fall. During the summer months, I had time to write, read novels, plan, and reflect on my course work, my teaching, educational theory, and creative endeavors. I drew, I wrote poetry again, I traveled by train, I cooked dinners for friends and family. I felt like a human being again, capable of running my own life and thinking my own thoughts. I wasn't "crazy busy" and I didn't have to answer to demands that I literally did not have the hours in the day to attempt.
I certainly felt stretched far too thin this past semester and most of last year. It helps me to have a lot going on, to have a little "fire under my behind" to get me going. As a natural procrastinator, the less time I have to spend, the more work I complete. However, I have never felt so bone-tired and anxious/nervous in my entire life. I have worked professionally in other fields, and had a very demanding undergraduate program, however nothing has exhausted me as my first year of teaching and this past semester of my second year.
My quality of life had changed. I spent less time talking to friends and family, romantic relationships took a backseat (or just didn't work out, mostly due to stress), even my diet changed. I was eating take-out more than I had ever in my life. This was not "who I am."
I found myself often irritable, impatient, and snappy- the opposite of the characteristics that led me to teaching in the first place.
Even my quality of work suffered. Often, I would have three to five projects, papers, or assignments open in different windows on my computer. Upon that, I would juggle receiving and sending text messages, or flat out ignoring phonecalls from friends and family that I should have taken. I would skim instead of read, and after a while, my eyes would cross with information overload. I'm not the best at multi-tasking, and this mile-a-minute lifestyle was certainly taking it's toll on my brain, my body, and my emotional connections. I couldn't sleep well at night because of the massive to-do list which constantly revolved in my brain. Then I would wake in the morning, feeling completely unrested and short-circuited before the day even began.
It took a lot of self-reflection to begin to realize that I cannot endure this type of life, not for myself, not for my family and friends, not for my students. It's not sustainable, and I will cease to be the educator I want to be if that should be my personality. How can I spark interest, energy, and imagination in my students if I am lacking all those things? How can I create a safe, well-planned environment of empathy and reason, if I am suffering in all those areas?
I'm taking it upon myself that next semester, I won't bog myself down the way I did this past one. My schedule will be lighter, I will take more time to go for walks or runs, re-establish friendships and relationships I let fall to the wayside, take time to reflect on my teaching and my students' needs, cook dinner, do my laundry more than once a month, sleep more, watch some movies, and read a good, long novel.
Monday, December 17, 2012
Thursday, December 13, 2012
Digital Minds
... have our minds, and our learning styles, become "digitized"?
I do agree with a lot that this presentation has brought to light. In fact, the Prezi itself, to me, is not a linear way of reading. Perhaps that's why some students may enjoy interacting with it. I, however, felt that I wanted more of a linear design to ensure I'm getting the correct information in an orderly fashion. I have a similar problem with many websites. there are many sites, especially those that are truly poorly designed with all matter of bells, whistles, and moving gifs, where our conventions of reading from left to right, from top to bottom, and in linear form get tossed out the window. I wonder if the generations that are growing up skimming content that is dispersed throughout a website, that which they pick and choose what to absorb and what to gloss over, have a difficult time with linear reading in a traditional text format such as in books or articles.
How do we avoid the cost of a pervasive digital environment in the classroom in the presence of adaptive and instructional technology?
In this regard, it is imperative that we allow students the opportunity to use the ubiquitous tools that allow for independent, creative thought. Deep reading and narrative writing should always be part of a curriculum. Each student should be given the opportunity to practice these skills, even if they require the use of adaptive or instructional technology. We, as educators, must create an environment in our classrooms that supports the student not just to function, but to do that grand thing we call "thinking."
How do we prepare students with good strategies for using technology in their "outside" lives?
