by Christian David Borges
The pace at which technology evolves in our modern information-driven world can seem nothing short of overwhelming. The way we communicate, interact and understand the world around us seems to change moment to moment. Very often it is young people?our students, who are the first to understand, adopt and fully exploit the vast potential that comes with new technology. As educators, we are placed in a unique position where we must try to appreciate how our students are transformed by this constant evolution, at times regulate the extent to which students engage with these tools and at least in a very rudimentary way connect with them through the use of the technology. Yet as educators, we are oftenhesitant or even unsure of how to integrate this ever-evolving transformative technology into the classroom. More over, we are often at a loss as to where to begin. As teachers we cannot miss this opportunity to engage our students and adopt new approaches to delivering curriculum. The integration of technology ensures that all students, no matter their abilities, strengths or needs will be able to participate in and have an active role in their academic lives. The question then becomes, how? What follows are basic approaches any teacher can use to begin the process of integrating new technological tools into their already existing practices and routines. More than explicit instructions on how to use specific technology, software, tools, or how to assess what type of technology is appropriate for a particular student, the following offers some basic ideas and approaches to adapting new tools into established programs and classrooms.
Once an educator has made the decision to regularly integrate technology into the classroom and the tools are accessible, there are several fundamental ideas to keep in mind in order to ensure the successful and meaningful incorporation of it into the classroom. From the onset, it must be stated that the use of technology in the classroom is not an end unto itself, neither is it a panacea. Using mind-mapping or text-to-speech software, ebooks or an online learning environment will not ?cure? a student with behaviour issues, improve grades or teachstudents specific content. At least not without a sound program already in place. What technology provides is an opportunity to involve students in the learning process in innovative and exciting ways, allowing them to work with their strengths and accommodating their learning needs. When combined with good teaching practices, a flexible approach, well established routines, engaging lessons and a multifaceted approach to teaching that takes into account the strengths and needs of all students, technology allows all students to participate in rich and meaningful learning experiences and demonstrate wide-ranging forms of success. Technology should enhance and augment our sound and successfully established teaching practices.
To be successful and significant, the use of technology must become part of the everyday, regular routine in the classroom. Access to computers, interactive whiteboards and other equipment and software should not be seen as a reward or special event usage which students must earn. Instead, technology, like textbooks, pencils and manipulatives should be understood as other tools for learning. Like ?traditional?tools, technology must be integrated into the everyday experience and environment. Our students must come to understand the technological tools we use in the classroom as just other tools used to understand new concepts and processes. So then, when we are discussing physical equipment it makessense that the integration of technology into the everyday begins with the decisions we make in the placement of material when setting up the learning environment.
Consideration of where equipment is placed in the physical layout of the classroom is an important factor to consider when adopting technological tools into our programs. Teachers must ask themselves questions such as, What role will this technology play in the everyday routine? Is the equipment to be the focal point of the classroom? Will students have access to it throughout the day and can they access it on their own? While classroom set up is often a reflection of personal choice, consideration of what message the placement of equipment sends to students must be taken into account. When technology is placed where it does not occupy a place of prominence, where it is seen as part of the classroom as much as desks, blackboards or other tools, the closer we are to normalizing the role of technology into the everyday experience of our students. Teachers should ultimately strive to create an environment where we emphasize the idea that technology is not the teacher of our lessons or the answer to all difficulties, but rather technology is a tool to advance and deepen our teaching practice and student learning. For instance, the placement of an interactive whiteboard adjacent to instead of in front of an existing set of chalkboards may serve to illustrate that while we have access to the technology, we also emphasize already establishedteaching practices. Once environmental considerations are taken into account, we must consider how we incorporate technology into our everyday lessons, practice and assessments.
A common fear of teachers who are beginning to use technological tools in their daily routine is the perceived amount of time required to plan and integrate technological tools into their daily lesson plans. There is a misconception that teachers will have to rewrite much of their existing lesson plans to adopt these tools and must set special time aside each day for the use of technology into their lessons and student's practice. If educators accept that technological tools are not meant to replace good teaching practice but in fact augment and add to already existing approaches to teaching, then we do away with this misconception. Begin by asking how available technological tools can enhance or better reinforce our current lessons and activities.
