2018 OSEP Project Directors’ Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

Best Practices: Accessible, Personalized Digital Teaching & Learning Alise Crossland, Senior Researcher, American Institutes for Research

About the Center on Technology & Disability Goals of the Center: Establish a user-centered learning and technical assistance center designed to increase the capacity of families, school systems, technical assistance providers, SEA and LEA leaders Support leaders in their efforts to fosters understanding, assess, acquire, and implement appropriate assistive and instructional technology strategies and tools Administered by FHI 360, American Institutes for Research, and PACER Center Funded by U.S. Department of Education, OSEP

Agenda The Mandate: A National Agenda for Transformative Technology Usage and federal requirements for digital accessibility The Background: What does transformative technology use mean in the context of special education and what role does it play in edtech integration? The Pedagogy: Universal Design for Learning and accessible edtech The Tech: Exploration of game-changing assistive and mainstream technology and where we’re headed next The Impact: Applying accessible tech to meet diverse needs, training and supporting teachers in inclusive classrooms

The Mandate A National Agenda for Transformative Technology Usage and Federal Requirements For Digital Accessibility

A National Vision: 2017 National Ed Tech Plan “..institutions should develop and implement learning resources that embody the flexibility and power of technology to create equitable and accessible learning ecosystems that make learning possible everywhere and all the time for all students… institutions should insist on the use of resources and the design of learning experiences that use UD practices to ensure accessibility and increased equity of learning opportunities”

Digital Use Divide

Everywhere, All the Time Learning (added from Insert tab, Header & Footer icon, Fixed Date and time) 1/23/2018 Everywhere, All the Time Learning “…equity of access to transformational learning experiences enabled by technology” - 2017 National Education Technology Plan 2017 National Education Technology Plan Presentation Title (added from Insert tab, Header & Footer icon)

Transformative Tech Must Include SWDs “Supports to make learning accessible should be built into learning software and hardware by default…Modern public buildings include features such as ramps, automatic doors, or braille on signs to make them accessible by everyone. In the same way, features such as text-to-speech, speech-to-text, enlarged font sizes, color contrast, dictionaries, and glossaries should be built into educational hardware and software to make learning accessible to everyone.” Source: U.S. Department of Education, 2017 National Education Technology Plan)

Clear Federal Mandate for Digital Accessibility Section 508 Refresh moves U.S. standards to Web Content Accessibility Guidelines (WCAG) 2.0, with compliance expected at A and AA levels. U.S. Department of Justice guidance: Existing case law and federal regulations make clear that accessibility is mandatory Schools, institutions, public accommodations, etc. are required to provide equal access to web-based services, programs, activities ADA explicitly written to keep pace with developing technologies

But Also Essential for Our Mission Universal (accessible) design is a legal obligation, but it is also essential for designing digital content that all stakeholders can access If we’re excluding certain users, we’re failing to meet our mission and obligation as educators Photo by pan xiaozhen on Unsplash

Accessibility Benefits Everyone Products designed to support users with disabilities have unexpected benefits for a wide audience: Closed captions: Improve reading ability, word recognition, vocabulary and comprehension – captioned videos have been successfully used to support literacy in both early readers and adults Support language learning – captioned videos have been used successfully to teach English language learners at all levels Think About: What other benefits would students receive if all digital interactions were accessible and universally designed?

Born Digital to Born Accessible Content that is “digital first” or “born digital” should also be “born accessible” Emerging technologies make this easier than ever before for teachers. User-friendly tools: Captioning to videos Alt-text to images on websites, documents, ebooks Standard headers in websites, forms, ebooks and documents Adjust colors and contrast

Accessible HTML 5 Video Player

The Background Transformative Technology In The Context Of Special Education - What Role Does It Play In Edtech Integration?

