1. 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)

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

3. 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

4. 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

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

6. 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”

7. Digital Use Divide

8. 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” National Education Technology Plan
2017 National Education Technology Plan
Presentation Title (added from Insert tab, Header & Footer icon)

9. 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)

10. 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

11. 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

12. 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?

13. 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

14. Accessible HTML 5 Video Player

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

16. 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)

17. 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

18. 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

19. 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

20. 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?

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

22. 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?

23. 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)

24. 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

25. 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.

26. 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?

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

28. 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

29. 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)

30. Brain Computer Interfaces
Image source
Image Source
Image Source

31. Smart Glasses
Image source

32. Haptic Feedback
Image source

33. Virtual Reality
Image source

34. Distance Learning and Collaboration
Image source

35. New Interfaces
Image source

36. New Classroom/Consumer Level Technologies
Image source

37. 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?

38. Examples of Embedded Supports

39. Universally Designed and Accessible

40. VoiceThread Screen Reader Access

41. VoiceThread Captioning Features

42. VoiceThread Embedded Supports

43. Snap&Read

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

45. 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

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

47. 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

48. 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

49. Getting There Requires Thought, Planning, Vision of Usability

50. Everyone is Responsible for Equity and Access

51. 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

52. 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

53. 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”

54. 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

55. 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

56. 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

57. 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

59. 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)