Misunderstood Minds 

I really really enjoyed watching the videos and the group work last week. It finally all came together. The activity and the brainstorming led us to the conclusion that we read in Edyburn's article about remediation vs. compensation. I am a high school teacher and I teach math and science. By the time the students with disability get to grade 9, they are frustrated, unmotivated, and angry and it is too LATE to start then.

As Edyburn's mentions in his article, when the nature of the disability is physical, we as educators tend to pay more attention to compensate and help the students out to be able to perform his/her required tasks but we tend to fail when the nature of the disability is cognitive. it is very obvious to me that we are holding a double standard here. 

The following are the summary of our videos and at the end the course of action that we came up with:

Nathan Vanhoy - Clip # 1

• worldly (well traveled)
• liked reading books
• sporty
• Grade 1 – didn’t recognize alphabet
• trying, and trying, and trying – you get tired
• aware of difference
• Mom – in denial; sat to read with him – realized he had memorized book to compensate
• containment response
• The school’s prescribed strategy – repeat 1st grade
• parents hired a tutor – seemed to know all material needed for 2nd grade but by week 9, problems arose (had memorized) - new material – problematic
• Dr. Mel Levine – tests for strengths and weaknesses; has child perform 33 tasks to get clues about how the child’s brain is wired
• problem for Nathan – rhyming – phonemic awareness

Adam Dunning - Clip # 6

• well-mannered
• Mom knew early on something was wrong for Adam – Parent's intuition
• would read with him, but Adam couldn’t identify word that should be familiar to him
• teachers said he was lazy
• Grade 5 – tested – did IQ tests but he had an average score (over all tests)
• parents continued to ask for testing
• in Grade 7 – reading at a Grade 3 level
• too old for early intervention
• school prescribed a small class setting – put him in a class in the cellar with 12 kids
• wanted out of school
• Dad went to school – some teachers had never seen him in class
• Adam – frustrated – Why can’t I read?
• needed professional help
• Dr. Weissrecognized his problem with syllables – multi-syllabic words – led to problems with spelling
• behavioural descriptions were being placed on a cognitive problem
• Adam turned to drugs and alcohol; stealing money from parents; skipping school – finally a police call – Adam had crashed a stolen car
• Dad had him committed to a psychiatric ward to get him help
• psychologist – We pay huge prices for not giving kids what they need

Nathan Suggs - Clip # 7

• loves science
• willful, forgetful, handful
• Ritalin was prescribed for ADD diagnosis –
• parents felt it was a temporary relief and decided
• to take him off it
• hated everything, angry, sad,
• Thought that he “shouldn’t be alive”
• Public school – not working
• private school – too expensive
• home school – Mom tried, but may have been beyond her scope
• Mel Levine – success is like a vitamin and a vitamin-deficiency is highly damaging to self-esteem of child
• knew letter K but could not write it
• output problem – great intake
• “demystification” = explaining the problem to the child
• Nathan is like a jaguar with a small gas tank
• Lavoie – analogy to three clocks out of sink – law of averages-will be in sink and then all goes well for child at that time; there is movement – demystification is essential; the child knows there are problems

 

When you have kids with disability in our classrooms:

1. Catching them on time is crucial.
2. The IQ test and other kinds of tests that use average may give you inaccurate information.  Children with disabilities are often incredibly strong in some areas.
3. Repeating remediation does not work, and if we past a point-of-no-return, it is too late to do anything. We have to start compensatory strategy very early so as not to lose them to drugs and alcohol. 
4. Doctor Weiss, a clinical psychologist, says we pay a huge price for not giving kids what they need.
5. The human body functions like a car and it is important to get to the source of problem just as Doctor Levine was doing rather than labeling students.  (demystification - an important issue for students).
6. Explaining and clarifying the problem for students can be very relieving.  Hiding their disability from them does not protect them.  Children often know there is a problem.
7. For kids, success is like a vitamin. It is really a vitamin-deficient life if growing up success deprived - Dr Levine.
8. There needs to be a collaborative effort.  Parents who come forward to identify problems need to be heard.  Listen to what they have to say and try to understand why they are saying those things.  Parents who are still in denial may need to be shown that their children are indeed quite strong in some areas, but not in others.
9. Kids who are not identified and given the help they need can often turn to self destructive habits (drugs/alcohol).
10. Kids can be exceptional, but struggle with basics (low testing from expression/articulate students).
11. Undiagnosed learning disabilities can cause students to becoming disengaged with the school system.

 

Our Model of Reading Process 

After our group discussion about reading process, the following illustration is what we came up with to explain the process of reading. We used inspiration software to draw our map. click here to view the map larger.

