Jun
17

How Do I Get “Buy In”?

How Do I Get "Buy-In"? How Do I Get "Buy-in"? written on chalkboard with pencil, ruler, and chalk nearby.

“How do I get “buy in”?” It's a perennial question many educators ask throughout their careers. How do I get my student to try new assistive technology? How do I change mindsets to create universally designed lessons/environments? How do I encourage caregivers to model and provide a student’s communication device wherever they go?

Much of it boils down to creative marketing, or messaging from multiple sources/formats, and persistence. Here are a few ideas you can seamlessly incorporate into your day to day:

  1. Get your students on board. This has been a time tested proven strategy for me. When I introduced the Expanding Expression Tool (EET) to a class of middle schoolers, teachers were hesitant to adopt another tool. It was viewed as too much of a time commitment for something that may not work. What quickly convinced the teachers to “buy-in” was seeing how their students looked forward to our weekly EET writing sessions and when they independently requested an EET visual support for other writing assignments. The students enjoyed selecting their subject for writing and sharing their interests with the class. Ultimately, their teachers were convinced with impressive writing quality and quantity!
  2. Tie in real-life success stories. Sharing student success stories with your colleagues can help spark “a-ha” moments. If you need a bank of these to draw from PATINS has a playlist of success story videos showing students gaining tools to communicate, improving their literacy skills, and independently reaching higher academic success.
  3. Keep it top of mind. When introducing new tools or ideas, bring it up anytime there is an opening in the conversation. Staff meetings are a great time to connect your ideas to what teachers are already doing. Also, there are many creative ways to share the information such as hanging posters or filling bulletin boards in hallways or common areas for all to see research based strategies. You might even schedule a PATINS no-cost professional development session to help you demonstrate the importance of Accessible Educational Materials, Assistive Technology, and Universal Design for Learning.

While you may feel like a broken record for a little while, with creative marketing and persistence; eventually your efforts will pay off as colleagues and families “buy-in” after seeing the benefits for their students!

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May
05

P2: Power of Peers

P2: Power of Peers P2: Power of Peers

Oregon Trail taught me how fun and frustrating it would be to travel in the 1800s, Floppy Disks taught me how to transfer data from computer to computer, Moon Shoes were so neat, Gak Splat was a great game that I played with my brother, Trolls were one of my favorite toys, Nintendo 64 was ultimately better than PlayStation but made our thumbs sore, I learned that Carmen Sandigo was possible to catch, Mavis Beacon taught me how to type, but my peers taught me American Sign Language. 

My peers taught me another language, although they never were in my classroom. Instead, I was a peer that had the opportunity to visit the "hearing impaired classroom" now referred to as “deaf/hard of hearing or DHH classroom”. I would spend the morning with about five other students that used ASL and/or Spoken English to communicate. They had a dedicated teacher of the deaf with a dual license in speech-language pathology and instructional assistants in the room. I was a peer model in their classroom. I would participate in their morning meeting time, practice vocabulary, etc. 

One morning I was with a peer in the class play grocery store learning about shopping and grocery item vocabulary and money. The student I was with was upset due to communication barriers, he used ASL and wore hearing aids. I remember signing with him and all of a sudden it seemed that he started yelling and running around the room. I remember thinking “oh no! I upset him today!” I jumped up to let the teacher know what was occurring and he started to tell the teacher that he was so happy and excited. I remember thinking “what? What is he saying?”  

He was shouting that I was signing to him fully in ASL. He was excited that one of his peers was signing full sentences to him. I was communicating with him in a peer setting like kids typically do. However, he hadn’t experienced that until fifth grade. 

I am not sure where he is today. But that memory is something I think of often when I talk to school districts, educators, families about universal design and the power of peers being with their peers.  My peers changed and shaped my life and my career choice. My peers belonged in my fifth-grade classroom so they could change and shape every peer's life, not just the one peer model in their room. 

What types of programs are you seeing in your school district to ensure all students are with their peers?  If you have a program, research or tools to share consider putting in a proposal for the Access to Education State Conference! We would love to hear your story! Submit your proposal by May 14th

PATINS can help your staff and school teams with professional development in UDL and AEM. Join over 14 school districts next year with The AEMing for Achievement Grant in building your district’s UDL and AEM policy and procedures to ensure all students have access to grade-level curriculum and their peers! The grant application is open to apply now! 

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Apr
30

What You See May Not Be What You Get

For this week's blog, I'm beyond delighted to share an incredible story of a student's communication journey to success experienced by my AEMing for Achievement grant team in Perry Township. I'd like to thank two members of the grant team, Callie Herrenbruck and Kelsey Norris, for their collaboration in sharing this story. Please enjoy!