Begin the implementation of technology slowly at first. Aim to adopt one type of technology into one lesson. Reflect on how that went and then decide if that would be the way to go. Eventually, as teachers become more comfortable with using technology themselves, its integration will become instinctual. The ultimate goal of using these tools successfully is to build them into our lessons in such a way that their use is"seamless"with what is going on around the class. Eventually, after teachers become comfortable with the use of these tools, it will become second nature to build the use of these tools into our lessons, student practice and assessment. Just as we would employ manipulatives or other tools, using text-to-speech software should be a daily choicebased on a given situation and a particular student?s needs. Beyond planning the use of these technologies in our routines, it is important to understand that, like many accommodations to our lessons and activities we already make use of in our classrooms, technology can be employed at any given moment and curtailed to a given situation and to a specific students needs.
When planning the use of technology into lessons, practice and/or assessments it is important to understand that with these tools comes variety and versatility. Each type of technology can be used in different ways and it is important to understand that not all students approach the use of technology in the same way. The beauty of technology is that it is ever evolving and varied. Students will come with their own comfort level and experiences. Allowing students choice in the type of technology, the extent to which and how that student will use it will go a long way in providing a rich learning experience.
To reiterate, here are some very simple ways to approach and understand the use of technology in the classroom:
The ultimate goal when using technology in the classroom is to provide all students no matter what their abilities, strengths and needs, with opportunities to fully engage in their learning and become active members in their education. Students will become empowered and more importantly confident in their abilities. Technology in and of itself is not an end. Rather, the gradual integration of technology that becomes part of the everyday classroom experience not only enriches the learning environment but will allow all students to more fully participate in their academic lives. If we miss this opportunity to engage students in their own sphere?thesphere of technology?we are missing out on vital and robust learning opportunities, particularly when we are challenged with creating an inclusive and differentiated learning environment. The integration of technology into the regular experience for all students provides a rich learning experience and in the end will provide almost limitless learning opportunities, limited only by the teacher?s and student?s imagination.
Christian Borges is a Special Education Teacher for the Toronto District School Board in Ontario. For the past eight years, Christian has been actively promoting and training other educators on the integration of assistive technology and technology into the everyday learning experience of students. You can visit his classroom internationally recognized website athttp://mrborges.edublogs.org.
by Lee-Ann Scott
The Ottawa Network for Education (ONFE) has created a website (www.onfe-rope.ca/at) full of videos and resources to help students, parents and educators explore the capabilities of assistive technology (AT) and make implementation as smooth as possible. The website focuses on computer-based AT and other tools? each for a specific purpose, such as reading, writing, or idea organization. The website and resources developed as part of this project are bilingual and fully accessible. The site has separate sections for K-12 (elementary and secondary) students and postsecondary (college and university) students, as well as resources for teachers and parents.
Just like a pair of glasses can help us see more clearly, computer-based assistive technologies (AT) can make tasks such as reading, writing or organizing information much easier. Students identified by the school board as having certain types of learning disabilities at the K-12 level may be given a laptop with specific AT software (funded by the Ministry of Education) to support their school work. The use of the AT would be identified in their Individual Education Plan. Using AT can level the playing field for students with learning disabilities when they are provided with the appropriate tools, learning strategies and home support.
Although necessary for some students, AT can benefit anyone. There are many types of software and even applications for handheld devices that can support learning, work and other everyday tasks. Just think of electronic calendars, voice recorders and even cameras? these can all be used to store and organize information. They can all be used as ?assistive technologies? in a broad sense.
Some students use one particular tool, while others may use a combination of tools to support their learning and the completion of assignments. For some students, support may be needed both at school and at home. As is the case with any new process or software, however, there can be a significant learning curve for new users. It can all seem overwhelming at first.