  

 

Since last week, going through the activities during the class, reading different articles about reading process and related Models made me realize what a simplistic idea I had about reading. So in the following section I am trying to make an attempt to explain my understanding of reading process after reading the literature and provide some resources for the readers.

Reading Process

Definition: Reading process is a psycholinguistic process. It starts with a linguistic surface representation encoded by a writer and ends with meaning which the reader constructs. There is thus an essential interaction between language and thought in reading. The writer encodes thought as language and the reader decodes language to thought.

Reading is an interactive, problem-solving process of making meaning from texts

History: Reading research is just a little more than 100 years old. In fact, it was the year 1879 when Emile Javal published his first paper on eye movements; James McKeen Cattell's still-cited paper on seeing and naming letters versus words was published in 1886. Surprisingly, serious attempts at building explicit models of the reading process - models that describe the entire process from the time the eye meets the page until the reader experience the "click of comprehension" - have a history of a little more than 30 years. 

There are a variety of factors that accounts for the observed burst in model-building activity from 1965 to present. Surely the changes that occurred in language research and psychological study of mental processes played a major role. The advent of what has come to be known as psycholinguistic perspective (Goodman, 1967/1976, 1970, SMITH, 1971) pushed the field to consider underlying assumptions about basic processes in reading...

... from 7 Models of the Reading Process by S. Jay Samuels and Michael L. Kamil

A reading model is a graphic attempt “to depict how an individual perceives a word, processes a clause, and comprehends a text.” (Singer and Ruddell 1985). A good model is model that has three characteristics:unfold the past, explain the present, and predict the future. 

Some Resources: 

• Resource # 1 - very interesting with related videos
• Resource # 2
• Resource # 3
  
• Resource # 3
• Resource #4
• Resource # 5

The reading process involves:

• Pre-reading
• Reading
• Responding
• Exploring
• Post reading
• Applying 

Stage 1: Pre-reading - Pre-Reading Strategies Include:

• Activating Background Knowledge
• Setting purposes for reading
• Making predictions and previewing a book
• Going on a Picture Walk
• Making a KWL map
• Questioning and making predictions about a story

Stage 2: Reading – Responding and Exploring

There are a variety of ways to engage students in the reading process.

• Modeled reading (reading aloud to students)

• Shared reading
• Guided reading
• Independent reading

• Making Connections
• Predicting

• Before reading
• During reading
• After reading

• Developing Language skills
• Synthesizing

Stage 3: Post-Reading – Applying

Strategies Include:

• Story retelling all or part of a story
• Discussing favorite parts or elements of a story
• Answering questions
• Comparing to another book
• Writing new ending
• Drawing a picture about the story
• Playing a game related to the story
• Creating a radio play or other kind of performance

The Cuing  System of English Language

1- Graphophonic (Visual) - Letter-Sound correspondences 

2- Semantic (Meaning) - Context of the sentence, Background Knowledge 

 3 - Syntactic (Grammatical Patterns)

Assistive Technology Assessment Models

In this post I am trying to make sense of a bigger picture in the field of assessment and implementation of assistive technology in the education system. After reading articles and searching for a week, I found so many interesting assistive technology models that are trying to offer an effective procedure to IEP teams to implement AT into the classrooms and curriculum and improve the learning curve of students with disability. Morrison, 2007, introduces a very thorough framework to examine assistive technology assessment models.

Click here to read a summary that I made of Morrison's paper. I tried to incorporate the relevant pieces of her paper into my findings (purple text).

The benefits of computer technology have transformed the academic experience for students with learning problems. The use of screen readers, voice recognition technology, optical character recognition, spell check and word prediction technologies provide students with independent access to the curriculum where access would otherwise have been difficult, if not impossible. The use of this technology is designed to establish equal access to learning opportunities and to support for those with learning problems (Morrison, 2007. P. 83).

While it is recognized that Assistive Computer Technology (ACT) can have a positive impact on learning for students with learning problems, the process for the integration of assistive technology into the curriculum is more complex. A well documented gap exits between the potential of ACT and the realities of the classroom (Edyburn, 2000, 2004; Zabala, 2006; Zabala et al., 2000). Educators need easy access to professionals with expertise in technology and pedagogy (Morrison, 2007. P. 83).

Lack of teacher time, limited training, access to support service, limited leadership and lack of a common vision or rationale for ACT use are commonly cited problems (Beigel, 2000; Edyburn 2000). One study noted that as problems such as these decreased, students’ use of ACT increased (Forgrave, 2002; Schlosser et al., 2000).

 The following list are the models that came up in my research and the first three are the most cited ones. In this post, I apply her framework to analyze the following three models.

