"GETTING READY:

The Role of AT Reuse and Providers

In Emergency Preparedness"

WEBINAR

~ July 31, 2012 ~



LIZ PERSAUD: Good afternoon, everyone.

This is Liz with the Tools For Life program. It's

wonderful to see everyone on today. Welcome and thanks so

much for being on today.

We do have a few folks signing on, so I'm going to

go ahead and get started. I've got the time here,

2 o'clock p.m. Eastern. And as you know, we like to start

promptly, and we'll be ending today at 3:30. We know that

time is valuable, and we appreciate you taking time out of

your schedule to join us for our webinars.

You're definitely in for a treat today. We have a

wonderful webinar that's focused on general curriculum with

a focus on the universal design for learning. And we've

got two very special speakers with us today.

We've got Ben Satterfield, who we're very happy is

part of the Tools For Life team. He's our research

coordinator and one of our AT specialists.

And we also have Pat Satterfield, who is with

CREATE, the Center for Research and Expansion of Assistive

Technology Excellence.

All of you are in for a treat. They are leaders in

the field of assistive technology and have compassion for

folks with -- working with disabilities in our field and

educating folks with mainstreaming universal design for

learning and the use of assistive technology and just

sharing all the wonderful knowledge that they have. So

y'all are definitely in for a treat today.

Before we jump into the content of our webinar, I

just wanted to do a few housekeeping tips. For those of

you who have not been on our webinars the past few times,

we are now using a great new webinar system. This is Adobe

Connect. And hopefully y'all will find that this is more

interactive and easy to use.

And we're able to do this through our wonderful

partnership with ATIA, the Assistive Technology Industry

Association. Caroline Van Howe is the one who makes that

happen, and she's on today with us.

So, Caroline, hello. And thank you for being on

with us. And thank you for your partnership in working

with us as we're using this new webinar system.

Hopefully everyone can see the main slide. If you

can't, please let me know. But it says "Success in the

General Curriculum." And it has Ben and Pat's contact

information.

That's the opening slide. And you'll be seeing

that, as we progress through the PowerPoint presentation

today, we'll be flipping slides throughout as we're talking

to all of y'all.

Over on the right-hand side there is a block with

the information that has all of the attendees within

today's webinar. So at the very top it's broken out into

hosts, presenters, and participants. So all of y'all can

see the participants that are signing on to the webinar

currently. And again, as I mentioned, we've got more

people coming in as we're going to be talking throughout.

So that way you can keep an eye on who's coming in the

room.

If any one of you would like to connect with us via

chat, then you can certainly do so. Underneath the

participant block is a block that says "Chat," and you will

just type in your comment, and I'll just type in "hello."

And hopefully everyone can see that. You'll just type in

your comment there and hit "Enter," and that's a great way

to connect to us.

So I know that Ben and Pat have some great tools

that they'll be using throughout today's webinar to get

audience participation. But know that that's a great way

that you can chat with us, to ask questions and to

comment -- add comments throughout the webinar as well too.

We wanted to let you know that we are recording

today's session. I want to say "hello" and give a little

shout out to Kimberly Griffin. She's on with us today, and

she's our transcriptionist. Kimberly is our relief for

recording all of our webinars.

And after today's webinar, we will have this

presentation on the Tools For Life website. And we'll go

ahead and type that information in as well so all of you

can access that.

But it's on the webinars page on the Tools For Life

website. We'll have the PowerPoint and also the recording.

And if you give us about two to four weeks, we will also

have a written transcript of today's webinar up on the

Tools For Life website.

And if any of you have any questions, you can

certainly get in touch with anyone here at the Tools For

Life team. So I believe that is all we have to say in

regards to housekeeping tips of today's webinar.

Wanted to let everyone know that we are offering

credits for today's webinar. We are offering CEUs and

CRCs.

If you are in needs of CEUs, which are continuing

education units, know that these are administered through

Georgia Tech Professional Education. And CRCs are

administered through the Commission on Rehabilitation

Counselors Certification, CRCC.

So for those of you who need credits, this is what

we ask you to do. If you will send me an e-mail -- and my

e-mail address is posted right there on the presentation,

but it's liz@gatfl.org.

If you'll send me an e-mail address with your full

contact information. So I need your full name, your

organization, your address, your corresponding e-mail

address. If you could also send me the webinar title and

date. And that's just to make sure that I've got you

connected to the right webinar since we do multiple

throughout the month. And I also need your date of birth.

A lot of you have been asking me why do we need

your date of birth. And it's because Georgia Tech is going

to enter you into a database, and that's how they know that

you are you the next time you need credits through Georgia

Tech.

So again, if you need CEUs or CRCs, be sure to send

me all of that information, and I will send you your CRC

verification form. And then we'll connect you with Georgia

Tech to get your CEU verification form as well.

At the end of today's webinar, we ask that you fill

out a brief survey. Here's the link. We use SurveyMonkey

to do this. And at the end of the webinar, we'll

definitely post this link again along with all of our

contact information.

But we really appreciate the feedback that all of

you provide to us. We definitely look at that each time.

All of you fill it out. A lot of you have given us

information on topics that you would like to hear Tools For

Life program present.

And today is actually a topic that we've heard from

many of you out there that you want to know more about

universal design for learning. So we listened to you, and

here we are.

So if you could, at the end of today's webinar,

take about five minutes or less, fill in the information on

the evaluation that comes directly to me, we definitely

will take a look at your information and your feedback, pay

attention to it, and hopefully cater the rest of our

webinars to what it is that you need.

So with all of that being said, I'm going to

release the mic and pass this on to Ben and Pat Satterfield

so we can jump into the content of today's webinar. And

again, if anyone needs anything, let me know. We're always

here for you.

Ben and Pat, take it away.

BEN SATTERFIELD: Well, good afternoon, everybody.

And welcome to this webinar talking about success in the

general curriculum and specifically with a focus on

universal design for learning.

Liz, you were very kind in introducing Pat and I.

We've been around in this business for about 29 years and

have seen it grow from just kind of fledgling groping at

ways to apply technology to where we are today, where we

are today where we have some really outstanding solutions

that really fill the bill as far as some of our students

are concerned.

But thank you so much for that kind introduction.

We'd like to find out a little bit more about those

of you who are in our audience today. We have a little

questionnaire, a little bit about the roles that you have,

a little poll. If you wouldn't mind kind of scrolling down

and seeing where you fit in this set of choices.

And I think, as each of us clicks on one of the

choices, you will see the results, along with us, so we can

get a better idea about exactly who it is we're talking

with today. So take a few minutes and figure out where you

fit in that list.

All right. Well, we seem to have a good

distribution of participation today. And I imagine many of

you are probably like I am. I am several things, an

advocate and a parent, and have been involved in some of

the other levels of educational involvement here.

So we'll keep in mind that we have a range of

different perspectives on this topic. And as we go through

today, we'll try to address, particularly with some of the

examples that we use, how each of these principles of

universal design for learning apply to each of these

different areas. And thank you for your input on that

poll.

Well, we want to get an idea, as we start out here,

what the goals of our session today are going to be. And

here they are.

Obviously we want to get an understanding of the

basic principles involved in UDL. And we also want to look

at how we're going to apply these principles. Where do we

find places for them to have traction in terms of working

in either curriculum in the K-12 environment or if we're

designing instruction in the higher education or modules

for use with people in job train programs. The principles

are the same, and we need to figure out how we can apply

those principles so that they can make a difference.