The impetus for the Assistive Technology Support Initiative (ATSI) came from a request by a school in Ottawa for volunteers who could support students using various AT software, such as text?to-speech or speech recognition applications. Through its Ottawa Volunteers in Education program, ONFE facilitates the contribution of over 160,000 hours of volunteer time to local schools ? but despite recruitment efforts and searching through hundreds of volunteers in its database, no-one with AT experience could be found. So how could willing volunteers be trained to offer the necessary support? How could we make introducing AT less intimidating for students? Furthermore, parents and even teachers new to AT were looking for more information and support.
After consultation with learning technology experts, ONFE decided to develop a series of AT resources for students, teachers, parents and volunteers accessible via the Internet. A committee was formed, including assistive technology professionals and learning strategists from all four school boards in Ottawa, and the planning began! ONFE received project funding from the Ontario Trillium Foundation, the Inukshuk Fund, the Cowan Foundation and from an anonymous donor. The project evolved to include two phases? phase one resources for K-12 and phase two resources for postsecondary students.
The ultimate goal of the Assistive Technology Support Initiative is to achieve synergy with the formal education system in order to enhance the academic success of students using AT for their school work.
At the K-12 level, neither volunteers nor any online resource can replace the role of the classroom teacher in implementing AT and helping students to use appropriate learning strategies. But students who are using AT for the first time are essentially tackling an extra curriculum? they are working through their classroom material while also learning how to use a whole new set of tools. Some children and youth may even be reluctant to begin using tools that their classmates do not have. Through the ATSI website, students, parents and teachers can access resources to support AT implementation. As an added support, the program is training volunteers to work with students one-on-one to help shorten the learning curve and increase acceptance for using new tools and methods.
Upon reaching the postsecondary level, some students may experience new challenges or limitations in applying methods that may have previously been adequate. New tools and strategies can help. Our resources for postsecondary students include information about how students can find and use applications to make the most of tools they already have, including laptops, smartphones and other handheld devices. Links are provided to help students locate appropriate support services at their campus.
Students, teachers and parents are partners in the learning process, and trained volunteers can be an important source of added support in the classroom. ATSI includes a customized component for each of these audiences:
ATSI resources were developed in close collaboration with the four Ottawa area school boards, local postsecondary institutions, learning disability associations and other experts. All resources are freely available online atwww.onfe-rope.ca/AT and are fully accessible and bilingual. Please visit and explore all our resources ? new learning modules for elementary and secondary teachers will be added in fall 2011!
Lee-Ann Scott is the Director of Ottawa Volunteers in Education, an Ottawa Network for Education program. Lee-Ann began her assistive technology journey several years ago, while trying to support her child?s learning. Lee-Ann recently completed professional development programs at Cambrian College: Learning Disabilities Specialist Assistive Technology Trainer and Learning Strategist. Lee-Ann?s hope is to sharewww.onfe-rope.ca/atresources and information to help students become independent learners while allowing their strengths to shine.
by Cindy Matthews
Visualize the perfect classroom. In it you would notice couches, cosy seating arrangements on the floor as well as tables and comfortable chairs for conferencing. An aquarium stands in the right hand corner, three brightly coloured stools in front of it. Lighting can be softened via a dimmer switch. Abundant natural lightwould help the indoor plants thrive. Plentiful up-to-date computer technology like Smart Boards, smart phones and laptops would be accessible, easy to use, and helpful for all those who need / wish to use it. Students would be learning cooperatively on problems posed by a teacher facilitator. Some would be tapping out text responses via cell phone on a blog.
Utopia, isn?t it? But why should it be? If we are serious about universal design for learning, access to a learning environment that actually can help ALL learners learn optimally would look very much like what has been described in our model classroom.
Since I began my career in special education over thirty years ago, one area of significant change and evolution in classrooms is in the area of technology. I invested many a night reading novels into a tape recorder so that the next day senior elementary students could ?read? with their peers, head phones wrapped precariously around their ears as they tried to ?fit? in. In this article, we explore benefits and necessity of integrating technology into the regular classroom and reflect upon some of the challenges that lie therein.