Transformative Tech Mean for SPED Embrace new technologies but remain sensitive to: Accessibility of digital content Student privacy/big data Shrinking budgets Changing pedagogy Best practices for learning and engagement for students with disabilities Special education law/policy in digital spaces (e.g. FAPE, LRE)

General Ed Teachers Feel Unprepared “…science teacher Jessica Herrera, said she was only offered one class in special education — called “Special Education 101”— when she went through a traditional teacher-preparation program in New Jersey. “A lot of my training was for that ‘middle of the road’ kind of kid,” Herrera said. “I was prepared for the regular ed student.” In her 13 years as a teacher, Herrera has taught some inclusion classes; she said she picked up strategies from working with “good special-education teachers.” “How Teacher Training Hinders Special-Needs Students” The Atlantic, March 1, 2017

Harness EdTech for Personalized Learning Increases in availability of computers, interactive whiteboards, multimedia, high speed internet in K-12 classrooms Closer to closing the digital divide, but need to turn our attention to the digital use divide to truly transform learning Teachers need PD opportunities that explore how to: Integrate technology tools to support their classroom instruction Use data to personalize student learning Support the diverse needs of all students in the inclusive classroom

Moving Up the SAMR Model Much of technology integration is still in the substitution or augmentation stage Teachers report they are most likely to use digital data to: Communicate with families/students/school leaders about progress Collaborate with other teachers Teachers were least likely to use data in ways that change teaching practice: Identify at-risk students or students needing enrichment Design personalized learning for students Identify promising practices/strategies Address individual learning goals

Moving from Adoption to Innovation Most schools/districts have been fairly successful at getting devices into every classroom The struggle comes when they attempt to move from access and adoption to truly redefining teaching with innovative uses of technology. Why do you think this happens?

The Pedagogy Evidence-based practices, Universal Design for Learning and Accessible EdTech – Bringing it all together

Moving Away from Designing for Average How can we get there? Universal Design for Learning (UDL) Ongoing formative assessment/use of student data to refine teaching strategies Differentiating instruction Personalized instruction Accessible materials Embedded supports What would you add?

Asking Teachers to Do Everything (added from Insert tab, Header & Footer icon, Fixed Date and time) 1/23/2018 Presentation Title (added from Insert tab, Header & Footer icon)

How Can Universal Design Principles Help? UD and UDL perspective encourages everyone to think about how to present information in multiple ways, accessible to a wide variety of users Designing for accessibility first, rather than waiting to accommodate later, saves time and money Thinking of accessibility first in purchasing and content development: Hardware Software Websites Documents and videos

UDL Principles Provide multiple means of representation PRINCIPLE I Learners differ in the ways that they perceive and comprehend information that is presented to them. Provide multiple means of action and expression PRINCIPLE II Learners differ in the ways that they navigate a learning environment and express their understanding. Provide multiple means of engagement PRINCIPLE III Learners differ in the ways in which they can be engaged or motivated to learn.

Teachers Want to Know… How to use technology to support formative assessment How to differentiate instruction using technology tools How to use student data to personalize instruction How to better integrate technology devices into instruction How can UDL and accessible technology tools help teachers better serve the needs of students with disabilities in their classroom? What features should teachers be looking for?

The Tech Game-changing assistive and mainstream technology and where we’re headed next

Think About… The types of technology your students (and you!) were using 10 years ago? What did assistive technology look like? What is possible now that wasn’t possible then? What might be possible in the next 5 years? Photo by Samuel Zeller on Unsplash

Game Changers Smaller and less expensive hardware (e.g., compact devices and wearable electronics) Reductions in power needs and availability of cheaper, smaller power sources Improvements in Internet networks and broadband capabilities New developments in user interfaces and input options (e.g., touch screens, gesture recognition, brain interfaces, haptic feedback) Open-source and community development (e.g., Arduino, DIY and Makerspaces) Access to tools of creation (e.g., 3D printers, Raspberry Pi, app development tools)

Brain Computer Interfaces Image source Image Source Image Source

Smart Glasses Image source

Haptic Feedback Image source

Virtual Reality Image source

Distance Learning and Collaboration Image source

New Interfaces Image source

New Classroom/Consumer Level Technologies Image source

What to Look For… Tools with prompts and supports directly embedded within the text Programs that allow teachers to create their own rich supportive materials with built-in supports Products that prompt students to access supports, apply strategies and pause to monitor comprehension (self-questioning) Captioned and accessible media/videos What else would you recommend?

