This curated collection provides resources and articles to assist special education teachers in implementing digital technologies to accommodate the learning needs of students. It provides opportunities for special needs students in applying practical skills and processes when using these technologies and resources to create innovative solutions that meet current and future needs in the 21st Century (ACARA, 2013).
An overview of Special Education that helps to define the term special education, looks at types of special needs, the percentage of students who receive special education services, and much more. In this infographic special education is defined as "specially designed instruction to meet the unique needs of a child with a disability."
Today one of the buzzwords in education is personalized learning. As our classrooms move towards this goal it is important to recognize how technology may impact both our special education and our regular education students.
I scooped this info graph to demonstrate to teachers to prominences of the various types impairments in the 21st century. I beleive this is an important issue as teachers need to know as classrooms today are having students with some type of disability or impairemnt. Teachers need accomodate and differentiate the types of ICT skills and devices used within the classroom. The aim of technolgies within the classroom is to allow students to engage confidently with technologies and make informed, ethical and sustainable decisions about technologies for preferred futures including personal health andwellbeing, recreation, everyday life, the world of work and enterprise, and the environment (ACARA, 2013).
Brainpop is a fun and interactive learning tool for students of all ages. Brainpop can be used on digital device such as the ipad or IWB. This application covers the general capabilities of Literacy (LIT), Numeracy (NUM), Information and communication technology (ICT) capability, Critical and creative thinking (CCT), Personal and social capability (PSC), Ethical understanding (EU) and Intercultural understanding (ICU) (ACARA, 2013). The content ranges from prep to grade 10 which can be used to accomodate and differeientiate students learning at various year levels. Students can effectivly engage with this application on a digital device, while at the same developing important capabilities needed in the 21st century.
The follow applications assist students with learning difficulties in literacy to read. Implementing digital technologies in learning areas such as English allows special education teachers to facilitate and accommodate the learning needs of students.This is achieved through integrating assistive devices such as the iPad and its applications to develop critical literacy skills needed in the 21st century. Consequently special education teachers have a better opportunity to develop important General capabilities such as literacy (LIT) to allows student to become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society (ACARA, 2013).
Learn about how Warringa Park School has used the iPad for education and to support student learning.
Steven Blomdale's insight:
Through the use of the iPad it allows the teacher to actively engage the student confidently with technologies. Consequence provides better opportunities to make informed, ethical and sustainable decisions about technologies for preferred futures including personal health and wellbeing, recreation, everyday life, the world of work and enterprise, and the environment (ACARA, 2013).
This article describes how Warringa Park School used the iPad to support student learning. I found it interesting that the principal commented on it is invigorating and exciting seeing students who could never engage with a computer or an IWB to attempt to open and use an app in a way that you can see they are learning. Maybe the time is up for the IWB and computers????
December 14, 2011: Technology is offering new hope to parents of children with Autism. Desperate to communicate with his son, a father from the New South Wales town of Lismore has created an iPad app to help them interact.
Through integrating applications vis the iPad it provides opportunities for autistic students to apply practical skills and process technologies and resources to meet current and future needs (ACARA, 2013). These skills include developing 21st century life skills such as communication.
This Ipad application allowed a student with autism to communicate and interact with others. This ultimately allowed the student to develop learning and innovation skills such as communication which is crictial student outcome in the 21st century (p21.org).
On November 7th, Paul Hamilton will be presenting an ISTE Webinar on iPad apps that can be used by learners of all ages to overcome barriers to reading and writing.
"Some of the accessibility features built into iOS 5 will also be covered. Research has established that each individual learns uniquely, so these tools can be used to great effect with a wide range of learners, not just those identified with specific “learning disabilities”. Universal Design for Learning (UDL) will serve as the pedagogical framework for the presentation. Almost all of the apps to be shared are either free or inexpensive. In addition to apps that offer effective text-to-speech and multiple options for text-input, the presentation will explore multimedia apps that give learners alternative ways of showing what they know. Some of the apps to be presented were shared by the presenter in a Feb. 21, 2012 blog post, 10 Apps for Learners Who Struggle with Reading and/or Writing."
Student adjustment and accomodations are important when teaching students with disablilites and impairments. Students with disabilities and impairments are able to achieve educational standards commensurate with their peers, as long as the necessary adjustments are made to the way in which they are taught and to the means through which they demonstrate learning (ACARA, 2013). This achieved through teachers effectively and responsibly selecting and manipulating appropriate technologies, resources, materials and equipment to meet the learning needs of students with disabilities and impairments.
The following presentation by the international society for technology in education, informs teachers on various applications that can be used by learners of all ages and impairments to overcome barriers to reading and writing. Applications shown throughout the presentation accomodate and facilitates students with impairment such as intellectually impaired students.
The folloing list of applications provide opportunities for autistic students to apply practical skills and process technologies and resources to meet current and future needs (ACARA, 2013). These skills include developing 21st century life skills such as communication.
The following model presents the various digital technologies resources and how it can be used to demonstrate students learning and knowledge. This model assists students in developing general capabilities needed in the 21st century (ACARA, 2013). However this model allows special education teachers to effectively and responsibly select and manipulate appropriate technologies, resources, materials and equipment to meet the learning needs of students with disabilities and impairments (ACARA, 2013).
This is a useful workshop for Special education teachers to learn more about digital technologies to support special needs students. Integrating technology into is an important aspect when supporting students in a special education classroom. Special education teachers develop students ICT capabilities through exposing students to adapt to new ways of doing things as technologies evolve (ACARA, 2013). Students learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively, and in their lives beyond school. Consequently development of this capability is achieved through effectively engaging students in learning to make the most of the digital technologies available to them (ACARA, 2013)
The follow list applications allows teachers to facilitate and accomodate the learning needs of students with disabilities and impairments. These applications provide opportunities for students to apply practical skills and processes when using technologies and resources to meet current and future needs (ACARA, 2013).