If technology is used outside the classroom, often it is used for recreational purposes. Students, even in areas with high poverty rates, are aware of and driven by the newest technology. My current students are always talking about iPhones and iPads, even if they don't currently have access to them. They see them in the media, they see friends and family members who have them, they see strangers using them on the subway. If it is new and flashy and sleek and stylish, most children will want it. Besides, if it plays music, games, movies, and video, is it not just as much an entertainment system as it is an informational tool? Outside of the classroom, we cannot control the access to technology or lack thereof that our students may experience. However, how we present tools to them in the classroom can affect how they are utilizing them outside. It is also important to allow them the opportunity to use books and journals just as much outside the classroom as inside, and to allow them the opportunity to communicate to us how they prefer to use technology.
What about in your professional practice?
There is a push away from the foundations that we all know allow children to grow and develop as individuals: social interaction through play, deep understanding of content through personal reading and research, and non-scripted writing such as daily journaling and personal reaction writing. We can allow each student to use technology as tools for what they want to accomplish, but to always remember, it is their thought that comes first, and it is there mind that drives that tool. It is our responsibility, as educators, to ensure that it is not the other way around.
I do agree with a lot that this presentation has brought to light. In fact, the Prezi itself, to me, is not a linear way of reading. Perhaps that's why some students may enjoy interacting with it. I, however, felt that I wanted more of a linear design to ensure I'm getting the correct information in an orderly fashion. I have a similar problem with many websites. there are many sites, especially those that are truly poorly designed with all matter of bells, whistles, and moving gifs, where our conventions of reading from left to right, from top to bottom, and in linear form get tossed out the window. I wonder if the generations that are growing up skimming content that is dispersed throughout a website, that which they pick and choose what to absorb and what to gloss over, have a difficult time with linear reading in a traditional text format such as in books or articles.
How do we avoid the cost of a pervasive digital environment in the classroom in the presence of adaptive and instructional technology?
In this regard, it is imperative that we allow students the opportunity to use the ubiquitous tools that allow for independent, creative thought. Deep reading and narrative writing should always be part of a curriculum. Each student should be given the opportunity to practice these skills, even if they require the use of adaptive or instructional technology. We, as educators, must create an environment in our classrooms that supports the student not just to function, but to do that grand thing we call "thinking."
How do we prepare students with good strategies for using technology in their "outside" lives?
If technology is used outside the classroom, often it is used for recreational purposes. Students, even in areas with high poverty rates, are aware of and driven by the newest technology. My current students are always talking about iPhones and iPads, even if they don't currently have access to them. They see them in the media, they see friends and family members who have them, they see strangers using them on the subway. If it is new and flashy and sleek and stylish, most children will want it. Besides, if it plays music, games, movies, and video, is it not just as much an entertainment system as it is an informational tool? Outside of the classroom, we cannot control the access to technology or lack thereof that our students may experience. However, how we present tools to them in the classroom can affect how they are utilizing them outside. It is also important to allow them the opportunity to use books and journals just as much outside the classroom as inside, and to allow them the opportunity to communicate to us how they prefer to use technology.
What about in your professional practice?
There is a push away from the foundations that we all know allow children to grow and develop as individuals: social interaction through play, deep understanding of content through personal reading and research, and non-scripted writing such as daily journaling and personal reaction writing. We can allow each student to use technology as tools for what they want to accomplish, but to always remember, it is their thought that comes first, and it is there mind that drives that tool. It is our responsibility, as educators, to ensure that it is not the other way around.
Sunday, December 9, 2012
Reflecting on Class: Cool Things, Ergonomics, and Useful Tools
I have to admit, I first learned the term "ergonomically designed" through my older sister while she was attending undergrad for industrial design. Before then, I hadn't thought much more about the design of products other than for sheer aesthetics. Visiting her at college and observing all the cool things that she and her peers were designing (not just for show, but for form and function) I quickly threw out all my notion of design as being purely aesthetic. It turned a little light bulb on in my brain, that I continues to glow. I have a growing appreciation for products that are minimal and functional, user friendly, and not "horsey." There is nothing more irritating than a product that's made to look cool, but has no intent in function. When it comes to designing classroom environments, and tools within those environments for the use of students and teachers alike, all should be considered with both form and function in mind.