• Education Tech Points Model- Bowser and Reed
• Consideration Model - Chambers
• SETT Framework Model – Zambala
• TI Model - Edyburn
• Unifying Functional Model – Melichar and Blackhurst
• Assistive Technology Co-Planner Model – Haines and Robertson
• QIAT Model - Bowser, Korsten, Reed, & Zabala
• HAAT Model - Bailey
• RESNA Model

- To view the complete presentation about all the models please click here.

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Education Tech Points:

Education Tech Points was created to facilitate decision-making regarding the utilization of assistive technology services and resources when planning educational programs for students with disabilities. Bowser and Reed argue that each Education Tech Point represents a critical juncture in the process of referral, evaluation, and development of the Individualized Education Plan (IEP) or Individual Family Service Plan (IFSP). The the six Education Tech Points are:

• Referral Evaluation
• Extended assessment
• Plan development
• Implementation
• Periodic review

Because of the compatibility of this model with the traditional special education referral and evaluation process, it has been widely adopted in special education. 

Education Tech Point 1- Initial Referral Questions

What commonly available, simple technology would meet the student’s needs in the general education classroom, therefore avoiding a special education classification?

Education Tech Point 2- Evaluation Questions

Are assistive technology devices needed to support the assessment process that reflects the student’s abilities and needs? The team also considers what type of devices; modification or equipment is needed to improve the student’s educational performance.

Education Tech Point 3- Extended Assessment Questions

What additional data is needed? At this stage the team gathers data during student trial sessions with a variety of assistive technology devices.

Education Tech Point 4- Plan Development Questions

What technology is needed for success? The IEP team considers whether assistive technology is needed to ensure student success.

Education Tech Point 5- Implementation Questions

These questions center on whom, what, when, where and how of implementing the student’s plan.

Education Tech Point 6- Periodic Review Questions

This is the time when periodic review of the program occur.”

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Chambers Consideration Model: Has technology been considered? 

This model contains a series of open-ended questions arranged in a flowchart. Chambers looks at the student from a deficit viewpoint, initially asking the question “what can the student not do?” From this beginning question team members are expected to engage in periodic and on-going consideration of assistive technology needs. This process includes information gathering related to: 

• The modifications, strategies and tools being used,
• The results of their use,
• The implementation timeframe,
• The process of implementation,
• The outcomes. 
• Additionally, team members answer questions related to their knowledge of assistive technology and available resources. This questioning and reflecting process is repeated periodically and is incorporated into the IEP process. 

Click here for a high quality copy of the chart

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Student Environment Task Tool (SETT) Framework Model:

Zabala (1995,1996, 2002) developed a guide for considering assistive technology that focuses the attention of the IEP team on four explicit areas: The student, The environment, The task, and the The tools.

Information is gathered concerning the Student’s abilities and needs, the environment(s) in which the student navigates, the Tasks required for the student’s active participation in the activities within the environment, and finally, the Tools needed for completing the tasks.

Critical Elements of SETT that must be always included:

• Collaboration
• Communication
• Multiple Perspectives
• Pertinent information
• Shared Knowledge
• Flexibility
• On-going Processes

The SETT Framework was designed to aid the process of gathering, organizing, and analyzing data to inform collaborative problem solving and decision-making regarding assistive technology and appropriate educational programming for students with disabilities. 

The Student:
What does the Student need to do?

What are the Student's special needs and current abilities?The Environment:

The Environment:
What are the instructional and physical arrangements?

What materials and equipment are currently available in the environment?

What supports are available to the student and the people working with the student on a daily basis?

How are the attitudes and expectations of the people in the environment likely to affect the students performance?The Tasks

The Task:
What activities occur in the student's natural environments which enable progress toward mastery of identified goals?

What is everyone else doing?

What are the critical elements of the activities?

How might the activities be modified to accommodate the student's special needs?The Tools

The Tools:
What no tech, low tech and high tech options should be considered for inclusion in an assistive technology system for a student with these needs and abilities doing these tasks in these environments?

 Click here for an example of a SETT framework collection data sheet

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Comparative look:

Watts, O’Brian, & Wojcik, (2004), have presented a comparative examination of Education Tech Points Model, Consideration Model, and SETT Framework. Here I incorporate Morrison's framework of an ideal model into this comparison (purple text) and also add a new characteristic to it.

 

Characteristic 1- Multiple Assessments 

All models call for multiple assessments on-going assessments of student need, strategies and outcomes. This is consistent with educational assessment themes.