And there's a couple of terms that we'll be dealing

with today. One is differentiation of instruction and

comparing that to the principles of universal design for

learning. They're really similar in some ways, but they're

not exactly the same. And it's important for us to see the

difference as we go forward in terms of designing

instruction.

And we're going to explore different aspects of

assistive technology that will support our use of these

universal design for learning principles.

Now, I have another poll that we'd like to have you

take a look at as we look at our students and we look at

the curriculum that we're dealing with. This one has to do

with the barriers that we observe in terms of helping our

students become successful at accessing the curriculum.

So if you wouldn't mind, take a few seconds and see

which one of those is the number one or the greatest

barrier in your mind.

Liz, I'm not sure we're able to access this one for

some reason. Is there something you can -- ah. All right.

Very interesting.

So we seem to be -- money and access and the pace

of instruction are all issues. But it seems like the time

is the biggest -- is one of the biggest factors in this

poll, however unscientific it might be. It is indeed the

leader barrier that we run into. Okay. Good. Thank you

for your input on that.

Let's take a look at the characteristics of our

students. There's several things, obviously, I think we

can say about the students that we're working with.

They're different. Every one is unique. And they possess

intelligence and wisdom and abilities of their very own,

but, you know, they all learn differently.

And one of the challenges to developing excellent

instruction is to keep in mind the diversity of our

students while we're trying to reach for higher standards.

The fact is that the students come with a variety

of different backgrounds. And even in any typical group,

you're going to find students who are going to learn

differently. We're going to need to consider the

differences as we design instruction.

But we can't really control the students. They're

sort of dealt to us often. They show up on day one, and

our challenge is to provide instruction that works for all

of them.

The thing we can control, however, is our influence

over the curriculum and how the instruction is delivered.

So let's take a look at our curriculum. We'll be

talking about ideas today that really are not new

information, but we want to clarify some things about -- so

we can all be on the same page when we're talking about

universal design for learning.

And part of it is to talk about what we know and

what may not yet be fully implemented or applied in the

classrooms or in those instructional settings that we find

ourselves.

And the question we want to ask here is: Is it the

students who really need fixing, or is it something having

to do with our curriculum that we need to address?

There's considerable research out there that

identifies effective evidence-based practices that work for

learners who are presently what we might call on the

margins.

Unfortunately, these best practices haven't been

available to all learners. And when they are applied,

they're typically applied after the students have already

failed the mainstream curricula. And often they're

provided in a separate, remedial, special placement where

it's hard to tie back into the general curriculum, and the

connection to the standards is already severed.

So instead of remediation, what we want to think

about today is how we can do a front-end design in terms of

curriculum and in terms of instruction. Instead of

modifying the curriculum for a few after the fact, sort of

a retrofit, we want to talk about designing curriculum with

all students in mind from the beginning with the idea of

allowing them all to access with their own abilities and

with the tools that we're going to see available for them.

In terms of this notion of retrofitting versus

designing from the beginning, this website that's outlined

here at the bottom or mentioned here, the udlcenter.org, I

just really recommend that you go visit that in terms of

reading more about the curriculum itself and how that can

be changed.

So universal design for learning. We take a lesson

here, as we consider what UDL really represents, from the

concept of barrier-free architecture. And UDL seeks to set

up an environment that's not only going to facilitate

learning for those that need special accommodations but one

where strategies and feature-rich tools are made available

and will benefit the greater number of students, not just

students who have IEPs or students with ISPs or students

with disabilities.

And as an example, you might think in terms of, if

you've tried to walk across the street with a baby carriage

or carry a heavy rolling bag with a computer or heavy

equipment across the street at an intersection lately,

you've probably found those little curb cuts at the corners

to be quite a blessing when you went to cross the street.

Or if you've spent any time in the gym lately

working out or perhaps spent some time at a sports bar, and

you were talking with a friend, and you wanted to see what

was going on on the TV screens, well, we don't have to be

able to hear it; we can see the closed-captioning going

across the bottom of the screen.

All of those are available to the entire

population, and they benefit everyone, even though they

were originally designed as tools to help people with

disabilities.

And so one of the things that we need to see here

is that universal design for learning is a principle -- or

contains principles that will provide not just a flexible

arrangement for learning for students with disabilities,

but they're really going to be a benefit to everyone.

And so one of the quotes about this that we find

particularly telling came from Donna Palley, who is a

Special Education Coordinator, who said UDL is where the

intersection of initiatives come together.

Integrated units, multisensory teaching, multiple

intelligences, differentiated instruction, the use of

computers, performance-based assessment and all this stuff

comes together and allows us to see how best to be able to

design instruction so that it's going to work for all

students.

Now we want to just mention, before we go any

further, that UDL is mentioned in the laws relating to

education. It is part of both the Higher Education

Opportunity Act and the IDEA and specifically in regard to

No Child Left Behind where we're talking about equal access

and accountability for equal access.

The original definition actually goes back to the

Assistive Technology Act of 1998. And in all of these

legal -- or all of these documents and in these laws, we're

pointing toward a need for a practice that will accommodate

all learners and provide access to grade-level and

standards-based curriculum. Okay?

All right. I believe, Pat, you're going to give us

a closer look here.

PAT SATTERFIELD: Okay. So we've defined universal

design for learning as a framework. And what does that

mean? It's sort of how we structure our curriculum to take

into account all of these different things that we are

trying to pull together, all these different initiatives,

all the things we're trying to consider as we instruct our

students.

Different learning styles, multiple intelligences,

different levels of background information, and different

students from different cultures and different backgrounds.

All of those things we're trying to create a

framework for curriculum that will allow us, as easily as

possible, to address the needs of all these students.

And I'm going to go ahead and use an example right

now that I had thought maybe I'd save until later. We

might come back to this example later. But I just think it

so clarifies the concept that we're going to talk about.

In our family when we gather for family meals with

aunts, uncles, cousins, we have a large number of people in

our family that have different eating needs. We have some

food allergies. We have some people who have different

eating habits by their choices, so they choose not to eat

certain kind of foods. We have some foods that people just

really don't care for and other things that everybody

likes.

So let's think about a family meal. Normally when

we plan a family meal, we think, oh, well, everybody will

like -- this will be easy. Everybody will like Italian.

We'll fix Italian, and it will work for everybody.

Everybody likes that.

Okay. Then I can't fix Italian -- I can't have

lasagna because we have people who are allergic to cheese.

And I can't fix -- I have to have something for that person

who can't have tomatoes. And I have to have something

different for this one or that one.

So then we start going back and saying, Well, I

need to fix an extra something so that this person can have

what they need. And I need to fix a different something

else so that this person can have what they need.

When, in fact, what we really needed to do was

think about all of those things ahead of time and plan a

menu that would take all those needs into consideration.

For example, instead of Italian where there was so

many issues with allergies, let's think about having some

main dish that everyone can enjoy and then a variety of

side dishes that people can pick and choose from that we

set out from the beginning as choices, but we don't have to

stop and fix something new for the one who can't have what

we planned.

I hope that helps you, but it helps me a lot just

to think about, golly, if I'd planned from the beginning, I

wouldn't have to go back and fix something special for this

person.

And that's basically what we've been doing. We've

had a curriculum that was one-size-fits-all. Or we've been

trying to move away from that. Let's just put it that way.

We've been trying to move away from that one-size-fits-all

curriculum and move to a curriculum that has -- considers

all the different kinds of learners we have in the

classroom and all the different choices that they might

make that might make learning more fun for them.

So we do have -- we do have -- excuse me just one

second.

Okay. Sorry. So we're talking about a framework

within which we can have some individualization. So we

have this big plan that should be made generally accessible

to everyone, a standards-based curriculum. But within that

we're going to be able to individualize without recreating

a new solution for the individual.