It was also through my sister that I learned about the brand OXO, initially created for older individuals who may need extra help turning knobs using usually delicate utensils, into products that can be universally used by many people. It is with this kind of consideration (that of the most users, with the most ease) that contributes to a more universal design. However, adaptations will always be necessary for some, and that's where my appreciation for "low-tech" comes in. For example, the tennis ball modeled in class. It is a regular household item, inexpensive, and easy to obtain. It can have multiple uses: to bounce as a ball, to use as caps for the bottoms of students' chairs to ease movability and soften noise, or to use with a Smartboard in place of a pen for those with grasping difficulty. It is important to bare in mind that often times, a simple low-tech solution can be used. It is up to us "problem-solvers" to know how to spot ergonomically designed products, how to obtain them, and when to opt for adaptations.
It was also through my sister that I learned about the brand OXO, initially created for older individuals who may need extra help turning knobs using usually delicate utensils, into products that can be universally used by many people. It is with this kind of consideration (that of the most users, with the most ease) that contributes to a more universal design. However, adaptations will always be necessary for some, and that's where my appreciation for "low-tech" comes in. For example, the tennis ball modeled in class. It is a regular household item, inexpensive, and easy to obtain. It can have multiple uses: to bounce as a ball, to use as caps for the bottoms of students' chairs to ease movability and soften noise, or to use with a Smartboard in place of a pen for those with grasping difficulty. It is important to bare in mind that often times, a simple low-tech solution can be used. It is up to us "problem-solvers" to know how to spot ergonomically designed products, how to obtain them, and when to opt for adaptations.
Saturday, December 1, 2012
Testing Accommodation and Modification
What are the challenges for students in gaining permission to use technology as an accommodation?
The appropriate technology must be available to be used as an accommodation. If not, it may take time to procure, and often schools' administration may disregard the necessity because it is not readily available. Also, it takes time for the IEP or 504 plan to be reviewed by teams and administration, often times not in time for the tests or assessments.
-Who is responsible for getting permission for a student to use an accommodation?
The IEP team- parents, general ed and special ed teachers, students, service providers, school psychologists, and at times, the principal.
If test is needs revision/modification such as Braille, then the following must be done:
A request to open the test earlier to make these changes must be submitted to and approved by the Office of State Assessment. The request must be faxed by the principal and must indicate that permission is needed to revise the format based in the student's IEP/504 Plan.
-What is the difference between a testing accommodation and a testing modification?
An accommodation is any alteration of time, administration, or supplementary help that accommodates the individual's ability to take the same test given to all students. However, a modification is just that, any change within the test itself to suit the needs of the student.
-What are potential issues for students working with a live scribe or proctor?
A live scribe or proctor potentially have a margin of error. It is possible for the scribe or proctor to change/modify the words for the benefit or detriment of the students' needs. There aren't usually third parties who monitor this situation, especially if the test is administered in a separate location, so there is a potential risk for errors.
-What are the challenges in using text to speech software in assessments?
Text to speech software can be used during testing, but then must also be used in a separate location, so as not to distract other test takers. This then becomes both an accommodation as well as a modification.
-Should these policies be applied to teacher created tests as well?
They don't need to be if the teacher created tests are universally designed, however if not, then differentiation should take place with these supplemental accommodations or modifications.
-Can a reading passage be signed to a student who is deaf?
Of course. A listening passage, no, but any reading passage can be assigned to a person who is deaf or hearing impaired. If it is a spoken passage that is assigned, then the student must receive testing modifications for response that can be written using text-to-speech software.
-When appropriate how can we ensure that our students know and/or understand the accommodations available to them?
Parents must be involved and students as well. It is the IEP team's responsibility to inform the parents and students of their rights and all the accommodations and modifications which are available to them.