Technology in the classroom is merely a tool for learning just like an educational assistant, a dictionary or even a desk. Through invitation and then exploration, students should be offered opportunity to explore computer software. Some students are, of course, more relaxed about taking these initial risks than others and often step up to invite more reluctant students (and staff) to take experimental risks with technology. A peer using a coaching model with other peers enriches the technology experience.
But, unfortunately, some schools do not prioritize acquiring sufficient technology (hardware and software) for their classrooms. The reasons for insufficient technology in a classroom are many such as lack of funds to having other priorities. Creative school administrators can find funds through approaching school councils and making a case for technology. Some staff members, though, philosophically believe that the burden of paying for technological advancements remain with the Ministry of Education and that using fund raising dollars to buy technology gives the wrong message to the government and the public.
Further, some teachers are afraid or unwilling to learn more about how to use technology with their students regardless of the needs of the students. Principals must believe that modern technology is a necessity and through those beliefs, persuade teachers to be sufficiently and competently trained and supported to use technology in their everyday planning, programming and assessments of student learning.
Kim Gill, a special educator at Ryerson Public School, Cambridge, Ontario, embraces technology for her students. During observations in her classroom, this writer noted that while some students demonstrated more comfort with hardware like I-Pads and the Smart Board, others merely needed some subtle coaching and redirection from peers, educational assistants or the teacher. Comments like ?why don?t youtry this? or ?I clicked on this? really were all that was required to help a student get back on track. But, without an advocate of technology in both, Gill and her principal, Peter Berndt, this technologically-inviting classroom would not exist.
Many students may not have technology in their homes or have access only when technology is available at school. Therefore, it is imperative that educational facilities prioritize purchasing and offering access to technology to students in order to improve student learning. Some students do not possess, for instance, sufficient reading skills to decode print in their grade seven history textbook and software like Kurzweil, a text-to-voice program, can remove that barrier. The software, if the student is savvy enough and willing, can allow for independent access to readings that s/he would never normally be able to take in unless a paired oral reading opportunity existed or the text passage was tape recorded prior to the lesson. This type of software needs to be in every classroom but often it is available only through special education services or a centrally located room away from where that student might be learning their lesson.
The reality is that not only do some students lack technology options in the home, they actually also lack access to these devices in their classrooms. How the allotted computers in a school are used varies. Some school administrators, with or without staff input, allocate most computers to be equitably distributed among classrooms in the school while others put all machines into a lab so that a class set of computers sits in one classroom. Teachers sign up for an opportunity once a week or so for a limited session to do word processing or an Internet search. Therefore the bulk of time is spent off-screen. And it?s the student who loses out.
A number of years ago, teachers in Ontario were encouraged to plan and program using Universal Design for Learning (UDL). Originating in architectural studies, design and flexible use of physical structures saw adaptations to structures in order to assist multitudes of users. Examples are including ramps building design. Ramps benefit not only people who use wheelchairs but other users such as caregivers with strollers or people with walkers.
UDL uses innovative media technologies in order to facilitate access to curriculum. Implicit in UDL means teachers consider and design instructional materials and activities that permit all learners to achieve learning goals.
Let?s face it, the vast differences in the sea of learners is incredible. There are those with variations in ability to speak, hear, see, do, move, write, understand, translate from English, express ideas, attend, organize, engage, remember?and the list goes on and on. Examples of UDL include and are not limited to the following: spell checkers, access to websites, electronic versions of textbooks, captioned or narrated video, built-in audio speakers to amplify instructor vocals in every classroom, voice recognition software, word prediction software, pictures, and captions.
An expectation in UDL is that these instructional design features are built-in BEFORE lessons begin, not later in the process as an after-thought. This kind of technology and philosophy means teachers CAN reach all students. Those students with specific special needs requiring access to specialized equipment, like wheelchairs and visual and communication aids still continue to have those needs. But building accessibility for all into buildings and classrooms contribute to maximum inclusion of learners from the onset.
The biggest detriment to a teacher?s lesson is student lack of engagement. The only person who owns that is the teacher. Students do not lack motivation or engagement because something is inherently wrong with them but rather it?s the ineffective way the teacher is teaching.
