Adaptive learning has long been a part of education. The basic concept is simple: Coursework should be adapted to meet the individual needs of each student.
The Long Road from Reactive to Proactive: Developing an Accessibility Strategy
Implementing accessibility policies in higher education is no easy task. For many, it is easy to get caught in a cycle of reactive accommodation where larger accessibility policies are never implemented. So how do you transition from reactive policies to proactive policies?
Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through their two-year process of moving from reactive solutions to proactive accessibility policies. His own experience with how difficult it can be to shift campus climate and administrative support towards proactive accessibility is incredibly useful for other universities struggling with the same thing.
Phantom Eye Syndrome: When People Without Eyes Can Still See.
We've all heard of phantom limb syndrome, but what if you lose something less mechanical? A much more complicated syndrome out there - one that produces a phantom eye.
The punch line is that in some of the most extreme cases, one way that a sufferer can be distracted from phantom perceptions of the ey is to run an electrical current into the eye socket. Or, as the author, Howie Le, puts it: 'They taser their phantom eye into submission.'
"Advocates for the deaf on Thursday filed a federal class action against Harvard and M.I.T., saying both universities violate antidiscrimination laws by failing to provide closed captioning in their online lectures, courses, podcasts and other educational materials.
“Much of Harvard’s online content is either not captioned or is inaccurately or unintelligibly captioned, making it inaccessible for individuals who are deaf or hard of hearing,” the complaint said, echoing language used in the M.I.T. complaint. “Just as buildings without ramps bar people who use wheelchairs, online content without captions excludes individuals who are deaf or hard of hearing.”
Traditionally, teachers have struggled with how to approach teaching classes with a wide range of learning abilities and disabilities. Teachers often don’t have the time or resources to give students...
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The US Attorney in Philadelphia has targeted 25 of Philadelphia's most popular restaurants for review of their compliance with the Americans with Disabilities Act.
"Smartphone technology is being put to work to help those with dyslexia and other reading disabilities achieve their full potential in the classroom.
DyslexiaKey, developed by two Babson college students who have made other apps, is a custom keyboard for people with reading disorders. It can be used within any iPhone app, reports Rebecca Strong of BostInno."
I have asked to myself in many cases how I can teach in an appropiate way to people who have especial needs from the rest. I consider that the diversity of the world should no be seen as something negative. On the other hand, I believe that diversity is what makes the world wonderful. Nowadays, there are a lot of useful applications for people who have learning disabilities. For example the one mentioned in the text, DislexiaKey; it help people who have problems with reading. It is clear that in this century teachers have to develop new skills such as flexibility and adaptability which help us to know how to plan lessons thinking in our futures students' needs in order to teach in a successful way. We as future teachers can use technology as a help for the development of these kind of skills.
Here are some excellent starting points for researching special needs and technologies that can enhance learning for all learners. Empowered educators and parents can help students with learning differences!
Marla Runyan, Teacher of the Visually Impaired (TVI) and Olympic athlete walks us through her experience as a child with a visual impairment and the impact of the TVI in her education. As a TVI herself, Marla discuss the importance of making the curriculum not only accessible but also meaningful for the child with a visual impairment.
In any given classroom, there are invariably learners who simply don’t connect with what’s being taught. Lectures can be easy to tune out. A textbook can feel dense and boring to finish. Even a video can pose limitations for learners with sight or hearing difficulties. When these are the only options available, some learners are bound to fall behind without requesting special support, while others will surge ahead. Differentiation is one way to bridge this gap, and another is adapting the curriculum to suit all learners, instead of adjusting it to support the needs of each one.
That latter approach, called Universal Design for Learning (UDL), operates under a handful of broad principles that mainly concern themselves with the what, how and why of learning.
Incorporating Universal Design concepts into e-learning projects can really help some people learn better. I especially agree with the comment in this article where the author says you don't have to use all of the guidelines - start small and apply these ideas a bit at a time to additional lessons. Eventually, it will become a way of thinking when designing instruction.
"At a glance, technology in special education classroom looks just like it does in a regular education classroom: computers, laptops, SmartBoards, and even an iPad or two. When you take a closer look, you will realize how much more this assistive technology provides in special education."
The usage of technology such as the iPad is used to help students communicate with their educators, practice their writing, or to even practice their control over their muscles and hand-coordination. Many students with special needs sometimes take a long time to finish a simple task such as pressing a button on the screen, and the iPad is another technology which can make the task enjoyable.
Time Taken: 3 years and 4 months (from volunteer experience)
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