Standards-based is very important. Obviously IDEA

is requiring that we have standards-based instruction at

the grade level of the students. So whatever

accommodations or modifications are needed by an individual

student, to have standards-based instruction is what we

need to do.

We have to have some flexibility in our curriculum

and in our tools so that we can do this in a reasonable

amount of time. Because we know that, if it can't be done

in a reasonable amount of time, it isn't going to happen.

We need to look at our methods and materials. So

choosing methods and choosing materials that will allow for

that flexibility is really important.

And then we know there are always going to be some

things that we will have to tweak at the end for individual

students, particularly students with low-incidence needs.

Okay. So let's look at the three main principles

of universal design for learning.

Principle number one -- and I'm using right here on

this slide the actual terminology from the CAST website,

but I'm going to try to say it in more simplified terms so

that it really doesn't -- it's not as complicated as this

verbiage makes it sound.

So we have recognition learning, which is how we

take in information. So we need to provide for students

different, flexible ways of presenting information to

students so that they can get the most out of that

presentation that they possibly can.

Principle number two is to support strategic

learning. Strategic learning is: Can they organize the

information? Can they show us what they know?

And principle number three is to support effective

learning, which means: Can we engage them? Are they going

to be motivated? Are they going to sustain an effort to

learn because they're engaged in the learning process?

So let's look at these three in a little more

depth.

Representational learning, recognition learning is

really the "what" of learning. It's what we see, what we

hear, what we read. And we know from our brain research

that the brain likes to -- when we get new information, it

likes to create a pattern, to organize that information,

and it likes to hook that new information on to patterns

that are already in the brain.

So we have to present information in a way that the

brain can take in that information and identify it and help

it to get hooked to our prior knowledge.

We have to provide the vocabulary, the language,

the symbols, the kinds of things that help clarify what

this new information is.

And to help with comprehension, we need to focus on

the big ideas, the patterns, the relationships between this

information and other information to maximize the use of

this information across different areas of study. So

generalization.

The next page we're going to have multiple means of

action and expression. And this is the "how" of learning.

So the strategic networks of the brain are for planning and

performing tasks.

Now, we all know students who have trouble with

organizational ability. They have good ideas, but they

can't seem to organize those ideas to get anything down on

paper. So we have an organizational issue, an expression

issue.

How are we going to give our students ways to

demonstrate what they have learned and what they've taken

in and how they've processed it. And how are they going to

give it back to us so that we know that they have gained

understanding?

Then our next slide is going to be talking about

the multiple means of engagement, the "why" of learning.

So we know that, unless we get our students' attention,

unless they're engaged or they're motivated to learn, we

could have the best curriculum, the best ideas, the best

plan, but if they're not with us, it's not going to happen.

It's not going to help.

So instead of taking curriculum -- and I put it

this way because I've seen this happen, and I think it's

also documented in some of the other information from CAST.

Instead of taking curriculum and what we would call

watering it down to sort of the lowest common denominator,

this is really not what we're talking about in universal

design for learning. We're talking about maintaining high

standards, high learning expectations, but providing

multiple ways to get at that learning so that the students

are engaged, so that students are -- we know the brain

likes a pattern with a moderate change.

So they like to know that they have some basis for

understanding this information, but there's a little bit of

novelty so that they enjoy the new learning experience.

So even -- this is something that I say to teachers

fairly routinely, that even students with intellectual

disabilities, which is the group that I work with most

frequently, can get bored.

We have to take information that they need multiple

repetitions to get and present it to them in ways that

gives them multiple repetitions of that information so that

they can get it but have it be fun while we do that.

Now, I included this slide not because it has

additional information, but this is a kind of a nice,

one-page printout. You can go to this website and download

this document. Or if you have access to this PowerPoint --

and I believe you will be told later how to have access to

the PowerPoint -- you could actually just kind of print

this one page out, because it's a nice little graphic

organizer, which I really like graphic organizers. So it's

a short cheat sheet, kind of.

But let's just briefly look through this. So we're

going to give students -- under the representation

principle, we're going to give them multiple means of

representation. So options for display of information.

Possibly auditory processing, auditorily being able to

process the information versus visually processing the

information.

If students need some graphics or they need some

extra support, we're going to provide those things. We're

going to make sure that they understand the language that

we're using for this new information.

So make sure that we're doing vocabulary work and

that we're understanding, through symbols or graphic

organizers -- however we might be addressing vocabulary

with students -- that we're giving them the background

information and the language to be able to understand.

And that we're going to provide lots of options for

comprehension. Activating background knowledge. Making

sure we focus on the critical features or the big ideas.

And in lots of school systems now, you know, you're

using essential questions. And that's basically what we're

talking about.

This is going to be important in terms of our

standards because we've got to give all of our students the

essentials to move on to the next level. If they don't get

the big ideas, the main topics, if they just get the little

details here and there because we've not made those big

ideas clear, they won't have the background knowledge they

need at the next level to do that same standard-based

instruction at the next grade level.

Okay. So let's look also at expression. I'm

sorry. We need to go back.

Expression. So how are they going to respond? Are

they going to give us -- are they going to talk to us about

what they've learned? Are they going to be able to -- give

us -- have tools to support writing so that they can write

or do a multimedia project to show us what they've learned?

And then how are we also going to support executive

functioning, which is an issue for a lot of our students

where they set goals for themselves, they plan, they go

through a process of planning how they need to get an

assignment completed, and then they can complete it

effectively. We want to enhance students' ability to

self-manage and monitor their own progress through masks.

And then engagement. Quickly, we want to increase

the number of individual choices that students can make.

We'll talk about this some more, but there needs to be a

balance between teacher-directed activities and

students-chosen activities so that they have some buy-in to

what they're learning and some control over the ways that

they can take in information and respond.

We need to make sure that we give them ways to help

sustain their effort. So how are we going to challenge

them? How are we going to help support them in reaching

for high goals? Rather than watering down the curriculum,

how are we going to support them in reaching those higher

goals and achieving mastery of the information versus just

sort of a drive-by, I got a little of it?

And then, again, self-regulation goals. So how do

I assess myself and set goals for myself?

Okay. So you're going to say, well, this isn't so

different from what we're already doing. And you're right.

It isn't. What are we already doing? Well, we're

providing students with choices. You have a choice to do

certain things, some student options.

That may be true at certain grade levels more than

other grade levels. You and I both know that there are

fewer options given to students in high school than there

are in elementary school.

Part of that is -- as you mentioned in the poll at

the beginning, part of that is time. We've got a time

crunch to get through this curriculum. We don't have a lot

of time to do a lot of choosing and hemming and hawing.

We've got to just put the pedal to the metal and get this

covered.

Well, we've got to figure out how to allow the

students to dig some postholes and really get some

understanding.

We're already doing a pretty good job of previewing

vocabulary, using graphic organizers. I know that, if

y'all have been involved in learning focus schools or

anything like that, the learning focus schools use graphic

organizers to a big extent.

And I'll see those graphic organizers up on the

wall, and lots of times they're sort of a standard. If I'm

going to do this kind of task, I use this kind of graphic

organizer. That can be good, but I want to also show you

some other kinds of graphic organizers that you may not

have considered.

We're going to talk about flexible groupings. How

do we change the groupings of students so that we can

enhance certain kinds of instruction? And then graphic

organizers and brain-based teaching strategies.

Now, we have another poll we'd like to do really

quickly. And it is -- oh, gosh. Which one is it? I think

it's this one.