For example, Child and Youth Worker, Chris McMillan, has noted in the behaviourally focused classrooms he has worked in that technology is very beneficial. It helps students ?make gains in work time completion, vocabulary expansion, and writing / typing.? Confidence also can soar. Some students have never completed work in other settings before without staff constantly intervening to keep them ?engaged?. Yet, once technology manipulation has been taught to students, independence is the goal and many students have evidenced savvy confidence in using technology to finish tough tasks like math problems. Taking away the pencil and replacing with an Alpha Smart (also known as a Neo) or other keyboard is often sufficient manipulationof the learning environment. Self-directed learning is often the result. McMillan states that built-in options like dictionary, synonym finder, highlighting and footnoting in programs like Kurzweil allow students to learn and use these concepts where in other formats they did and would not eventry.
Harley Kaufmann-Sacrey would agree that availability of technology in classrooms is very beneficial and when contemplating it, people should not assume that technology refers only to computers. Kaufmann-Sacrey is a special needs student who required and was offered enrichment programming. Unfortunately, the building in which the enrichment was offered had stairs. For most students this is a non-issue. For Kaufmann-Sacrey, who gets around via a wheelchair, it meant that when he wasyounger and physically smaller, he got carried to the classroom to meet with cognitively similar peers from other schools. Later his peers met with the specialized teacher and him at his home school, an accessible school. When the district enrichment program was provided with a stair-glider, Kaufmann-Sacrey could independently navigate the stairs and be with his same age, cognitively superior peers during their once-a-week meetings.
Automatic doors, stair-gliders and elevators have become more widely available in schools in the last few years. For Kaufmann-Sacrey, pushing a button to open a door is much more desirable over manipulating a heavy metal door from the seat of a wheelchair. He was grateful that physical barriers like bulky desks and classroom obstructions were anticipated by his stellar in-school support team.
He appreciates computer technology, too. During his earlier years in high school, he used an electronic typewriter (Neo) in a resource room for students with orthopaedic needs. Eventually that tool was replaced by a laptop. A teacher habitually using technology was also beneficial. For instance, having access to PowerPoint slidesprovided by the high school teacher during class and lecture notes later posted online, he liked being able to print those notes off to which he could add sidebar comments. Software programs like Inspiration (a graphic organizer program), Kurzweil (text reading software), Dragon NaturallySpeaking(voice recognition software) and Microsoft Office were offered in high school and continue to be available as he transitions to university in fall, 2011.
An educational assistant with twelve years in education requested anonymity. In this article, this writer calls her Orin. She has observed that there is a lot of technology in schools like Smart Boards and FM (frequency modulating) systems. Technology can be quite powerful but requires the commitment first and foremost of the special education resource teacher. Someteachers rely too much on the educational assistants to set up and program for special needs in the classroom. From Orin?s view, the teachers should be programming and creating modifications with the educational assistant assisting with the implementation directly with the student (client).
Orin resents being the one to program, doing things like creating picture symbols on the computer using a Mayer Johnson Inc. program, Boardmaker, and facilitating the use of a laptop with students on assignments designed by her. She believes this should actually all be done by the teacher. The teacher is in charge of the classroom program and assessment yet most tend to lean too much on the educational assistants designated to their classrooms. Further, Orin believes from her vast years of experience in education that the programs designed by the resource teachers are often too challenging for students and should be more life and social skills based.
Using up-to-date technology with students in both elementary and secondary school classrooms is highly recommended and necessary. Teachers, support staff and students all concur that it is needed and not just with those with special needs. Availability and professional development support for integrating technology into classroom best practice are required. While it is not without potential challenges, to ignore integration of technology into schools would be akin to still using the chalkboard as a major communication tool during lessons.
Let?s not permit fear of change to limit the potential of our students but rather let?s embrace what modern technology can do to motivate students to do what they are there to do: learn.