-What are the consequences if a school fails to provide the testing accommodations required by the student's IEP/504 plan?
If a school fails to provide accommodations, a student's test scores may be rendered invalid. At the elementary and intermediate level, the school would report that the test was not administered correctly. Tests required for graduation would have to be re-administered during a subsequent exam period.
-What if any of this should be reevaluated?
I believe the accommodations/modifications should be reevaluated annually with each year's IEP. If an IEP is not in place, then the students' needs should be reevaluated in regards to the 504 plan.
My experience:
I have taught students and am currently teaching students who are both Standardized test takers with testing accommodations, and also Alternate Assessment students. However, I have yet to have experience with a student who is standardized, with testing modifications.
Whether standardized or alternate, all of this information is deemed in their IEPs. I have had qualms with some IEPs exorbitant use of "Extended time" as an accommodation for struggling test takers. Often times, this time and a half, or double time just adds more time for the student to sit and do nothing, adding more anxiety to an already difficult task. Those making testing accommodations should fully understand the students' needs and ability before being put in place.
Separate location, use of scribe, and questions read and re-read, frequent breaks, etc. have all been successful and necessary accommodations for many of my students.
Testing Modifications? I have never used, they never been encouraged, and I don’t know anyone who has. That being said, I have not had any students with visual, speech or hearing impairments. However, I beg a question:
Is NYSAA (New York State Alternate Assessment) a form of Testing modification? It is, in theory, a portfolio assessment of tasks aligned with the standardized tests. Therefore, it is in itself a from of test modification. And having put together NYSAA datafolios, I have thus performed my own form of testing modification.
The appropriate technology must be available to be used as an accommodation. If not, it may take time to procure, and often schools' administration may disregard the necessity because it is not readily available. Also, it takes time for the IEP or 504 plan to be reviewed by teams and administration, often times not in time for the tests or assessments.
-Who is responsible for getting permission for a student to use an accommodation?
The IEP team- parents, general ed and special ed teachers, students, service providers, school psychologists, and at times, the principal.
If test is needs revision/modification such as Braille, then the following must be done:
A request to open the test earlier to make these changes must be submitted to and approved by the Office of State Assessment. The request must be faxed by the principal and must indicate that permission is needed to revise the format based in the student's IEP/504 Plan.
-What is the difference between a testing accommodation and a testing modification?
An accommodation is any alteration of time, administration, or supplementary help that accommodates the individual's ability to take the same test given to all students. However, a modification is just that, any change within the test itself to suit the needs of the student.
-What are potential issues for students working with a live scribe or proctor?
A live scribe or proctor potentially have a margin of error. It is possible for the scribe or proctor to change/modify the words for the benefit or detriment of the students' needs. There aren't usually third parties who monitor this situation, especially if the test is administered in a separate location, so there is a potential risk for errors.
-What are the challenges in using text to speech software in assessments?
Text to speech software can be used during testing, but then must also be used in a separate location, so as not to distract other test takers. This then becomes both an accommodation as well as a modification.
-Should these policies be applied to teacher created tests as well?
They don't need to be if the teacher created tests are universally designed, however if not, then differentiation should take place with these supplemental accommodations or modifications.
-Can a reading passage be signed to a student who is deaf?
Of course. A listening passage, no, but any reading passage can be assigned to a person who is deaf or hearing impaired. If it is a spoken passage that is assigned, then the student must receive testing modifications for response that can be written using text-to-speech software.
-When appropriate how can we ensure that our students know and/or understand the accommodations available to them?
Parents must be involved and students as well. It is the IEP team's responsibility to inform the parents and students of their rights and all the accommodations and modifications which are available to them.
-What are the consequences if a school fails to provide the testing accommodations required by the student's IEP/504 plan?
If a school fails to provide accommodations, a student's test scores may be rendered invalid. At the elementary and intermediate level, the school would report that the test was not administered correctly. Tests required for graduation would have to be re-administered during a subsequent exam period.