So if you could just give me a little feedback on

this poll about what kinds of strategies that you're

already using that seem to work for most, if not all, of

your students.

Can you type in there? This is a poll where you

would type in your answer in the box. Can you all see the

poll? I didn't give you the answers because I wanted to

see what you all would come up with. So this is just a

type-it-in.

LIZ PERSAUD: Hey, everyone. This is Liz.

If you could type your answers maybe in the chat

area, that would be helpful for us.

PAT SATTERFIELD: Okay. Thank you. Sorry. I'm

new at the polls.

LIZ PERSAUD: No problem. I think we've got some

folks who are getting ready to respond to us in the chat

area.

PAT SATTERFIELD: Great.

LIZ PERSAUD: And, Pat, while we are waiting for

some folks to type their answers, I just wanted to point

out that Melanie Jones made a comment in the chat area.

And Melanie says, "Graphic organizers are

frequently used by our teachers."

PAT SATTERFIELD: I agree with you, Melanie.

That's one of my go-to strategies. It works for even our

students who are very low functioning. So I have not seen

yet a group that didn't respond to the use of a graphic

organizer.

Megan has also added that she uses graphic

organizers and flexible grouping.

Graphic organizers -- Kathleen Browne has shared

that graphic organizers and a variety of vocabulary

activities help to provide multiple exposures.

And Emily Dishman says that she uses flexible

groupings.

So let's go on. And you all, please continue. So

I'm confident that a lot of things we're going to talk

about -- they're not new.

One of the biggest things that I hear a lot about,

and regardless of the way that you're -- any particular

school district has approached coteaching -- and there are

different ways to set it up where, you know, in one kind of

arrangement the coteachers live together all day, and

you're with the same coteacher and the same curriculum

specialist are together the whole day. And sometimes the

coteacher travels with their particular students to all

their different classrooms.

And depending on how the school district has

decided to implement coteaching, you might see a greater or

a lesser degree of effectiveness of that coteacher in the

general education classroom.

When two -- the optimal arrangement would be that

the two teachers, the content area specialist and the

special educator, who would be the specialist on

disabilities and making accommodations and modifications,

live together and that they know their same curriculum.

They work together. They know what the plan is. They're

able to create accommodations and modifications as needed

quickly and seamlessly.

These six groupings of coteaching approaches might

be seen more frequently in that kind of environment than in

an environment where the coteacher travels with the

students.

But let's look briefly at these coteaching

approaches.

One teach/one observe; one teach/one assist. Those

two things, you may think they're the same; they are not,

actually.

The one that I have observed most frequently is

probably the one teach/one assist where one is teaching,

one is drifting through the class, observing students and

helping anyone, not just the special education students.

But any student that has a question, he or she just drifts

through the class and assists.

In the one teach/one observe, the teacher that's

observing is actually still and watching what's going on in

the classroom and taking notes.

Station teaching is great for certain kinds of

activities and probably underutilized in many places,

probably just because of space and how we can -- and how we

are at liberty to rearrange our space and make that

flexible. The teachers who have large classrooms tend to

be able to use that kind of a situation more than others.

Parallel teaching, both teachers are teaching at

the same time; they're just teaching two different groups.

They could be teaching different content, or they could be

teaching the same content differently.

With parallel teaching and with alternate teaching,

where you have a large group and a small group, we have to

be careful that we do not separate our special education

students unto themselves within the general education

classroom. This would defeat the purpose of having them

included.

We want to vary those groupings so that our

students with disabilities are included with the typical

students for their benefit and for the benefit of the

others.

And then in teaming, obviously both teachers are

both teaching.

I'm not going to take time to do another poll, but

I'm going to guess, if I asked you, that your most commonly

used coteaching approach would be one teach/one assist.

You can feel free to give me some responses in the chat

window if you feel like I'm out of line on that.

But let's move on while you are doing that. Let's

move on to graphic organizers. You all know all about

graphic organizers. This obviously is something that

you're using fairly frequently.

The example that I put on the screen is one that I

did. And this was actually in support of students who had

some intellectual disabilities who were talking about the

bill of rights. And they actually needed a symbol included

in their graphic organizer so that it would help them

understand or remind them as they tried to remember these

different amendments.

And this is just a graphic organizer, a table done

in Microsoft Word. So adding a graphic to a table in Word

is very easy and very powerful.

The main reason that I give students study sheets

and information in this kind of a format is you've removed

an abundance of text and boiled this down just to the basic

concepts the students need to remember. That takes away a

lot of stress from the student and helps them focus in on

just what they need to learn.

The link that you have on the bottom of this page

has a bazillion kinds of graphic organizers if you're

interested.

BEN SATTERFIELD: As we're moving along, Pat,

Jenifer Rheberg mentions that your observations about

groupings appears to be true in her school system as well.

PAT SATTERFIELD: Well, I wish that weren't true,

Jenifer, but I know that there are lots of barriers to

coteaching happening the way that we would really love to

see it happen.

Okay. Let's talk about brain-based learning. And

this particular list is taken from a book by Dr. Marcia

Tate who used to be a teacher and administrator in DeKalb

County in Georgia called "Worksheets Don't Grow Dendrites."

If you ever have an opportunity to go to one of

Dr. Tate's workshops, oh, go, please. They're just way

fun. You know she just must have been an awesome teacher.

But you can look at this list. I'm not going to go

through it. But you can look at this list and say, oh,

well we do some of those things.

I know that you -- in considering your students'

learning styles and multiple intelligence, you've begun to

pull these brain-based strategies.

But just remember that this isn't just a good idea

or a fun way to do something. Your brain actually likes

these things. It remembers things better when you tell a

story. It remembers things better when something was

funny. You tend to remember those things.

If you drew it, would you remember it better than

if you just heard someone tell you that? So just remember

that these strategies are something that we want to keep in

mind when we're planning for our students.

Okay. So we also said that UDL was going to be

standards based. And I know we're in the midst of changing

from what we have been doing, Georgia performance standards

to our common-core standards. I'm not sure if everybody is

doing that all at once or if we're doing that a little at a

time.

But what we need to know is that there are

particular goals that may be -- you may be able to look at

that goal and say, well, that's really a recognition goal

because there's specific content that this student needs to

learn, and the content is the most important thing.

Or this is really a strategic process that the

student needs to learn. So I need to be very careful about

the strategic goals so that the student can learn this

process step by step.

Or there may be goals that are more focused on your

valuing something or your emotional reaction to certain

kinds of information. So that would let you sort of tap

into that effective principle.

Okay. So let's look at some examples of the

standards. Let's say if the standard said, "Describe the

westward movement, including the emerging concept of

manifest destiny," that's going to be a "what" kind of a

standard. So we have something that we have to learn, and

we have to think about how we're presenting this

information because the information is what they're going

to test for. The information is what they're going to want

back.

Uses an organizational structure for conveying

information. Chronological order, cause and effect,

similarities and differences.

That is a process. I'm going to organize this

information. I'm going to process this information. I'm

going to try to make sense of it. And I'm going to present

it back to you in a way that helps me, as a teacher,

understand if you've gleaned what you need to glean from

the instruction.

And then here's one: Reads familiar text with

expression. Well, that would be more of a: Did I value

this text? Have I gotten into it? Have I practiced it?

Am I bringing some of myself engaged with this particular

text?

Okay. So in looking for examples of universal

design for learning curriculum, I'm not sure if you've ever

actually used any of that, but you might want to check out

the sample lessons on the CAST website. And that is

udlcenter.org/implementationresources. So there are sample

lessons on that website.