Cindy Matthews works as a vice-principal of Care, Treatment, Custody& Corrections and Enrichment for the Waterloo Region District School Board. She has been a teacher in both elementary and secondary settings with the bulk of her experience with children with special needs. Cindy is also an online instructor of additional qualifications for Queen?s University, Kingston, Ontario, facilitating learning with teachers enrolled in SpecialEducation Part I and Part II as well as the Behaviour course. Cindy writes on educational topics as well as other topics. You can find more of her writing atwww.cindymatthews.ca.
by Christian David Borges
The concept of Universal Design, with it?s origins in architecture and urban planning, has had a prolific and profound influence on other aspects of our societal makeup. The same underpinning principles, from which Universal Deign emerged, namely accessibility and equitable treatment for all, have also gained wide acceptance in otherareas, particularly in educational philosophy and pedagogy. As awareness of different learning styles and multiple intelligences become widely accepted, the understanding and insistence that all students have equal access to education and prescribed curricula have become universal. Technologicaladvancements have made the adaptation of Universal Design into the realm of education both relatively simple and ubiquitous. Computers, the internet, instructional software, multimedia and telecommunications have all made education more accessible, forever changing the way teachers educate and students learn.
Probably no other technological advancement has so revolutionized all aspects of teaching and learning than the computer. Often referred to as the great equalizer in regards to students with exceptionalities, computer technologies offer students with exceptionalities the opportunity to access and interact with information in a variety of ways. For instance, with the aid of simple and common word processing programs, students can alter digitized text by changing font, font size, and colour, as well as cutting and pasting and reorganizing information into manageable chunks. Doing this provides students with Learning Disabilities access to information who otherwise may have difficulties organizing information,and to students who struggle with short-term memory recall, such as those with Acquired Brain Injuries. The ability to create and manipulate digitized text also assists students with fine motor difficulties who may have trouble creating handwritten output. Specialized computers, such as those found in the Language Labs across the Toronto District School Board, are equipped with special software, such as Kurzweil 3000 and Read and Write, which allow students to change written text to speech as well as allowing students to digitize and manipulate textbooks and other hard-copy material. These programs benefit students with Learning Disabilities, particularly those with language and reading difficulties, by allowing students to hear the text without necessarily modifying the text?s grade level or age-appropriateness. Other programs such as Dragon Naturally Speaking allow students to turn speech into text thus allowing students who have trouble physically forming letters or those who have physical exceptionalities to create work independently. With current advancements in both computer and internet technologies, it is possible for students to utilize instructional software,research information via a visit to a website, and engage with multimedia and even communicate via telecommunications, which are routed through the internet.
The basic principles of accessibility and flexibility that defines Universal Design are epitomized in the Internet. Not only is it a network of information and multimedia, the internet provides a way for people to connect and communicate instantaneously and in real time. It allows people with disabilities to ?pursue careers, research, and friendships as never before.? (DO-IT, 2009) In its simplest form,the Internet allows all students to have access to information which can allow them to expand their knowledge of a particular topic or gather background information that may clarify new concepts. According to The Access Center, an organization that specializes in adapting Universal Design into educational environments, the principles of Universal Design dictate that teaching tools be salient and age appropriate. (American Institutes for Research, 2004) The Internet, as a teaching tool, allows students to ?find current and real-world examples of concepts that can make information more salient and grounded." (American Institutes for Research, 2004) For students with Mild Intellectual Disability, for instance, who have great difficulty with abstract concepts, concrete real-world examples allow them to understand new and more difficult concepts easier.The Internet is also an alternative avenue through which students can communicate with others and participate in colloquial discussions and distant education. The Internet also provides students with physical and other exceptionalities to access education in new and innovative ways through the use of online telecommunications technologies.