While reading through my tweets I noticed that Apple announced a “Teachers Section” on the Appstore. Some of the showcased apps include Wunderlist HD, Doceri Remote, Brainpop, Garage Band etc. You can browse the selections by navigating here.
Goes to show how much apple devices are valued in education. Apple creating a teachers section in the app store cuts the time in half when finding apps. Teachers are able to search under specific sections to find an application that accomdates and meets the learning needs of students.
iPads have certainly become a highly desired commodity in education. Apple is reporting that schools are purchasing iPads by a ratio of 2:1 over MacBooks. However, that rush to purchase the latest technologies often precedes the careful planning and preparation that’s crucial to their success as educational tools.
The article provides helpful hints for teachers and schools for integrating Ipads into their school and curriculum. Provides teacher with insight into how ipads are addressing 21st-century learning objectives and facilitating the integration of multimedia, communication, collaboration and project-based learning. Developing an ipad program can engage students confidently with technologies and make informed, ethical and sustainable decisions about technologies for preferred futures including personal health and wellbeing, recreation, everyday life, the world of work and enterprise, and the environment (ACARA, 2013).
It further develops key skills needed in the 21sr century such as learning and innovation skills: Creativity and Innovation, Critical Thinking and Problem Solving and Communication and Collaboration. Information, Media and Technology Skills: Information Literacy, Media Literacy, ICT (Information, Communications and Technology) Literacy and Life and Career Skills: Flexibility and Adaptability, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability, Leadership and Responsibility (Partnership for 21st Century Skills, 2013).
Great resource suggestions for integrating ICT to facilitiate students with impairments and learning difficulties. Allows them to learn and use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively, and in their lives beyond school in the 21st century.
Students with disabilities and impairments can develop critical general capabilities components such as personal and social capabilities (PSC). This can be achieved through digital technologies. Special education teachers can implement augmentative and alternative communication (AAC). This includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas (ASHA, 2013). This would assist non-verbal students to develop personal and social capability (PSC) as they learn to understand themselves and others, and manage their lives, work and learning more effectively (ACARA, 2013). Consequently the capability involves students in a range of practices including recognising and regulating emotions and understanding others (ACARA. 2013).
Through the use of digital technologies students develop ICT capabilities through being exposed and adapting to new ways of doing things as technologies evolve (ACARA, 2013). Students learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively, and in their lives beyond school.
The following list consist of applications addresses the learning needs of special needs students. These applications delevop social skills, speech to text, augmentative/alternative communication and develop spatial reasoning skills. I have used some of these applications such as "My first ACC and Pictello" in previous practicums and they have engaged the student.
"Whether you’re the parent of a child with a reading disability or an educator that works with learning disabled students on a daily basis, you’re undoubtedly always looking for new tools to help these bright young kids meet their potential and work through their disability."
Here, we highlight just a few of the amazing apps for the iPad out there that can help students with a reading disability improve their skills not only in reading, writing, and spelling, but also get a boost in confidence and learn to see school as a fun, engaging activity, not a struggle.
In schools across Australia there is strong support for linking learning in Technologies with learning literacy skills. Learning in Technologies places a high priority on accurate and unambiguous communication (ACARA, 2013).Implementing digital technologies in learning areas such as English allows special education teachers to facilitate and accommodate the learning needs of students. This is achieved through integrating assistive devices such as the iPad and its applications to develop critical literacy skills needed in the 21st century. Consequently special education teacher have a better opportunity to develop important General capabilities such as literacy (LIT) to allows student to become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society (ACARA, 2013).
This website suggests various applications that can be used on the ipad to assist special needs students. The list of applications were selected to improve and develop students reading, writing and spelling. They engage the students through making the activities, fun and engaging, which I think is important when teaching special needs students.
"Meaghan Roper, a junior at Burlington High School, shares a similar story with the iPad. When Meaghan was six years old, she was diagnosed with a visual impairment. In the eighth grade, she started to notice a decline in her vision. She sought out surgery to repair or delay her vision decline, and while successful, the procedure did not hold for very long.
A Transformative Experience
Meaghan recalls her first moments with the iPad and how she and her liaison discovered the variety of new opportunities that this one device presented. One of the first things she used was the ability to invert the colors of the screen. The iPad gives users the opportunity to read predominantly black text on a lighter screen, or to invert the colors and overlay white text on a black screen. This one feature, Meaghan recalls, was "transformative" in her learning of what the iPad could offer her educational experience.
Apps for Every Need
In Meaghan's day-to-day operation of the iPad, she uses several applications to manage her content. It doesn't take her too many apps to get through her school day. She's thankful that, along with transitioning to the iPad, Burlington also married the Google Apps for Education suite with this device. She finds ease in accessing Google Docs from multiple devices and knowing that her work will always be safe, secure and not dependent on a machine's functionality."
Read more about how Meaghan uses apps to support her learning!
Through the use of assistive technology special needs students are able to learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively, and in their lives beyond school in the 21st century.
The blog following blog by Andrew Marcinek, Instructional Technology Specialist, writes about how iPads are being used as assistive devices. He describes the iPad as a opening for many, showing the potential of the iPad as an assistive technology and how it can change learning for students with impairments. Andrew writes about meaghan and how she used the iPad and applications throughout her schooling. Its worth a read.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.