Initial and ongoing assessment is required to insure that the ACT use is effective or is continuing to be effective. An application which may support achievement for students with learning problems may become ineffective in time. Ongoing assessment of ACT effectiveness is needed to insure the maximum benefit from its use (Bryant & Bryant 1998; Bowser & Reed, 1995; Ebner, 2004). 

Knowing the capabilities of the software is one step in identifying appropriate software related to student need. In addition, understanding student strengths, needs and preferences is vital information when making decisions about appropriate technology selection (Edyburn 2000; Forgrave, 2002; Lueck, 2001). A challenge for educators is finding personnel who are qualified to complete ACT assessment and make technology recommendations. The pace of developments in the ACT field is exponential so it is difficult for educators to keep up with the pace of developments. There is no formal course of study in Canada to educate personnel as ACT experts.

In Tech Point Model, there is an initial referral question which is a distinct step not mentioned in the other two models. The question is: what commonly available, simple technology would meet the student’s needs in the general education classroom, therefore avoiding a special education classification? 

Universal Design states that students with learning problems are increasingly being educated in regular classes. This poses an instructional challenge for educators who are being required to address the needs of a wide range of abilities in the classroom. . (Morrison, 2007. P. 88)

A universally designed curriculum is an approach that does not classify programs as being either regular education or special education. Rather it views learning as being on a continuum. (Education for All: Expert Panel Report on Special Education, 2005). A universal design approach looks at barriers to learning that are not within the learner. Planning is focused on methods and materials which are flexible and adjustable (Rose, 2000; Rose & Meyer, 2002). It considers barriers from the start to plan proactively. ACT plays a role in the provision of instruction based on universal design. Technological solutions for students with learning problems are just as advantageous to many other students. While some students may not require ACT to access the curriculum, it will support learning for many other students. If ACT is used to plan for universal design from the outset and is useful to many students, it will not be viewed as extra programming, but a natural part of classroom activities. (Morrison, 2007. P. 88)

Characteristic 2- Longitudinal attention to student outcomes 

All four models address student outcomes by reviewing student progress data to inform decision making.


Characteristic 3- Documentation 

The Chambers’ Model, Educational TECH Points and SETT framework include processes for collection of student data.

Characteristic 4- Team Problem Solving 

Chambers’, Educational TECH Points and SETT Framework provide for inclusion of the student in the decision making process. They stress the need to have different perspectives and expertise to solve assistive technology questions. 

Family’s role is critical in motivation for ACT use by students (Ebner, 2004). Students should be involved in the decision making process where appropriate. Research shows that students are more likely to be motivated to use ACT when they are involved in the initial decision making process (Schlosser et al., 2000). An appropriate student/technology match is critical (Bryant & Bryant, 1998). Each student should be assessed to evaluate the appropriate tool for making the student/technology match (Bryant & Bryant, 1998; Edyburn, 2000).  

 

The most significant factors for introducing technology to the general education classroom are shared responsibility for participation and decision-making, and for securing and sharing resources. Shared accountability for student outcomes is necessary (Cook & Friend 1996; White et al., 2003).

Researchers who have studied the use of technology with individuals with learning problems have concluded that access to this technology is an equity tool and has the potential to meet the learning needs of these individuals (Edyburn, 2002, Fitzgerald & Koury, 1996; Woodward & Rieth, 1997).  

Characteristic 5- Individual Supports

Educational TECH Points, SETT Framework accentuate “the individualization of the assessment process based on particular student needs. 

Some researchers have identified the importance of examining the instructional environment and the setting demands it places on students. Setting demands are those tasks that students are asked to perform in their classes and the prerequisite skills needed to complete the requirements (Bryant & Bryant 1998; Riegel, 1988; Rieth & Everston, 1988). A key step in effective ACT implementation involves identification of setting demands and the student’s ability to perform those tasks with appropriate ACT. 

Characteristic 6- Educator Self Assessment

Only Chamber's model accommodate this important feature that "team members answer questions related to their knowledge of assistive technology and available resources. This questioning and reflecting process is repeated periodically and is incorporated into the IEP process."

Teachers are one of the most critical factors if ACT implementation is to be successful. They are key individuals who motivate students to use ACT (Lahm & Nickels, 1999). It is important that teachers become proactively seek training opportunities. Self education, locally developed workshops and mentoring opportunities are avenues currently available to teachers seeking to improve their understanding of ACT. Membership in professional organizations and communities of practice may provide additional opportunities for professional development. It may also be useful for teachers to approach ACT implementation from researched approaches that have been developed and implemented elsewhere.

Teachers are also required to delegate, plan, direct, monitor, coach and manage educational assistants but report little preparation for such responsibilities (French, 1999, 2001). Teachers themselves may have little training on the use of ACT, to support student’s access to the curriculum, let alone to train educational assistants on the use of the technology.