And then I ran across this particular website,

which is help4teachers.com. And I went to a particular

lesson. I was a biology major, so I kind of turned in that

direction to see how they were going to set this up.

This is Dr. Kathy Nunley, who has done this

website. And she has -- she calls her curriculum, layered

curriculum. But I think it gives us one of the best

examples as far as setting up the curriculum for many

different options that I've seen.

So she has a layer C, which is basic knowledge and

understanding. So if we wanted to make sure that all our

students got the main idea, the big ideas, the essential

questions; that they were able to come away from this with

the information that they would need as background

knowledge for the next level of learning, that would be

layer C.

Layer B would be the application or manipulation of

the information that you learned in the first level of

learning. So some problem solving, a little more higher

order. Thinking tasks might be taking place in this area.

And then layer A would be for her top students who

need that little bit extra challenge. And when we have

such a wide variety of students in one classroom, we know

that we can have just as much trouble providing for our

advanced students as we can for our lower students. So

there's a layer A for some critical thinking and analysis

to help them move past information on to: What am I going

to do with this information that I'm learning? How can I

think about this analytically and critically?

So you'll just notice that what this teacher has

done is they've given the students some things that are

required that have the little heart beside them, and then

they've given some things that the students can choose

independently -- oh, I'm sorry. The hearts are required

assignments. I think I said that.

Anyway, so the students have -- this is not the

only page. But she gives them -- at the beginning of the

section of this particular part of the curriculum, she

gives them these -- it's not exactly a rubric, but it's

kind of a syllabus, and they can make some choices.

There's some teacher-directed activities that are

required. And there's some student choices that they can

decide which way they want to interact with this

information. And they earn points. And according to their

points, that's how they are graded.

Okay. So we've talked a little bit about UDL. And

we've identified that really as curriculum or a framework

in which to think about curriculum. But we also need to

talk about the difference -- is there a difference between

UDL and differentiation, or are they really sort of the

same thing?

And I think this is my biggest thing. When I talk

to individuals, I want to make sure that, when we use a

term, we're talking about the same thing. So when I say

UDL, I'm thinking about one thing, and someone else might

be thinking about something totally different.

So differentiation is a term that was sort of

coined by Carol Ann Tomlinson. And it is three elements of

the curriculum that can be differentiated according to the

students' needs, readiness level, interests, and preferred

modes of learning. So we can differentiate the content,

the process and the products.

Now, that sounds a lot like what we were just

talking about. But let's really think about it a lot more

in depth.

This is very student -- individual-student driven.

It is taking the curriculum and modifying it to meet the

needs of individual students.

Whereas, I think with universal design for learning

we're really talking about setting up a barrier-free

environment where we don't have to do so many

accommodations on the back end. We've set this up so that

it works for everybody from the get-go, and it makes the

process so much easier for teachers.

Now, this differentiation cycle, you'll see that

we're taking into account the curriculum, taking into

account student abilities and readiness, taking into

account what the teacher is planning to teach and how she's

planning to do the instruction, assessing, evaluating, and

then starting over again.

It doesn't sound so different. But what we're

really talking about with UDL is, at that curriculum level,

that we will take what the standards are, and we will

develop curriculum or look for, purchase -- I'm not sure

what's out there -- curriculum that has the accessibility

that we need already available in it.

Okay. So these are the kinds of things that we

normally would differentiate in the classroom. And you can

throw in your two cents -- I hope you will, because you all

are the experts, not me -- about some of the ways that you

might differentiate these activities in your classroom.

But let's just take a couple of examples.

If we were going to do test taking, for example. I

have used a tool called Classroom Suite. I'm not

advocating for that particular tool. It's one that I had

and I like. It works really well for my own child and for

a lot of the students that I've worked with.

But if I set up a test in Classroom Suite rather

than Microsoft Word, I can print that test out and hand it

to the students who need a printed copy, but I will have

all ready to go a copy that will have auditory feedback for

the student who needs to have that test read aloud to them.

I will already have ready to go an electronic version of

this that I can make switch accessible without having to

stop and redo anything.

For me that is the kind of universal design, at the

beginning when I'm creating the test, that makes making the

accommodations timely and appropriate for all of my

students.

Do any of you all have any examples that you would

like to type in the chat window for kind of things that you

have used?

Well, seeing no one typing, I'm going to keep

talking. All right. So let's talk about things that we

just want to make sure that we've have touched on. And I

think we've probably talked about most of these things.

But just to emphasize, we want to make sure that we

clarify what the key concepts are. The essential questions

are the foundations for future learning. Those are the

things that we have to make sure are clear to all students.

That we need to engage everybody and make everybody

a part of the learning environment.

We need to make sure that we have a balance between

teacher-assigned activities and student-selected

activities.

We also want to make sure that we don't "water

down" curriculum. We need to make sure that our standards

are still high, that we're giving opportunities for

creative thinking, for critical thinking.

Some of our students with learning disabilities may

be some of our most creative thinkers. If you'll think

about some of the examples of famous people that we know

that had learning disabilities, they could be the ones that

come up with the new solution that we never thought of.

But we have to make sure that we give opportunities for our

students to have ways to show that creativity.

And then one of the things we have not talked much

about is that we use assessment and we use self-assessment

as well as regular assessment by teachers as a teaching

tool rather than just to measure instruction; that we

actually measure how the instruction got across, how I felt

about how I did it, how I completed this assignment, or how

I engaged I was with this learning.

We need to help students assess their own learning

as we move them into an environment where they're going to

be more responsible for what they learn.

Okay. So assistive technology and universal design

for learning. I am obviously an assistive technology

person. So for me, removing assistive technology from the

concept of universal design for learning is a foreign idea.

We really need to think about the technologies that are

around us all the time and how they work for everybody.

The doors that open at the bank that you don't have

to touch; you walk up and they open. The touch screen at

the ATM works for everybody. Does everybody need to have a

touch screen? No, but it works for everybody.

So there are going to be technologies that we can

use in the classroom that can be made available to all

students that will reduce the need for accommodations later

on.

There's still going to be a need for some

individual solutions, particularly for our students with

visual impairments and our students with physical

disabilities.

But being the parent of a student with an

intellectual disability, I'm going to tell you, I have to

modify a good bit of what he learns because there's just --

I have to ferret it down to the most basic things. And he

can learn it if you get it down to the nuts and the bolts

without too much fluff.

So for the students with IEPs, of course assistive

technology needs to be documented in their IEP.

Okay. I'm going to let Ben talk for a little bit.

BEN SATTERFIELD: Okay. Right. Assistive

technology can help us in a lot of ways. And one of the

things that we want to keep in mind is we're looking for

tools that help us with the opportunities to provide

representation, opportunities to present information so

students can get at it; expression, opportunities for them

to be able to communicate back to us what they've learned;

and engagement, ways in which assistive technology can help

the student connect to the curriculum in the first place,

perhaps at a more effective level.

So look at different things that open the door for

learning for our students. If we just take a look just

from a sensory standpoint, what are the audio tools that

are able to us? We have cassette tapes, radio, CD-ROMs,

talking books, multimedia CDs that present information in

an alternative method or alternative way of presenting it

than just presenting it in text. So we can seek out those

solutions, delivering the content in different ways.

When we think about visual sensory, we can talk

about video, DVD and tape. We can talk about using the

overhead projector or the LCD projector. We can talk about

putting forward models and real objects. We can use boards

that are in the room, the blackboard, the smart board, the

white board.

We can also think in terms of presenting cartoons

and drawing or allowing students to express themselves

through those media.