Telecommunications have become ubiquitous in all aspects of daily lives. Specialized telecommunications technology via the internet tools ?such as those used for distance learning, telecommuting, and videoconferencing enable [people] to connect with one another from almost anywhere and at anytime.? (Burgstahler, 2006a) For students who may be deaf or hard of hearing, this way of communicating or accessing a course will negate the need for special accommodations such as FM systems. Students who are physically unable to attend a course in given location will also benefit. Students with physical exceptionalities who may require accommodations such as ramps, special transportation, special seating, or a host of other needs can participate in an online course without such adaptations. Another form of telecommunications technology, which can be used with students with speech difficulties, are text options or modified keyboards to communicate, whichstudents can access and engage with what they are learning. Telecommunications technology, mainly through the Internet, can be utilized by students who require extra assistance with the content they are learning at school. An organization called Ability Online has developed an online support network where students with Learning Disabilities can access tutors 24 hours a day. In this way students are never left without academic support. Beyond the telecommunications aspect, current Internet technologies allow students to engage with concepts through access to multimedia, which greatly enhance the educational experience.
A teacher may employ the use of multimedia and telecommunications technologies to ensure that the principles of Universal Design are adhered to in the classroom. The use of multimedia and telecommunication for instructional purposes allows a teacher to represent a concept in a variety of ways as well as appealing to the students? multiple intelligences and learning styles. (American Institutes for Research, 2004) By using computer-based simulations or virtual tours that include text, audio and/or video description, self-directed ?tours?, and a host of other aids, many students can engage and understand difficult concepts. (Burgstahler, 2006) The same can be said for the use of video documentary, computer programs and audio resources. Forstudents with language or reading Learning Disabilities these types of tools will allow them to understand new concepts without relying on reading. Utilizing captioning on certain types of multimedia such as DVDs and television programs, students who are deaf or hard of hearing will have access to the same content as other students. Students who have Learning Disabilities that affect their processing abilities also ?benefit from hearing and see¬ing the spoken word simultaneously.? (Burgstahler, 2006) This allows students to make the connections between the content information and the meaning behind what they are watching.
The use of instructional software allows students of all abilities to engage with material and content that is?challenging, salient, and age-appropriate.? Today, many textbooks from a wide range of subjects are available with corresponding software. (American Institutes for Research, 2004) Such software often provides text-to-speech features, decoding and comprehension support, and additional information. For students with reading difficulties like dyslexia, students can use the instructional software to utilize ?decoding supports and text-to-speech features [often] incorporated into digitized ? books, which enhances their ability to access this content.? (Burgstahler, 2006) In some cases, these resources also come with ?educational games? or ?fun? activities, which students can engage with and acquire skills and practice. This type of instructional software does not differ from the content or grade level of the corresponding traditional textbook but instead allows students to access the content in a different way. In this way, instructional software adheres to the notion of Universal Design by way of allowing flexibility and openness of access. A recent study found that struggling students who engaged with texts in digital formats where decoding and other supports were available were more likely to be motivated to read because the content was grade appropriate yet challenging enough. (Burgstahler, 2006) Another aspect to instructional software is that many of the programs available, such as the Math Quest CD-ROMs, are created with built-in scaffolding and cues. These types of programs ?assist with activities such as word recognition, decoding, and problem solving.? (Burgstahler, 2006) This type of software allows students to build on or access previous lessons or ideas when working on new material.This type of design works well for studentswho may have recall difficulties.
Computers, the internet, multimedia and telecommunications, and instructional software have allowed educators to adopt the concept of Universal Design both at the planning level and the teaching level, ensuring that all students have an equal opportunity to learn from the same material and content, without necessarily having to alter the content to meet the needs of the student. The conventional materials (i.e. textbooks, books, ?pen and paper?, etc.) used in classrooms rely heavily on the mastery of text-based, language-oriented learning. To a large extent, this excludes students who have language, processing, and even memory difficulties. These materials also lack the flexibility of more advanced technologies, ?often requir[ing] students to adapt to the curriculum.? (Firchow, 2002) In a sense, the more traditional materials tend to limit the ways in which teachers present the content, the ways in which students participate or interact with the contentand the ways in which students respond to the content. Technology allows students to access knowledge in many ways and is flexible to ensure that a wide range of students are able to take part in their academic lives.
Christian Borges is a Special Education Teacher for the Toronto District School Board in Ontario. For the past eight years, Christian has been actively promoting and training other educators on the integration of assistive technology and technology into the everyday learning experience of students. You can visit his classroom internationally recognized website athttp://mrborges.edublogs.org.
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