-What if any of this should be reevaluated?
I believe the accommodations/modifications should be reevaluated annually with each year's IEP. If an IEP is not in place, then the students' needs should be reevaluated in regards to the 504 plan.
My experience:
I have taught students and am currently teaching students who are both Standardized test takers with testing accommodations, and also Alternate Assessment students. However, I have yet to have experience with a student who is standardized, with testing modifications.
Whether standardized or alternate, all of this information is deemed in their IEPs. I have had qualms with some IEPs exorbitant use of "Extended time" as an accommodation for struggling test takers. Often times, this time and a half, or double time just adds more time for the student to sit and do nothing, adding more anxiety to an already difficult task. Those making testing accommodations should fully understand the students' needs and ability before being put in place.
Separate location, use of scribe, and questions read and re-read, frequent breaks, etc. have all been successful and necessary accommodations for many of my students.
Testing Modifications? I have never used, they never been encouraged, and I don’t know anyone who has. That being said, I have not had any students with visual, speech or hearing impairments. However, I beg a question:
Is NYSAA (New York State Alternate Assessment) a form of Testing modification? It is, in theory, a portfolio assessment of tasks aligned with the standardized tests. Therefore, it is in itself a from of test modification. And having put together NYSAA datafolios, I have thus performed my own form of testing modification.
Sunday, November 25, 2012
Augmentative Communication
In the video and accompanying smart file, we are introduced to several different types of resources to aide in augmentative communication. As a special education teacher, I have not had much hands-on experience with non-verbal students within my own classroom. However, I have had experiences during student teaching and in my own independent work outside of the classroom. Within those experiences, I have used both low-tech (such as PECS and sign-language) as well as high-tech (Dyna-vox) communication tools and devices.
In regard to the question, what is language vs. speech? I answered that language is any form of communication, where as speech refers to a very specific form of communication, such as vocalization. Language can be verbal or non-verbal. Non-verbal language can include gestural language such as signing or written communication.
In terms of low-tech systems, I have used PECS symbols and personal schedules with students within the classroom. I have seen the benefit of a student who can point to "I want" or "I need" and use particular selected PECS to suit his or her needs. This process is time-consuming, but allows the student a quick, independent method of attaining his or her needs. It is ultimately important to allow a means for a student to communicate quickly, to avoid frustration and behavioral difficulties. I also worked independently as a caretaker for a 6 year old girl with visual, physical, and communicative impairments. She was non-verbal except for short utterances. Being visually-impaired, regular sign language nor PECS symbols were not a viable option. However, she was able to communicate through the use of kinesthetic signing. Signing would be done in the palm of her hand or on her arm and spoken aloud. She was quick to learn new signs by allowing a trusted caretaker or teacher to utilize hand-over-hand signing along with a vocalization of the word. She very quickly began to learn the kinesthetic signing along with an initial letter-sound of the desired word. She did not use any high-tech communication devices at the time, as there was a strong desire from her parents and teachers to allow her speech to develop.
Within the school environment, I have had experience with a student who used a pre-programmed Dyna-Vox for communication. The student was in first-grade and at the time, non-verbal except for a few utterances of vowel sounds. His parents agreed to the use of the Dynavox, but insisted that he not use it much, nor use PECs or any gestural sign language. They were very concerned about his speech communication and pressed for more time with the speech pathologist. The student also presented severe delays and was diagnosed on the Autism spectrum. The DynaVox itself was used mainly for requests and needs in regard to food and toileting, and was used during morning meeting as a way to greet the class and take attendance. His one-to-one para and the teacher themselves were versed on how to use the device, however the classroom para and other cluster teachers were not. I see in this instance, how very important it is that all teachers and adults whom the child communicates with at school and at home, should have some investment in the use and possibly the programming of the dynavox.
