Assignment #2 (Research Paper Review)

Expanding Horizons For Students With Dyslexia in the 21st Century-UDL and Mobile Technology

   I began this assignment by reading Reid, Strnadov, and Cummings.  Within their work, they united the use of UDL principals and Mobile Tech.  They focused their attention on the flexibility and customizability of this program.  Engagement, multiple forms of expression, and representation are at the core of the UDL model.  The authors continued to stress how well UDL works when integrated with Mobile Tech.  This then makes UDL principals accessible to those with disabilities all the while allowing them to present, learn, and be engaged in their learning.  They also explained how the application of apps such as Text To Speech can make comprehending passages from a book accessible to students with dyslexia.
     Making connections between this reading and our course was effortless.  There are truly too many connections to list, therefore I have selected the importance of proper implementation of Mobile Tech.  Throughout our class we have discussed such subjects as creating student goals, communication with home, differentiation, and ensuring that we are teaching effectively when integrating this technology.  When introducing something of this magnitude as the authors and our learning suggests, we need collaboration with all those involved and be informed of not only the needs of our students, but the effective use of our Mobile Tech.

Using iPads With Students With Disabilities:  Lessons Learned from Students, Teachers, and Parents

     While examining this research paper it became abundantly clear that the authors were examining the importance of not only the use of technology within our schools, but also how to attain effective technology use as well.  They placed much of their emphasis on the benefits of technology (iPads) such as building language abilities from expression to sentence building as well as the benefits in regards to the impact on their motivation.  One key point was that apps could be used to bridge the gap between dependence and independence.  They stressed the importance of motivation and self confidence as key elements of student participation.
     Within one of our classes we looked at the importance of being engaged and feeling confident.  When any student cannot access the information or does not feel comfortable responding they will withdraw from the activities.  This can result in students writing less, using simple terms, and using simple text.  Both the reading and in class we also focused on the other side of the coin which is engaged student who feel they are capable students.  The end result is students who develop confidence and gain their independence once in formation is accessible to them with the use of a read aloud feature for a textbook.

AIM for Digital Technology

     Aim (Accessible Instructional Materials) is the idea that all materials used within the classroom be universally designed for all learners within the classroom.  The use of digital textbooks was a key component of the message relayed by the authors.  Digital books offer the flexibility of read aloud, adjusted font size, and video which can apply to students with hearing, or visual impairments to name a few.  The use of these resources permits teachers to break down accessibility barriers all the while increasing engagement and achievement.  The interaction that can be achieved with these books is truly second to none as students can also  take notes, highlight, or reinforce their learning with the use of other sources.
     In class we also observed the usefulness of digital texts.  While examining the book in class we examined such things are read along/ highlighting text.  Within the reading the authors introduced Dylan a boy who with the use of these digital textbook features reduced his reading struggles and allowed him to see greater success.  The elevation of engagement was also suggested with the use of this text and within the classroom.  Having videos and other resources at someone's finger tips offers yet more flexibility for student who may be visual or auditory learners.

A unit based approach to adaptations in inclusive classrooms.  Council for Exceptional Children:  Teaching Exceptional Children

     As the title suggests this is a systematic approach to applying UDL principles and Assistive technology to make the correct adaptations for student learning.  The authors considers adaptations to be changes to plans, goals, access to accommodations, low-impact Acc (adjusting how students are taught), and High-impact Acc which modifies the curriculum.  Their system attempts to realize success for all types of learners and disabilities.  To implement their approach they suggest six steps.  As opposed to listing them I would like to focus on step 2 and 6 which are determining student needs and evaluating the success of those adaptations.  Although this process is only attained when all of the steps are in place, however getting the students what they need to access information and evaluation their effectiveness are essential for this program to have success.
     Ensuring that mobile technology is used effectively in classrooms is a subject that was stressed both in the reading as well as in class.  I believe the author's focus is on not only using the appropriate technology, but also the assessment of its usefulness at the end of the process sends the message that evaluation of procedure is important.  It is this evaluation as mentioned in class that the presence of mobile technology in a classroom does not necessarily mean it is benefiting the students.  It is a diligent and focused approach such as the one in this article that can alleviate ineffective practices within the classroom.

Take the Pencil Out of the Process

     The author begins by expressing their goal of writing this research paper is to express her frustration with the continued forced use of pencil and paper even when it hinders student achievement.  She then presents her reasoning for the use of Technology in the classroom and the potential negative consequences of forcing students with fine motor skills problems to use a pencil for writing.  Keyboard use is something that can alleviate this stress and make writing accessible for autistic students with fine motor deficiencies.  These devices have the ability to level the playing field and allow students with these difficulties to produce written work without worrying about manipulating a pencil. Without this worry students will gain confidence and their work will be a true reflection of their abilities.
     As I continue to decipher the many abilities needed to complete tasks such as reading and writing from our class work, the author takes a similar approach to keyboarding.  She stresses the step by step process and information and basic knowledge that is needed to use and be successful when using a keyboard.  This relates similarly to our classwork since if one piece is missing when attempting to complete a reading task, the task cannot be completed.  The same can be said for a keyboard and its use with students.

What is Dysgraphia?

     This is a comprehensive explanation of dysgraphia as well as the issues it presents and the interventions to aid those who are living with the disability.  Dysgraphia is a written language output disorder, meaning those who suffer from this disability have trouble expressing their idea through writing.  Assessment of individuals with dysgraphia requires interventions as time, spelling, organization, knowledge, speed, and fine motor skills become a factor.  To aid those with dysgraphia the author suggests conventional proven instruction methods with the integration of assistive technology and keyboarding skills.  The author believes that proper diagnosis and the proper mix of technology and instructional practices are essential for aiding individuals with dysgraphia.
     For me the message and common thread is that we are to use technology in conjunction with our current(effective) practices.  As mentioned in class the use of mobile technology is to make information accessible and engaging.  In this case dysgraphic students will be able to express their ideas in written language with the use of a keyboard while still focusing on the fundamental instructional strategies that are needed for them to succeed.