1. iPads as Multi-Device Assistive Technology: Implementation, IEP, and ECC http://bit.ly/ipad-ctebvi15 Yue-Ting Siu, TVI Bay Area Unified School Districts UC Berkeley & SFSU Tara Mason, Ph.D.,TVI, M.Ed. Boulder, Colorado #CTEBVI15

2. Agenda The What The When The How

3. SETT Framework Student Environ -ment Tools and Tasks

4. TPACK Framework Technology Knowledge (TK) Content Knowledge (CK) Pedagogical Knowledge (PK)

5. What do I want my students to do using their iPads?

6. iOS 8 Overview Quick Start! Accessibility 101

7. Efficient Navigation Multi-task (app switcher): Double-click home button Control panel: Swipe up from bottom Camera: On-screen button or volume Silence: sleep button Settings: Notifications, a11y shortcuts Triple-click shortcut: General>Accessibility iOS = Learn one, know all!

8. Built-in features Hardware Apps

9. Vision Speech output, peripheral devices Vision + Physical access. Other: Text size (Display/Brightness), pinch in/out)

10. Teaser: Zoom and Voiceover Zoom: -3 Finger Tap/slide - On screen magnifier -Hide/Show controller -Focus while reading text VoiceOver: -Auditory preferences -Screen reader is different than “speak text” -Caution: information overload

11. Other VoiceOver Features Rotor: Gesture control Toggle: headings, words, form fields, characters, etc. Preferences in feedback

12. Alternatives to using VoiceOver To read selected text or the window, Speech may a better AT solution General>accessibility Speak selected text by holding your finger down or it will speak a window. Both options will pause Close “speech” in window or it will continue to read in previous app Highlights content as it reads

13. Deafblind Accessibility Vibrating and Visual alerts Mono audio Connect iOS device to hearing aids (similar to an FM system) Phone noise cancelation Subtitles and captioning (where available) In same menu, turn on video descriptions where available which are beneficial to someone who is blind or low vision

14. Alternate Access Guided Access Turn on, then launch in app Passcode protected Set time limits Limit screen interaction Interaction Switch control, allows multiple Change scan & click settings Cursor setting Guided Access Turn on, then launch in app Passcode protected Set time limits Limit screen interaction Interaction Switch control, allows multiple Change scan & click settings Cursor setting

15. Physical Accommodations

16. Accessories 1.Bluetooth keyboards 2.Braille displays 3.Switches (RJ Associates and Spectronics) 4.Tactile overlays: Speed Dots or bump dots, create something

17. Consider: Positioning Screen interaction Learning media Cases or screen protectors related to student need

18. Accessibility Options Tripods, holders, stylus Camera: CCTV, monocular, telescope, scanning documents to PDF (VisionAssist, Xodo, CamScanner) Text to speech Speech to text

19. Considerations Field preference & optimal viewing position Glare Clutter Folder organization Accessibility > Large/bold text Accessibility > Button shapes Tactile landmark: bump dots for home button, microphone, and camera for increased efficiency and targeting for repeated tasks.

20. Instructional Sequence

21. Team Approach

22. 1. Introduce and Discuss 2. Model (verbal descriptions) 3. Scaffold (HUH, if needed) or Differentiate 4. Independent practice and homework 5. Monitor and Maintain Instructional Cycle

23. Organization and Independence Organization: Reminders, MyHomework Notetaking: Evernote, Skitch VoiceDream Reader Cloud computing: Google Drive, Dropbox Xodo

24. ECC Recommendations + iPad Checklist + SETT For students who have a complex set of abilities and needs ECC Recommendation Grid iPad Checklist SETT: Student, Environment, Tools and Tasks ECC Recommendation Grid iPad Checklist SETT: Student, Environment, Tools and Tasks

25. On website and iTunes U iPad Access Flowchart iPad Access Flowchart

26. iPad Checklist

28. Expanded Core Curriculum ECC AreaPossible App or AT Activity Functional academic incl. CommunicationPicture communication apps (Proloquo) Orientation and MobilityMaps, Compass, Blindsquare Social Interaction SkillsFacetime video or audio, DiceWorld Independent Living SkillsStudent Portfolios (30 Hands or iMovie) Recreation and Leisure SkillsPodcasts, Twitter Career EducationDigital document management (Cloud computing, Evernote, VoiceDream) Assistive TechnologyUse of accessibility features, flexible use Visual EfficiencyVisual Assist, CamScanner, TTS, dictate Self DeterminationEVERY successful use of technology!