So, in summation, I have had experiences with both high and low-tech communication systems, but not much when it comes to mid-tech. As for next year, I plan to work in a District 75 school and will need more access and knowledge in all of these areas. I am appreciative of all the resources this course has had to offer me in my research of necessary and relevant technology for my students in the year to come.
In regard to the question, what is language vs. speech? I answered that language is any form of communication, where as speech refers to a very specific form of communication, such as vocalization. Language can be verbal or non-verbal. Non-verbal language can include gestural language such as signing or written communication.
In terms of low-tech systems, I have used PECS symbols and personal schedules with students within the classroom. I have seen the benefit of a student who can point to "I want" or "I need" and use particular selected PECS to suit his or her needs. This process is time-consuming, but allows the student a quick, independent method of attaining his or her needs. It is ultimately important to allow a means for a student to communicate quickly, to avoid frustration and behavioral difficulties. I also worked independently as a caretaker for a 6 year old girl with visual, physical, and communicative impairments. She was non-verbal except for short utterances. Being visually-impaired, regular sign language nor PECS symbols were not a viable option. However, she was able to communicate through the use of kinesthetic signing. Signing would be done in the palm of her hand or on her arm and spoken aloud. She was quick to learn new signs by allowing a trusted caretaker or teacher to utilize hand-over-hand signing along with a vocalization of the word. She very quickly began to learn the kinesthetic signing along with an initial letter-sound of the desired word. She did not use any high-tech communication devices at the time, as there was a strong desire from her parents and teachers to allow her speech to develop.
Within the school environment, I have had experience with a student who used a pre-programmed Dyna-Vox for communication. The student was in first-grade and at the time, non-verbal except for a few utterances of vowel sounds. His parents agreed to the use of the Dynavox, but insisted that he not use it much, nor use PECs or any gestural sign language. They were very concerned about his speech communication and pressed for more time with the speech pathologist. The student also presented severe delays and was diagnosed on the Autism spectrum. The DynaVox itself was used mainly for requests and needs in regard to food and toileting, and was used during morning meeting as a way to greet the class and take attendance. His one-to-one para and the teacher themselves were versed on how to use the device, however the classroom para and other cluster teachers were not. I see in this instance, how very important it is that all teachers and adults whom the child communicates with at school and at home, should have some investment in the use and possibly the programming of the dynavox.
So, in summation, I have had experiences with both high and low-tech communication systems, but not much when it comes to mid-tech. As for next year, I plan to work in a District 75 school and will need more access and knowledge in all of these areas. I am appreciative of all the resources this course has had to offer me in my research of necessary and relevant technology for my students in the year to come.
Saturday, November 17, 2012
Recognition, Strategic, and Affective Networks
I found this week's class discussion useful and essential to understanding the difference between "using" versus "utilizing" technology in the classroom.
Categorizing our own resources, according to need, skill, and ability/disability of ourselves and our learners will ensure that we are not simply using technology to save face to our administrators, or to be held in regard as a "tech savvy" amongst our peers, but to actually utilize our tech resources for the benefit of our students.
As for how to keep these resources categorized, I found our group in-class work proved helpful. Our lists categorized our tech resources accordingly. Placing our tech resources in lists according to our learners' needs, will help to hand pick when and how we use these resources. Within class time, I created a Google Document to list these resources according to Recognition, Strategic, and Affective Networks. I find Google Documents to be easy, free, and user friendly in and of itself.