And there's also the camera, whether it's still

photography or it's video. Today the digital cameras allow

us a lot of opportunities for students to be able to

receive information and also present information and

connect with that information in ways that weren't

available before.

And this is part of what assistive technology will

allow us to do in terms of varying and demonstrating or

learning.

And just thinking about what's available in this

digital environment today. We've got computer hardware and

productivity tools, both software that are part of -- maybe

that came out of the business community, but they're still

very powerful in terms of productivity for us, like

PowerPoint for presentations or Excel for mathematical

computations and looking at data from a standpoint of

putting it in a database format.

We have educational software and, as I already

mentioned, presentation software. But we've also got

streaming audio and video. We can use webcasts, podcasts,

and websites. So there's a lot of ways that we can engage

students in learning and be able to take advantage of these

tools in assistive technology -- different aspects of

assistive technology that are available to us today.

Now, we don't have to always be at the high end of

the spectrum of this. There are low-tech tools which can

be very helpful.

And I want to call your attention to an example

that came from Clark County schools. And they put together

a low-tech assistive technology tool kit. And they put one

in each school in their district, and they made the

contents available to all the students.

And if a teacher felt like a student might be able

to take advantage of one of the tools that was in the tool

kit, they could go check it out, go to the box, pull it

out, leave a little note that they had checked that out,

try it with the student. And if it really worked for that

student and they wanted to keep it, they put a note in

there to requisition another unit to replace that to keep

the tool kit fully stocked.

And this is a pretty neat idea. It's a very

concrete idea or example of how we can provide those tools

for everyone. If you go to the website listed on this

particular slide, www.center4ATexcellence.com you will see

under the "Resources" the most recent entry there is a PDF

of the contents of this particular tool kit.

And it would be a useful thing just to have in your

repertoire of tools. And you might think about a tool kit

or a similar kind of contrivance that would work in the

situations you find yourself in to support learning

on-site.

And there's a number of different tools that we can

use that are low tech. You're going to see things like --

to support with reading, just colored filters that for some

reason seem to be able to help students who have dyslexic

conditions be able to read more effectively; a reading

guide that just helps chunk the data or highlight a certain

area on the page to focus their attention; or a highlighter

tape that allows them to follow to help with fluency so

their eyes aren't wandering around on the page.

For writing we have adaptations to pencils and

grips and so forth for pens, various forms of paper and

even slant boards and different ways in which we can

provide access to the writing material that make a

difference.

And you can see there are other things relative to

math in terms of adaptations with math tools -- number

lines, adapted rulers -- different ways in which we can

help the student visualize, conceptualize, and interact

with math concepts in ways that play to their strengths and

their learning abilities that take it away from just being

an abstraction or something that's, you know, out there and

not very concrete.

And then of course with organization there are lots

of things that we can do in terms of helping students deal

with scheduling and organizing.

But for many of the students who are dealing with

sensory integration issues, we can provide opportunities to

help take that distraction off the table for them.

I'm one of those people who likes to squeeze a

ball, or I'm constantly turning my pencil or my pen over

and over on the desk. It probably drives everyone else

around me to distraction, but if I can have something that

will allow me to wear off my energy and not distract

others, then it's to the good of everyone.

So when we think about tools that support universal

design, we can think also not just about low-tech tools but

also there's mid-tech and then high-tech.

Mid-tech tools might be things that are somewhat

electronic, but they're not big computers. They could be

things like calculators; handheld dictionaries that help us

look up words or translate words; digital tape recorders

which are very helpful in terms of capturing the contents

of a lecture or a class discussion for later review.

And then we also have high-tech tools. Screen

readers that highlight the words as we read or as it reads

to us. Talking word processors that, as we're typing, it's

pronouncing words back to us through a set of headphones so

that, if I make a typo or if I say something that's not

what I intended, I can sort of get a cue to that fact, and

I can go back and correct that.

And then software that helps us with online math

problem solving. Sometimes we just need a pattern to

follow, or we need some little -- the game or technology --

game or lexicon is "cheats."

But the idea is give me a hint or help cue me to

what I should be looking for. I can solve this problem if

I'm understanding what kind of problem it is or how to set

this problem up. And sometimes having a pattern to follow

can make a big difference.

I'll give you a personal example. When I was

working on my doctorate, we kept being assigned these class

packs that were just an array of -- pardon me, but they

were dull and boring, esoteric, arcane discussions of

research. And I had to read them all. And I'm not a very

fast reader.

But I was able to find a screen reading tool that

would highlight as it read that I could adjust the speed

on. So I would put the headset on. I would adjust the

speed up to as close to 300 words per minute as I could

get, and I'd just let 'er rip. And I'll be honest with

you. I would still be in the doctoral program today if I

was trying to read those just with my own eyes.

Could other students have done that with their

reading -- their typical reading natural ability? Sure.

But I was one of those students who, if I was going to get

through this in any reasonable amount of time, I was going

to need some support. And that certainly came through for

me.

All right. Pat, do you want to take it away on

accessible instruction materials?

PAT SATTERFIELD: All right. We are going to talk

about some tools that we could put in place so that all

students might have equal access to the curriculum.

But before we do that, I want to make very clear

there is one area in which we have to be very careful. And

that is the area of giving electronic versions or alternate

versions of texts to students who are not qualified. So

let's talk a little bit about Accessible Instructional

Materials.

So what are Accessible Instructional Materials.

They're printed instructional materials that are in

alternate formats: large print, braille, digital text,

electronic text, audio recordings.

If a student cannot access the printed word, how

else are they going to get access to this information

that's being presented to all the other students?

So who qualifies for these Accessible Instructional

Materials? The law says that the people who qualify are

the physically disabled, the visually impaired or

individuals who have an organic text disability.

Now, getting a clear definition of what an organic

text disability is is a pretty good trick. But what that

bottom line means is that you have to have a doctor or

someone who is qualified to say that this individual has an

organic learning issue.

That usually -- there can be individual doctors for

individual students, or sometimes there's someone in the

school system who takes on the responsibility of making

sure that students who need accessible materials are

qualified.

What about students who do not meet those criteria

but they still have reading as an accommodation on their

IEP? What do we do with those guys? They still have to

have access to the curriculum, or we are not in compliance

with providing a free, appropriate public education.

So let's look at this little flowchart. This is a

couple of years old, but I think it's still being used.

If you'll start where it says "Start Here" and

look, it says "Does your student have reading as an

accommodation?" If no, then you're going to just use

standard instructional materials. If yes, then we have

this whole other thing we have to look at.

"Does your student have an eligible print

disability?" That means does it meet one of those two

criteria that we just talked about. If yes, we go down and

do the doctor's certification, and we request the

Accessible Instructional Materials.

If no, then we still have to have some way for this

student to access their information, their curriculum

materials that they need to use to learn.

So you'll read this little square that says "Books

may be available from the publisher in electronic text

format." All textbooks in Georgia that are adopted have --

the law states that they must have a usable electronic

format available.

We used to have trouble with kind of odd file

types, but now you have to have a usable format to be

considered to be a textbook in Georgia.

And then there may be some publishers, in order to

control their content a little bit more, make it available

on the Internet. So students get a special login, and they

can go to the Internet and read.

Again, that doesn't help the student if reading is

their issue unless they have a screen reader or some kind

of audio version that they're accessing.

Or the school district may decide to produce the

instructional materials themselves with publisher's

permission. According to our laws, our Chaffey amendment,

we have the permission to create, for a student with a

disability, an accessible version of a book. So we would

have to own the book initially, and then we could make an

accommodation of the book.