I have this student. You most likely have one, too. This student is what I would call a communication conundrum. It’s not that this student doesn’t communicate, because he most certainly does, but when asked if unfamiliar individuals understand what he is attempting to communicate? Probably not.

Student from blog seated and smiling
This student most often communicates to express enjoyment, request preferred objects and actions, and refuse non-preferred activities and objects. He does not (YET) verbalize but will vocalize using a variety of pitches depending upon the context. He moves his body to convey his refusals and moves others to make his requests. This student’s laugh is one of the most infectious ones I’ve ever heard, but when he is upset he has significant self-injurious behaviors.

I, along with this student’s teachers, other therapists, and paraprofessionals were constantly attempting to find the “magic tool” for communication. This is where we have all thanked our lucky stars that our school district was one of the AEMing for Achievement Grant recipients, as being a part of the grant includes a communication package!

Members of our grant team and the teacher of record (TOR) met with Jessica Conrad for an in-depth problem-solving session. Several topics were discussed during the session including behavior(s), motivators, previous trials, and goals. The best part of the session was having someone from PATINS who is extremely knowledgeable about communication and communication tools, along with having access to a variety of resources, share their knowledge with the team.

Following the problem-solving session with Jessica and members of the grant team, this student’s TOR, and the rest of his team, put the suggestions to work. One of the suggestions was to use a mid-tech device (Logan ProxTalker). The device was borrowed from the PATINS Lending Library. Almost immediately, this student “picked up” use of the device to request desired objects and actions. He had NEVER done this with any other communication tool! Absolutely amazing! This student’s family then met with the team to learn more about the Logan ProxTalker-- how the student uses it at school, and what the next steps would be in obtaining his own device. Upon seeing this student use the device, they were blown away, to say the least! Watching their reaction to him using the device was one of the best moments in my career.

This student continues to appear to prefer using the Logan ProxTalker, as opposed to other communication tools to make requests. I will be honest and say that he does not love communicating with the device every day. He may even meander away when prompted to use it, but don’t we all have our days?

Student from blog seated in classroom pursing lips in disapproval
So, is what you see really what you get? ...not necessarily. If you didn’t know this student, you might see him putting cards on a machine and the machine talking. What you don’t see is the progress he’s made in being able to effectively communicate his wants and his likes/dislikes. You might not see him participating in joint attention with an adult regarding his interests, and you might not see the relief his parents show when this student demonstrates growth in his communication! Thanks again to PATINS for helping our team and this student to grow in his communication capacity. As the Starfish Story says, “It made a difference to this one!”

Written By: Kelsey Norris and Callie Herrenbruck, Perry Township Schools | Pictures used with parent permission
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Apr
21

From Ireland to Arizona


From Ireland to Arizona

three young women hiking the Grand Canyon in shorts, tank tops, and hats. The sky is blue with a few white clouds.

If you are reading this from Indiana, you may, like me, be looking out at tulips in the snow. It will be gone by this evening, but not soon forgotten in this year of adapting because you really have few choices over your circumstances. 

I had the pleasure of meeting our PATINS guest bloggers for this week at our Mid-Winter Online EdCamp. Ellie Sear and Nina Koeppen are juniors at Butler University studying elementary education. They participated in our sessions about assistive technology to learn about resources and shared their own pandemic story of needing to adapt when they found out that their year of studying abroad had been cancelled. Ellie and Nina met as freshman roommates and here is their pandemic adventure story: 

Ellie and Nina smiling from a beach with some street food

Late at night in our freshman year dorm, we would lay in bed dreaming about studying abroad our junior year. By sophomore year we had put together a plan to leave Butler in the fall of 2020 to continue our studies of education in Northern Ireland. We researched about what type of clothes we would need to pack, what classes we could enroll in, and even watched videos about the accents people in Northern Ireland may have. Our dream was becoming a reality. Then, COVID-19 took the world by storm. We received the heartbreaking email that our study abroad dream was no longer a reality. It was devastating. 

Rather than adventuring to Northern Ireland in the fall of 2020, we moved back onto Butler’s campus. While we were disappointed by the effects of the pandemic, we were determined to make the best of the situation. So, we started brainstorming ways we could travel and experience new things safely and responsibly. 

We reimagined what studying abroad meant and created our own experience. During this semester, Spring 2021, we have traveled across the United States. We enrolled in online classes and planned to live in Florida, Arizona, and Colorado. Since January, we have lived on the beach, in the desert, and the mountains. Along the way, we have stopped at National Parks and breathtaking cities and monuments. We have learned how to broaden our horizons despite the unforeseen circumstances 2020 would throw at us. While it is not Europe, we have come to love exploring the United States.

Unlike study abroad, where you would still have a college campus to call home, our semester-long trip has been completely remote with no “home base”. Our connection to school has been solely Zoom meetings, Canvas assignments, and our lifeline of Google Drive. 