But what I took away from class on Monday that really resonated with me, was a sharing of resources that educators should constantly be exchanging these amazing resources. For example, a classmate mentioned the typeface "Dyslexie" and how it can be utilized for readers struggling with Dyslexia. I have never heard of a typeface specifically designed (by an actual typeface designer, diagnosed with dyslexia) to aide in the process of reading large amounts of text. Therefore, I quickly "googled" it! The typeface is designed with specific "weight" on the bottom of each letter to allow the reader to visualize the text as being "grounded." Often, learners with dyslexia, find the letters visually floating on the page, or visualize a p, d, b, or q interchangeably because of the similarity in shape of these symbols. Regardless or where the ascenders and descenders lie, the letterforms seem to turn themselves around in their head. Also, similar letters such as "m" and "n" or "c" and "e" are changed in space and weight so that they appear increasingly different from each other and are not visually confused. This sort of differentiation fascinates me! It isnt' a specific program or fancy gadget that aides the learners' experience, but enhances their experience to hopefully aide in an everyday activity that otherwise proves intensively difficult. I hope to utilize this support, and many others we have discussed in class, to the true benefit of my students.
Sunday, November 4, 2012
Adaptive Technology vs. Assistive Technology
In the article Disabled Bodies, Able Minds: Giving Voice, Movement, and Independence to the Physically Challenged and the accompanying videos, Assistive Technology and Adaptive Technology are brought to the forefront of consideration in every classroom. Bearing in mind the specific needs of individual students, one must also consider and contrast this to our previous attention toward Universal Design. How do we consider designing classrooms and activities for the use of all possible, and when do we consider special adaptations?
It is inspiring to see inventiveness such as the adapted instruments that allow Loukas to participate in school band, and display a passion that others may have kept from him. It is disheartening to hear the tales of students from the Henry Viscardi High School who previously had not been able to participate in activities such as gym or school plays in their general education settings. But this also brings to the forefront of the conversation, the question why they are not receiving the educational opportunities they deserve? Is it simply that the school doesn't have the resources, the teachers don't have the extra time, the parents don't have the ability to advocate, the budget isn't big enough? Each of these factors plays a huge role in why students with disabilities are not getting what they need and deserve in many integrated settings. It is inexcusable, but it is the reality that we face every day in our public and private school systems.
In regard to the interview between Dr. Richard Keller and Dr. Christine Pawelski, I appreciated the vantage point given by Dr. Keller; noting his experience as a student without a disability, and as a student living with a disability. Dr. Keller's explanation of how the terms Assistive Technology and Adaptive Technology are not, in his view, interchangeable, shifted my viewpoint as well. As a person with a disability, my interpretation held that the term "assistive" conjures the idea of assisting a person with a disability to do a specific function, but this is held in contrast to Dr. Keller's view. In his regard, it is the term "adaptive" which holds more weight and truth. Technology should be used to "adapt" an approach, tailored for a specific individual's needs. It is the technology that adapts, and not the person who is assisted or helped. Though I agree with Dr. Keller's statements, I had not realized that I was still using terms that label the individual as the person in need, rather than the function, the aide, or the technology to be the adaptive element.
What I also appreciated most of the interview is Dr. Keller's pragmatic view of adaptive technology. That is is not one size fits all and that the more "high tech" and advanced a piece or device may be, does not necessarily make one's life easier. AT is highly individualized, and particular needs may be met by simple "low tech" devices such as the voice recorder he mentioned, the speaking calculator, or the color identifier. Simple devices that add to a particular function which he previously held before the loss of his vision. With this, I appreciate and will remember his analogy to the space races"
"Chris: No and we're seeing that over and over again, and I think we are missing the point of what we're trying to do or how to be of assistance.
Richard: The funniest story I remember is someone told me about the space races in the sixties. One of the problems they have to solve from an engineering point of view is how can astronauts write when there is zero gravity? So the United States spent about eight million dollars and they came up with a pen that would write in zero gravity. The Russians on the other hand used pencils. The point of the story is you know why spend eight million dollars on a pen if you really only need a pencil."
There is something very valuable in bearing in mind, how a simplistic mode of thinking, changing thinking to use what is convenient, exists, and suits the need at hand, rather than re-inventing or purchasing a costly device.