29. Implementation

30. The IEP drives instruction A well-written AT goal: Provides data Aligns with a functional or academic goal Empowers the team to support your student Embeds device use for learning Justifies funding!

31. Quality Indicators for Assistive Technology (QIAT) (Zabala, 2012), SETT (2006) Interpreted for the IEP: iPad plan implemented across school day iPad training must be collaborative: Parents, paraprofessionals, other educational team members, IT Include easy to follow instructions, troubleshooting, needed hardware and/or software features Consistent communication about iPad use Progress monitoring to make evidence based decisions.

32. Components of a goal – Identify: 1.Setting/lesson/activity for which the technology will be used. During sensorimotor time, during circle time, in classes where there are paper handouts, in classes where there are Powerpoint lectures 2.Identify technology by its necessary functions, NOT by brand name. Touch screen device with cause and effect apps such as ___, Touch screen device with screen reading capability, touch screen device with magnification features, a refreshable braille display with Bluetooth connection, tablet device with built-in camera

33. Components of a goal – Identify: 3.Objective for which technology will be used. To improve visual tracking, to motivate a visually guided reach, to complete written work, to access and read digital talking books/textbooks, to view digital versions of classroom handouts 4.Level of independence + type/# of prompts Hand under hand, verbal, independently 5.How use of technology to complete instructional activity will be measured For two out of three worksheets, for 4 out of 5 communication exchanges

34. Leverage objectives! Use as a task analysis Address device-specific tasks

35. Example: Functional goal During sensorimotor activities, Michael will use a touch screen device with cause and effect apps such as Duplo Jams to motivate a visually guided reach. The device will be placed on a slant board within the central field of vision within a clutter free environment, and he will touch at least 3 items on the screen with one hand, with less than 3 hand under hand physical prompts within a 15 minute period, for 4 out of 5 trials by June 15, 2016.

36. Example: Academic goal In classes with paper worksheets, Michael will independently access digital versions of the same worksheet as classroom peers, using a touch screen device with screen magnification accessibility features such as an iPad. He will use this device independently with less than 2 verbal prompts per class to view and complete work at the same time as peers for 2 out of 3 handouts for 3 out of 4 weeks by June 15, 2016.

37. Objectives: By October 2015, Michael will send invitations to share folders using a cloud computing program such as Google Drive with at least two teachers who utilize handouts in the classroom. He will do so with decreasing verbal assistance from the TVI. By January 2016, Michael will independently use the zoom accessibility feature on his touch screen device to view digital documents in his preferred viewing size. He will do so for 2 out of 3 documents that require magnification with less than 2 verbal prompts per document. By April 2016, Michael will independently use annotation functions in a document editing app such as CloudOn to complete a digital worksheet he has received electronically on his touch screen device for 2 out of 3 documents with less than 2 verbal prompts per document.

38. Take Home Messages Focus on meeting instructional goals Maintain flexible uses Mainstream tech = Inclusive, lower cost, tech support iPads do not replace real objects or tactile symbols for students who are using pre- symbolic or early-symbolic communication

39. Native apps = Accessible! Non-native apps = Evaluate before use Be informed about updates Always have a back up system Reach out for resources & support! Take Home Messages (cont’d)

40. Resources! iPad proficiency for college-bound students: Diane Brauner, dianebrauner@me.com Ed Summers, ed.summers@sas.com Paths to Literacy: http://pathstoliteracy.org Facebook Group: iPhone iPad Apps for the Blind Visually Impaired Apple Accessibility: http://applevis.com YouTube.com, Google

41. http://www.newtechfored.com iPad Checklist iPad Flowchart QIAT Implementation Example Plan

42. http://bit.ly/ipad-ctebvi15 Yue-Ting (Ting) Siu www.tplus.education Twitter: @TVI_ting www.facebook.com/yuetingsiu