Some districts will just routinely go out, have a

book scanned and have that on file and available for any

student that happens to need it. And then that district

may have chosen a particular tool that they're going to use

to allow the students to read it. And we'll talk a little

bit more about what that might be.

But just know that we can't take a file that is

received from the appropriate sources -- and I'm going to

give you that information in just a second. We can't take

that file that was made for John Smith and give it to Tim

Black because that was qualified for that particular

student.

We do have this sort of little thing that we do

sometimes. We pair kids for different activities, that

kind of thing. Sometimes you can pair students and kind of

give another kid access to something, but we have to be

very careful when it comes to the law and accessible

materials.

Now, that being said, you get accessible materials

from Bookshare.org. Bookshare is the organization online

that has been given grants from the federal government to

provide electronic text versions for our students.

And then you can also get, in Georgia from our

NIMAC, which is the National Instructional Materials

Accessibility Center in Georgia, that's the Georgia

Instructional Materials Center, if you can't get it from

Bookshare, GIMC will make it for you for qualified

students. So those students have to be registered with

those two organizations to get the formats that you need.

Particularly in terms of formats for those who are

visually impaired, they have to be ordered -- you have to

give them a good bit of lead time. You can't tell them on

Friday that you need it Monday. They normally need several

weeks to make that happen.

Okay. We talked about some manufacturers, some

publishers making their formats available online. There's

also Learning Ally, which is the reading for the blind and

dyslexic. It's now Learning Ally. And some students with

disabilities prefer that human voice that they get with

Learning Ally. And then of course you can create your own

accessible materials.

Okay. In Georgia, here is the place where you

would go to get the information and to request materials.

So Georgia Instructional Materials Center. And the person

who is over that center is Jim Downs, and that is his

e-mail.

All right. So let's look at some of the other

software tools that different school districts have used to

sort of create a more universal access to the curriculum.

I'm going to give you this list. This is certainly

not exclusive. These are some of the tools that came to my

mind as being the most frequently used and easy to use.

But this is certainly not an exhaustive list, nor do I mean

to recommend these more highly than others.

Let's look at some of the examples.

Please excuse my coughing. Sometimes, when I talk

a long time, I get a little bit of a tickle in my throat.

Classroom Suite I mentioned earlier. It's an

environment where you have a word processor with word

prediction and graphic support. You have a multimedia

tool. You have online math with online math manipulatives.

You can create toolbars. You can add capture answers so

that students can get feedback if they've gotten the

correct answer. It's just probably one of the most

flexible tools available.

I know the new Clicker 6 is -- I hear is quite

remarkable, but I don't have a copy of that yet, so I can't

speak to that directly.

I'm sorry. Go back one slide, please.

You'll notice on this page there's quite a variety

of different kinds of activities. But you'll notice in

this one example, this is actually an example of something

that I did for my son four years ago when they were having

the election. He came home talking quite a bit about the

election and what was going on, but he didn't have the

basic idea yet of how these concepts fit together.

So by doing a graphic organizer in Inspiration and

pasting it into Classroom Suite, I was available to make it

interactive. So if you go to any one of those circles on

the graphic organizer, it went to another page and gave

more information about that particular part of the election

process. Just as an example.

All right. Let's scoot on because our time is

getting away from us.

Here's Clicker 5. I don't have any screen shots

from Clicker 6. But you can see, again, lots of different

kinds of activities that are available in Clicker. Both

Classroom Suite and Clicker have lots of activities that

are shared on their websites that have been created by

teachers that teachers can just download and use which

saves a lot of time. That's really great.

All right. Let's look now at some of the other

tools that might be more like writing tools, reading and

writing support. TextHELP Read and Write Gold as well as

Kurzweil 3000. There are some free screen readers, free

word prediction programs.

But some of these tools have the reading,

outlining, planning for writing, writing supports, all of

those kinds of thing in one big tool. Sometimes that's

good; sometimes people prefer to use the different

components individually. That's fine.

What happens, when you have a tool like SOLO,

TextHELP, Kurzweil, you can have that be anywhere in your

building, everywhere in your building. And students who

need to use the reading will sit down and use the reading

part or use it to outline. Students who need to use the

writing pieces will sit down and use the writing pieces.

There's nothing that says that I can't, as a

student that doesn't have an IEP, sit down and use the

planning and organizational pieces of those programs to

help me plan for writing or to make sure that I am not

making a bunch of spelling errors, that kind of thing.

So that's where having those things available

universally, any student can sit down and use that tool for

the part that they want or for all the parts if they need

all the parts.

I threw in Ginger because I love this. Actually,

it sort of hooks on to Microsoft Word. You'll see the top

line is what the student typed, and the bottom line is what

Ginger is suggesting to them as the correct version of

their sentence.

All these tools allow the student to do

self-editing and be much more independent in the process of

writing, which is something that we're really after and

technology can help us support.

Okay. Oh, we do have some screen shots of SOLO.

So the first screen shot, which is under the word "SOLO,"

actually shows where I can go into a piece of electronic

text, and I can highlight information, extract it out to an

outline for either comprehension purposes or for

prewriting. But I can have that text read to me with

highlighted reading, and then I can also go back and have

the study skills features of looking up words and that kind

of thing.

I can go from there straight on to planning for

writing, which you see in the next slide to the right.

It's not the same activity that's being worked on. This

one is a summer vacation. But you can see how I can throw

out a lot of ideas, and then I can reorganize those ideas

and help that as I begin to plan for writing.

The screen shot to the bottom left is where I'm

using a word processor with word prediction that helps me

with my spelling. Sort of realtime spelling support.

And the blue box that's open in the bottom

right-hand corner of that particular screen shot is called

a topic -- it's not a topic dictionary, which is -- it's a

topic list, a vocabulary list from that particular topic,

which kind of helps students sometimes with jogging their

memory about something they may want to include in their

writing.

Cowriter does have topic dictionaries which

activates the unique vocabulary for a particular writing

assignment, and it's very helpful to students with

disabilities. But it could be helpful to a lot of other

students as well.

Okay. I'm going to let Ben talk about the freeware

and the apps real quickly. And then we'll take questions.

BEN SATTERFIELD: Okay. We just want to make you

aware there's a lot of freeware. These are applications

and programs that do some of the things we've been talking

about that have features like what we've been talking about

that are available.

And this might be a good place to just answer the

question: How do I get started?

This is an idea that I'll throw out to you. It's a

freeware app called "My Study Bar." And unfortunately the

URL that's on the bottom there is no longer the link. And

I'll see if I can't put that up for you in a few minutes to

get to this.

But it's a free download. And this toolbar -- it's

just a toolbar, and it sits on top of any Windows program,

like Microsoft Word, and provides features that will allow

you to access files that you bring up or documents that you

bring up in Microsoft Word, but you can use tools like

these reading tools, vision tools, writing tools to be able

to access that document and be able to use it with these

assistive technology features.

For instance, let's say you've got a worksheet that

you're going to hand out to the whole class. Now, several

of my students have my study bar loaded on their laptop.

When I hand out the worksheet, I hand it out as a Microsoft

Word document.

Then the students who use My Study Bar can work on

it with their particular set of tools. If I have a student

with a vision disability, they can use the screen magnifier

or perhaps a screen reader.

If I have a student who struggles with visually

decoding, they can use the screen reader, or they might be

able to use the screen masking where they bring a different

colored filter up on the screen, and they're able to see

more clearly what the text is trying to say.

For struggling writers, they might actually answer

those questions in the worksheet using word prediction to

help them answer.

Or a student who has trouble organizational skills

might be able to use the MindMaping or a graphic organizer

to try to help them in terms of preparing their answer.