Examples of Embedded Supports

Universally Designed and Accessible

VoiceThread Screen Reader Access

VoiceThread Captioning Features

VoiceThread Embedded Supports

Snap&Read

Putting it in Practice: Accessible STEM Photo by Joseph Rosales on Unsplash

CTD Suite for Accessible STEM Physically “Doing" Science Like A Scientist Student Engagement And Identity With Science Science Literacy, Vocabulary And Discourse Visualizations, Representations And Modeling Questions, Argumentation And Use Of Evidence Visit CTD’s Technology Tools to Build a More Accessible STEM Program

The Impact Lessons learned in applying accessible tech to meet diverse needs and support teachers in inclusive classrooms

How Do We Get There? Classroom teachers need support Technology basics – how to’s Technology to transform instruction Supports for students with disabilities (AT and IT) Accessible educational materials (AEM), open educational resources (OER) and training on creating accessible materials District/regional/state leaders need support Breaking down silos between AT/IT Developing policies and guidance on implementation, accessibility, infrastructure, best practices for technology Gathering data on what works and in what contexts

The Time is Now… Technology is changing rapidly Infrastructure supports for widespread implementation (e.g., improved broadband, cheaper technology) are improving Federal and state technology initiatives are encouraging districts to reimagine how they use technology for teaching and learning More mainstream technologies are building in accessibility features

Getting There Requires Thought, Planning, Vision of Usability

Everyone is Responsible for Equity and Access

CTD State & District TA: Strategies for Success CTD provided TA to states and districts on accessibility – they share their strategies for success: Built expertise and familiarity with digital accessibility – share accessibility tips, training resources Added accessibility language and guidelines to state documents so it becomes familiar language Accessibility tips in monthly SEA newsletter Organized trainings and regular meet-ups for both SEA and LEA staff to develop internal accessibility specialists

Strategies for Success: Collaborate Facilitated communities of practice to extend training workshops and give participants chance to work together Provided coaching supports to staff through one-on-one coaching and weekly accessibility tips Spread out knowledge and leadership by building capacity through multiple departments within the SEA

Strategies for Success: Ongoing Training Offered one-time introductory training for all staff Started with simple how-to’s to avoid overwhelming staff Began training long before any deadlines. Provided ongoing trainings and coaching Designated a main contact person for questions Created public workspace to post resources, training videos, and shared information; “anytime, anywhere access”

Action Steps for States and Districts Ensure teams understand accessibility legislation at state and federal level Request VPAT (Voluntary Product Accessibility Template) statement in all technology contracts and purchases – look for technology companies that have clear accessibility statements Learn more about how students with disabilities use edtech tools, barriers they experience, and assistive technology tools they use Incorporate UDL principles into lesson planning, curriculum choices, and technology purchasing Encourage development of institution-wide vision of accessible technology for all and a commitment to Universal Design for Learning

Action Steps for TA Centers Involve users with disabilities in your design and development process or the selection of learning platforms and systems Ask users with disabilities to review content on your site as part of an accessibility audit Solicit ongoing feedback on site content through a simple form or point of contact so users can report barriers and accessibility issues Ensure that everyone on your content design and development teams understands accessibility, and how people with disabilities use the web and digital content

Action Steps: Plant the Accessibility Seed Ask: How are students with disabilities using technology tools for learning? What barriers do they encounter? What assistive technologies are they using? Are all of staff aware of need for accessibility? Do they know how to make content accessible for students? Is accessibility a part of technology purchasing decisions? Guide: States/districts in developing and communicating institution-wide vision of accessibility and commitment to Universal Design for Learning

Learn More about Digital Accessibility Accessibility is More Than a Checklist Accessibility Toolkit: What Education Leaders Need to Know Accessibility Tools and Resources Digital Accessibility Resource Collection Getting Started with Accessibility

2018 OSEP Project Directors’ Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)