School systems leaders, ie. principales, department heads and VPs, can also encourage the development of IEP teams that include ACT consideration. Some IEP team decisions are supported by providing expert personnel on the use and implementation of ACT. ACT has changed and improved at a rapid rate and it is often too difficult for the average teacher to keep on top of the new innovations.

An assistive technologist would remain current and bring their expertise to teachers. They would consult with teachers, assess ACT effectiveness and make recommendations about appropriate ACT for individual students. Support would be provided to IEP teams with ongoing supports as a service provider. Assistive technologists bring credibility to ACT service delivery (Lahm, 2003). They provide assessment services to insure that ACT is being used effectively to maximize benefit to students. Currently, two barriers exist for the provision of assistive technologists.

• Funding for personnel
• Finding personnel qualified to provide ACT services are difficult challenges.

Lack of a common vision for ACT use and implementation is a commonly cited problem (Beigel, 2000; Edyburn 1998 & 2000).

ACT plans can be developed that outline long term goals for the implementation of ACT as board and provincial initiatives. Plans could include a shared rationale for ACT use, qualifications of personnel, assessment criteria and support for teachers implementing ACT in their classes

To be efficient, training teams can be organized to be multidisciplinary in composition (Newton, 2004; Quality Indicators of Adaptive Technology, 2003). Innovative models for training should be considered.

Currently there is no requirement in pre-service programs to provide any course work on ACT. Most pre-service programs do offer some special education instruction, but there is currently no standard for the provision of such coursework province wide. Some researchers argue that pre-service programs have not changed with changing times (Elliot et al., 2003; Lahm 2003; Lahm & Nickels 1999).

One means of impacting ACT implementation is through training (Derer et al., 1996; McGregor & Pachuski, 1996). School systems can address these needs by making a commitment to provide time and resources to meet training needs. 

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References: 

1- Watts, E.H., O’Brian, M., & Wojcik, B.W., (2004) Four models of assistive technology consideration: How do they compare to recommended educational assessment practices? Journal of Special Education Technology, 19, 1, pp. Retrieved 9/7/07 from: http://jset.unlv.edu/shared/volsmenu.html

2- Edyburn, D., (2001) Models, Theories, and Frameworks: Contributions to Understanding Special Education Technology. Journal of Special Education Technology Practice, Retrieved 6/5/2012 from: http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CGQQFjAB&url=http%3A%2F%2Fwww.temple.edu%2Fmartec%2Faccessibility%2Fcd%2Fdata%2Fassistivetech%2Fbrochure_edy_burn.pdf&ei=xOCmT-L3DImCgwf5q6nOAQ&usg=AFQjCNEL0Z2PvRrzU5DTxnlRSqZV7zfChQ

3- Haines, Len, (2000), Assessment Models and Software Support for Assistive Technology Teams, Assessment for Effective Intervention, 25, 4, pp. 291-305

4- A. C. Chambers Consideration flow chart retrieved from: http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CF4QFjAA&url=http%3A%2F%2Fatto.buffalo.edu%2Fregistered%2FATBasics%2FFoundation%2FAssessment%2Fchambers.pdf&ei=LtipT-KvG43rgQeV3qXQAQ&usg=AFQjCNFtPrQcCEfUHZYUfDGx8_kIQOH01A 

5- Lynda S. Hartman Human Activity Assistive Technology Model (HAAT) Info, retrieved from : &source=web&cd=1&ved=0CGIQFjAA&url=http%3A%2F%2Fassistivetech-4alllearners.wikispaces.com%2Ffile%2Fview%2FHAAT%2Bmodel%2Binfo.pdf&ei=JGmqT8qYL-Wt0AGz2KWuBQ&usg=AFQjCNGOBWP_UPzwjMs2xqIedMxOqbSEmA 

6- John Hopkins CTE Article Summary retrieved 5/9/2012 from: http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=12&ved=0CHUQFjABOAo&url=http%3A%2F%2Fmatnonline.com%2Folms%2Ftmp%2Ffile%2FMATN%2FAT%2520Decision%2520Making%2FRdg_Watts_Assessment_Models%2520of%2520Consideration.doc&ei=mneqT_iROOPt0gGnjNwv&usg=AFQjCNHs1MzeGMfKcChcZGkSpolQub0IoA 

7- Morrison, K., (2007) IMPLEMENTATION OF ASSISTIVE COMPUTER TECHNOLOGY (ACT): A MODEL FOR SCHOOL SYSTEMS, International Journal of Special Education, Vol 22, No.1, pp. 83-95.