So you see we put one set of information out there

in a format that all these students can access, based on

their particular needs, using the tools that are on their

computer or that are available to them. So that's just one

example.

In a minute, or at least by the time this

particular slide presentation is available to you, we'll

have the actual URL where you can go and download this.

And as I said, it's a free download.

Now, one of the best locations to go to to get a

broad selections of freeware and apps is this

UDLtechtoolkit.wikispaces.com website. So I'll suggest

that you go there and visit and just kind of browse around

and see what kinds of AT freeware.

The tool that is on the website that I told you

about -- it's EDUAPPS.org actually -- that particular one

is sort of a compound collection of a lot of different

apps. Some students may not need that many different

choices. So by going to the UDLtechtoolkit, you may find

just what the student needs.

And I'll type in the chat -- as we're dealing with

questions here, I'll type in the chat the URL that you

need.

Okay. Pat, do you want to see if there are any

questions?

PAT SATTERFIELD: I have a question in the chat

window about the apps.org listing. Was that one of the

things that was on the slide? We have to go back, I guess,

to see if we can find that.

All right. I'd like to find out if you all have

any feedback, any questions. I hope that what we've

accomplished today is just really to clarify what we were

actually talking about when we talked about UDL and the

connections with the other things that are already going on

in the classroom.

Hopefully you can extrapolate a little bit. If the

folks who are here who are rehab counselors, they want to

talk a little bit more about issues in terms of helping

students transition to post-secondary placements for work

or for further education, we'd be happy to help you do

that.

I don't know if we can do it as part of this time

frame, because I know our time is getting away from us, but

we'd be happy to help with anything that we have.

Are there any questions quickly? We do have

requests for the PowerPoint and for Jim Downs' e-mail

address.

As far as the PowerPoint is concerned, you are

welcome to share the PowerPoint. Please maintain our

copyright, our CREATE copyright, if you would. We

certainly want people to have this information as much as

possible.

And our notes in the notes section of the slides,

you can feel free to add your own examples or change that

part. But please maintain the integrity of the slide

itself.

LIZ PERSAUD: Thank you, Pat and Ben.

This is Liz with Tools For Life. Somebody asked

about getting the PowerPoint. And so I put up the Tools

For Life webinar page. We already have it posted up there.

And definitely, as Pat said, please maintain the CREATE

copyright and be mindful of the notes that Ben and Pat have

included within that PowerPoint.

And Ben and Pat, we really appreciate your

expertise today and in sharing of the materials that you've

created.

Somebody else, Patricia Embry, asked for Jim Downs'

e-mail address. And I didn't know, Pat or Ben, if you

could share that with us.

I think they're scrolling through. There we go.

It's up on the screen. It's jdowns@doe.k12.ga.us. So

there's Jim's information.

And I also wanted to thank you, Pat, for giving

Tools For Life a shout out in regards to our apps database.

And I went ahead and posted the direct link to that also in

the chat entry area. But everyone can also reach that just

going to the Tools For Life home page and clicking on the

apps database there.

If there's no more questions for Pat and Ben -- oh,

we've got one more question.

Kathleen Browne from Bryan County: What is the URL

for My Study Bar?

PAT SATTERFIELD: Liz, if I could add just one more

comment quickly.

I know that we didn't touch much on iPads and that

whole whirlwind that is spinning around us, the whole idea

of one-to-one computing. I'm sure that's going to change

our life a lot.

We have some schools here in Gwinnett County and

Gwinnett -- in Gwinnett we're going to be launching some

doing away with textbooks and only having electronic text

available to the students in those schools.

So there's lots of things that are changing. And

we're not leaving out that whole discussion about

one-on-one computing. I think it's very much up in the

air. And how different districts are starting to go down

that road is very different.

So there really just wasn't time to address that so

much today, but it's certainly something that we're going

to need to address moving forward.

LIZ PERSAUD: Thank you, Pat, for adding that piece

of information. We definitely agree with you.

And I went ahead and typed in the direct link there

for My Study Bar. And then I believe Ben added the little

circle there in regards to eduapps.org. So that's My Study

Bar.

And, Ben, you're absolutely right. It sounds like

another idea for a TFL webinar. So we should definitely

explore that. Appreciate it.

It looks like we have a few comments coming in,

just folks saying thank you. And I just want to reiterate

that from everyone here.

Ben and Pat, y'all are definitely experts in the

field. We know that you both are extremely busy, and we

appreciate your collaboration, your partnership, and your

expertise today. Wonderful information, and we definitely

appreciate your time.

I'm just going to jump here -- again, we just

wanted to encourage all of y'all to take a few minutes and

fill out the evaluation on SurveyMonkey. And I will also

type that in here into the chat area. It takes about five

minutes or less, and we definitely appreciate your

feedback.

It looks like we have another question here from

Andrea Roberson.

Andrea asks: Is it possible to have a similar

webinar for this subject in higher education?

PAT SATTERFIELD: Yes. And understanding that

that's absolutely necessary. Being that Tools For Life is

now associated with AMAC, AMAC provides all the

accommodations for the college-level students. We're

certainly interested in that discussion.

The main difference here is that you have to look

at, in the K-12 environment, student are captive, and we

make the choices for them, pretty much.

In the college environment, the curriculum -- we

can talk about how the curriculum is developed, but we

can't make professors do anything other than the way they

would set up their own classes.

So that's where we really need students to advocate

for themselves for their need for accommodations at that

level.

You've got the difference between, I'm looking out

for the student and providing the accommodations in the

K-12 environment. And in the college environment, you're

paying to be there. It's your responsibility to get what

you need to make the most of your learning.

So we certainly would want to have that discussion,

Andrea, and also include the folks from AMAC in that

discussion.

LIZ PERSAUD: Thank you, Pat. Definitely

appreciate that.

And thank you, Andrea.

I think you're both absolutely right. Now that

Tools For Life is here within AMAC at Georgia Tech, I think

that's certainly a topic that we can explore for a webinar

in the near future.

It looks like we've got a few more comments here.

Dru from VR in Perry says: That is where the VR

counselor and the DSP need to work together.

And then we've got Kathleen Browne with Bryan

County: Is it possible to have a webinar that promotes the

CPA/CRA approach to teaching mathematics, incorporating

VAKT opportunities for students?

Ben and Pat, I can let you take that, if you'd

like, that last question.

PAT SATTERFIELD: That actually sounds like

something we might need to have some mathematics expertise,

which I don't consider myself there. And we would probably

look to the GLRS. But it's not beyond the realm of

possibility that we could work with the GLRS in setting up

a webinar with that as the topic.

LIZ PERSAUD: Great. Thank you, Pat.

And we just want to let you all know, Kathleen and

Andrea, we're taking notes, and we've got this webinar

archived. So we've got your requests and your suggestions

for future webinars down, and we'll definitely research and

take a look at it.

Again, I just want to say quickly another thank you

to Ben and Pat. Appreciate your time. Appreciate your

expertise.

We appreciate everyone being on here today. It

looks like we had a great influx of participants throughout

the webinar.

We definitely appreciate everyone's time. Again,

we know everyone is busy, and you've got other options out

there. So we appreciate you choosing our webinar today.

Know that this is being recorded. We'll get the

recording up very shortly on the Tools For Life webinar

page. The PowerPoint is already up there.

Here is our contact information, my contact

information. I'll also put Ben and Pat's up there. And

feel free to get in touch with any one of us if you need

anything in the future.

And we look forward to seeing you all very soon at

our upcoming webinars. So thank you everyone. And have a

wonderful afternoon.

Thank you, Ben and Pat.