1. Notes Reset NipissingUniversity September 24, 2007 ©Janice McDonald-Zavarce I'm thinking write but I'm rightin' wrong: AT and the UDL Classroom

2. Notes Reset " Failure is not an Option", Dave L. Edyburn, ISTE.org "Achievement gap". What we know.... -contemporary - not effective -doing what we have always done will perpetuate the gap -repeated failure makes it even more difficult to erase the damage, -move to technology to support performance (as well as cognitive support i.e.Digital-visual organizers) -attitude bias- 'Naked Performance‘- some teaching staff insist that using technology is ‘cheating’ and students only ‘really’ know it when they can do it without technology.

3. Notes Reset Education for All: Expert Panel Report

4. Notes Reset Teaching Every Student in the Digital Age http://www.cast.org/teachingeverystudent/ideas/tes/

5. contrast Curriculum Immigrants Notes Reset Digital Natives Digital Immigrants "Digital Natives vs Digital Immigrants" Marc Prensky, www.marcprensky.com age? brain structure skill level aware of benefits, therefore question 'authority‘ Curriculum Natives Achievement Gap Narrows Digital Natives Curriculum Natives

6. Terms: Notes Reset threats AT UDL scaffolding Education for All: Expert Panel Assistive Technology-Any hardware or software which enhances/allows for access to the curriculum Adaptive Technology - as above with more emphasis on adaptations to existing software and hardware such as switches, magnification etc AT Koos Winnips - "analogy - learning to swim with a life preserver and then slowly letting out the air. Best place to start. On line in PDF. Chapter 10 will (need) to be updated at "Tools for Learning". See list of sites at end. Universal Design for Learning (UDL) resists a one-size-fits-all approach to education, and posits instead that teachers, educators, and materials should effectively respond to the individual differences inherent within a learning environment. Multiple means of representation - acquire Multiple means of expression - demo Multiple means of engagement - the affective network Also see the Canadian links in this Wikipedia entry!!!

7. Notes Reset Overview of commonly used AT software (SEA) 1. Word prediction and cueing plus... 2. Speech to text. Goes beyond a graphic organizer. Famous for reading features-study skills perhaps most useful. WordQ /SpeakQ Inspiration Kurzweil 3000, Version 10

8. Software Demos Notes Reset Open first, every time. Going beyond graphic organizers. "Failure is not an Option" pdf. how to make.isf

9. Notes Reset The Writing Process

10. Notes Reset Factual Recount: Scaffolding provides students with structures, organization. healthiest city to live - brainstorm.doc

11. Notes Reset Reading Strategies: Focus on good instructional strategies - not the software key point exchange - teacher activity.isf

12. Notes Reset Kurzweil: How can it integrate with Word Q and Inspiration? Remember: Open WordQ first. * Kurzweil can read various types of information (text, KESI, Web) Reading Taskbar * Reading Taskbar allows for the Web to be used as a resource * Information scanned and read in Kurzweil can be transferred to an open Inspiration diagram by dragging and dropping on to the (bottom) taskbar * Information can be extracted to a note in Inspiration * Kurzweil uses bubble notes to reinforce reading strategies. Open “Sample Documents”, Horse’s Tale with Bubble Notes’ to learn about bubble notes. WordQ/SpeakQ provides support for all text entry in all programs.

13. Notes Reset Planning and Researching with AT suite 02 web - weather.isf

15. Sites Notes Reset http://www.linktolearning.com - Ontario curriculum, K - 12 now. http://www.inspiration.com - Check out Tony Buzan's mindmaps. janimcdo@rogers.com or janice.mcdonald@strategictransitions.com http://www.setbc.org http://www.iste.orghttp://www.iste.org – “Failure is not an Option” http://www.novemberlearning.com/ Ideas, where is AT going. http://www.thinkfinity.org/home.aspx http://www.cast.org/teachingeverystudent/ideas/tes/ http://fno.org/dec99/scaffold.html- Jamie MacKenzie, excerpt from new book, Chpt 19 Scaffolding for Success