Using the example of the Henry Viscardi High School, one can see how the adaptability of the classroom environment and the lessons and activities themselves, allow for a Universal Design that is still open for individualization. It is the combination of designing as universally as possible, with the opportunity for adaptability that schools need to adopt to be truly "inclusive." To put it in a concrete way, schools, lessons, and activities themselves need to be designed the way that an adjustable desk is designed. The height and angle can be physically adjusted for each student. There should be space underneath to allow for a wheelchair to fit or adjustable seating. The desk should be designed for use for a student with or without disabilities. It's just good design. In this manner, we should look to those who design technology, physical environments, and products to ease and simplify tasks not just for the dominant culture, but for everyone.
It is inspiring to see inventiveness such as the adapted instruments that allow Loukas to participate in school band, and display a passion that others may have kept from him. It is disheartening to hear the tales of students from the Henry Viscardi High School who previously had not been able to participate in activities such as gym or school plays in their general education settings. But this also brings to the forefront of the conversation, the question why they are not receiving the educational opportunities they deserve? Is it simply that the school doesn't have the resources, the teachers don't have the extra time, the parents don't have the ability to advocate, the budget isn't big enough? Each of these factors plays a huge role in why students with disabilities are not getting what they need and deserve in many integrated settings. It is inexcusable, but it is the reality that we face every day in our public and private school systems.
In regard to the interview between Dr. Richard Keller and Dr. Christine Pawelski, I appreciated the vantage point given by Dr. Keller; noting his experience as a student without a disability, and as a student living with a disability. Dr. Keller's explanation of how the terms Assistive Technology and Adaptive Technology are not, in his view, interchangeable, shifted my viewpoint as well. As a person with a disability, my interpretation held that the term "assistive" conjures the idea of assisting a person with a disability to do a specific function, but this is held in contrast to Dr. Keller's view. In his regard, it is the term "adaptive" which holds more weight and truth. Technology should be used to "adapt" an approach, tailored for a specific individual's needs. It is the technology that adapts, and not the person who is assisted or helped. Though I agree with Dr. Keller's statements, I had not realized that I was still using terms that label the individual as the person in need, rather than the function, the aide, or the technology to be the adaptive element.
What I also appreciated most of the interview is Dr. Keller's pragmatic view of adaptive technology. That is is not one size fits all and that the more "high tech" and advanced a piece or device may be, does not necessarily make one's life easier. AT is highly individualized, and particular needs may be met by simple "low tech" devices such as the voice recorder he mentioned, the speaking calculator, or the color identifier. Simple devices that add to a particular function which he previously held before the loss of his vision. With this, I appreciate and will remember his analogy to the space races"
"Chris: No and we're seeing that over and over again, and I think we are missing the point of what we're trying to do or how to be of assistance.
Richard: The funniest story I remember is someone told me about the space races in the sixties. One of the problems they have to solve from an engineering point of view is how can astronauts write when there is zero gravity? So the United States spent about eight million dollars and they came up with a pen that would write in zero gravity. The Russians on the other hand used pencils. The point of the story is you know why spend eight million dollars on a pen if you really only need a pencil."
There is something very valuable in bearing in mind, how a simplistic mode of thinking, changing thinking to use what is convenient, exists, and suits the need at hand, rather than re-inventing or purchasing a costly device.
Using the example of the Henry Viscardi High School, one can see how the adaptability of the classroom environment and the lessons and activities themselves, allow for a Universal Design that is still open for individualization. It is the combination of designing as universally as possible, with the opportunity for adaptability that schools need to adopt to be truly "inclusive." To put it in a concrete way, schools, lessons, and activities themselves need to be designed the way that an adjustable desk is designed. The height and angle can be physically adjusted for each student. There should be space underneath to allow for a wheelchair to fit or adjustable seating. The desk should be designed for use for a student with or without disabilities. It's just good design. In this manner, we should look to those who design technology, physical environments, and products to ease and simplify tasks not just for the dominant culture, but for everyone.
Subscribe to:
Comments (Atom)