We were somewhat used to remote learning from the unforeseen circumstances of March 2020, but fortunately, all of our classes were in person during our Fall 2020 semester so going back to remote was an adjustment. This journey has taught us a lot regarding how much technology means in the world of education and how it can be a powerful tool in building connections. 

Luckily, we have been able to keep in contact with professors to work on projects remotely, maintain relationships with classmates over Zoom and FaceTime, and still feel a part of the Butler family we have back in Indiana. We would have never been able to have these social, historical, and cultural learning experiences if we did not have this technology to connect us. 

We both are planners. We have both had a four-year plan since the first day of freshman year, with most of our classes being taken together. This trip seemed like the perfect way for us to step outside of our comfort zones with someone we felt safe with. Both of us can agree that we would not have seen this much of our own country had it not been for taking this chance. Being from Illinois, the prairie land, we have pushed ourselves to hike the Grand Canyon and Ski in Colorado. It was easy for us to accept the fate that seemed to be in front of us, no longer being able to study abroad, but we wanted to take advantage of any opportunity to grow our independence and awareness of the world.

A far off silhouette of Ellie or Nina on top of a sand dune at sunset

I (Bev) hope these ladies land a teaching position in Indiana. We need great planners like them who are also willing to release the plan, face a hardship, and embrace adaptability. Ellie and Nina have become participants at our Tuesday night Twitter Chat. We hope you’ll join us too to hear more about their teaching journey.

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Apr
08

Employee of the Year

Employee of the Year Cheesy 1990s school photo featuring a cream colored chihuahua looking off in the distance as the misty backdrop set against a neon laser background, with another picture of the same chihuahua in the foreground looking at the camera with

I had a student we’ll call Todd. Todd’s favorite things were the zoo, reading animal books, and quizzing people on their animal knowledge. One of my favorite days working with him started with a very rough morning with a writing assignment.

“It’s a letter to anyone,” his teacher explained. “We’ve been at this all morning and he only has one word written.”

Todd looked crestfallen. After animals, pleasing adults was one of his favorite things. His teacher knew that if Todd hadn’t started something, it wasn’t because he was “stubborn” but he struggled to get started with new tasks and needed another way to approach it.

We went back to my "speech room" and looked at the blank paper. I had lots of tools at my disposal: adapted pencils, keyboards, voice dictation software, wiggle seats, kits and binders of visual supports for writing, and of course I had free access as an Indiana public school employee to the PATINS Lending Library to borrow whatever I thought might help Todd. I thought of my tools, I thought of Todd and what he needed and remembered his special nerd power.

“Do you want to write a letter to a dog?”

Todd nodded, still a little hesitant after an hour of trying to write and nothing coming out.

“You could write to my dog, if you wanted. She would write you back.”

“You have a dog?!”

So I told him about my chihuahua, Winnipeg. Winnie was abandoned on the street in Indianapolis and we adopted her. She loves blankets, snuggles, and sandwiches. I had a hunch she loved reading and writing letters.

Todd immediately scribed five sentences (one of his accommodations, since tools like speech-to-text software were not accessible for him), and put the periods and capitalization in himself:

Dear Winnie,

Don’t eat all the treats. Why are you a little dog? You are a good loving dog. Play tug of war with Mrs. Conrad. Don’t wake your dad Winnie.

Love,

Todd

It may never make it into a library or be critically acclaimed, but it is one of my favorite written works a student has ever produced. I felt like Winnie earned Employee of the Year that day. Relationships paired with the best ways for access wins every time.

Some of our pets have put in more hours and done more service to humanity in general and Indiana students specifically than they’ll ever understand. They’ve been especially treasured and faithful companions this past year, while we spent way more time on “their” home. They are therapeutic little creatures who remind us to enjoy simple pleasures, take care of ourselves, maybe take a nap in the sun sometimes.

If you’d like to see some of our PATINS pets, I created a short quiz. See if you can guess what pet belongs to which staff member!

Todd got his letter from Winnie the next week, and he was rightly suspicious:

“Did she write this by herself?”

“Good question, what do you think?”

“She can’t use a pencil.”

“No, she can’t.”

“But maybe you can scribe, like how you do with me.”

“I think that’s a great idea.”

I'd love to hear about your pet and the little acts of service they do for you, your family, or students!

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Mar
25

PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates!

PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates! Tech Expo PATINS Project with IN*SOURCE. Virtual 2021. Students and teacher using assistive technology.

Around this time last year, you pivoted with us to the first ever virtual PATINS Tech Expo with IN*SOURCE allowing us to ensure the health and safety of everyone, while also bringing you high quality presentations, resources, and time for connection. It still amazes me how quickly everyone -- attendees, presenters, PATINS/ICAM staff -- adapted for a successful event!

As I am currently writing this, a small part of me is waiting for the frantic rush to get everything into place for the second virtual PATINS Tech Expo 2021 with IN*SOURCE like last year. I have checked my to-do lists many times, communicated with presenters/exhibitors, and assigned duties to our top-notch PATINS/ICAM and IN*SOURCE staff. Everything is running on schedule and humming along nicely for April 15, 2021. (Knock on wood!) What’s left to do? Get excited!

PATINS Tech Expo 2021 with IN*SOURCE has new and improved features and extra perks for the virtual event! With a record number of presentation submissions, we have added 4 additional sessions from amazing organizations dedicated to support students. That’s 24 presentations to choose from to earn up to four Professional Growth Points (PGPs)! Due to popular demand, we have divided the sessions into strands to help you determine the best presentation agenda for you. The strands are:

  • Access
  • Advocacy and Social/Emotional Services
  • Communication
  • Deaf/Hard of Hearing and Blind/Low Vision
  • Literacy
  • Tech Tools 

Your time is limited and valuable, which may make it tricky to choose only 4 sessions. Even if you are not sure if you can fully commit to attending live, we encourage you to register for no-cost to receive access to presentation/exhibitor information as well as presentation session summary videos for the opportunity to earn up to two more PGPs!

A major upgrade for the 2021 event is the opportunity for attendees to speak with exhibitors live! There are currently close to 50 organizations eager to share their transformational products and services with Indiana administrators, educators, pre-service teachers, families, and advocates. So even if you only have 10-15 minutes to drop in, visit the Exhibitors to learn about products and services which can support your students’ academic, communication, and social/emotional skills.

I hope to see your name come through on our registration list before April 12, 2021 when the form closes.

If you would like to start the Tech Expo 2021 celebrations early with us, download and use one of these free themed virtual backgrounds on your upcoming video conferencing meetings!


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Mar
11

Accessible Materials & Competent Authority: A Step Closer to Equity & Access in 2021

In October of 2006, I was an assistive technology (AT) coordinator with PATINS and just four months into the job! As if the world of AT and Universal Design for Learning wasn't overwhelming enough to a new PATINS Coordinator, fresh out of the Intense Interventions classroom, I was about to be tossed head-first into the world of Accessible Educational Materials (AEM) as well! With help from Jeff Bond, I started the NIMAS and Digital Rights Managers (DRM) Podcast on October 6, 2006, when the Indiana Center for Accessible Materials (ICAM) was officially opened to the state of Indiana.

The ICAM was created that October of 2006, to support Indiana Local Education Agencies (LEAs) in meeting the
National Instructional Materials Accessibility Standards (NIMAS) Regulations of the IDEA 2004. Provisions in this federal mandate require state and local education agencies to ensure that printed textbooks and related core instructional materials are provided to students with documented print disabilities in accessible formats in a timely manner. This was a huge step forward for access in that it was, essentially, the federal and state governments acknowledging that specialized formats of the same content was a necessary accommodation and that denying access to information because of a disability was a civil rights issue! While we were all beyond excited for this, we also saw the "fine print" that limited who could serve as a competent authority to qualify students with print disabilities, in order to receive these specialized formats. It was right then, that many of us committed to doing whatever it took to expand this! The first thing that the ICAM did was to develop our old Form 4, which helped, but most certainly did not alleviate the barrier.

During the 15 years since October of 2006, through thousands of conversations, demonstrations, and pleading, we've arrived at another milestone in accessible materials! Given the timing of my turn to blog again combined with the deeply important and impactful changes to who can certify students as qualified to receive Accessible Educational Materials derived from NIMAS files, I'm confident there is no better guest blogger for me this week, than our very own ICAM team of Jeff Bond, Sandy Stabenfeldt, and Martha Hammond!

"The ICAM under the guidance of the Chafee Amendment identifies the print disabilities as: Blind/Low Vision; Orthopedic Disabilities and Reading Disability resulting from Organic dysfunction.

In the cases of Blind/Low vision and Orthopedic disabilities, the qualifications have always been straightforward. In order to qualify to receive K-12 textbooks and core instructional materials in accessible formats rendered from NIMAS files, the student must have: (1) an Individualized Educational Plan (IEP); and (2) a certification of a print disability, by a certified Competent Authority (CA), on file with the school district. A CA is defined to include doctors of medicine, doctors of osteopathy, ophthalmologists, optometrists, registered nurses, therapists, professional staff of hospitals, institutions, and public or welfare agencies (e.g. social workers, counselors, rehabilitation teachers, and superintendents).

However, it was determined by the National Library Service (NLS) of the Library of Congress that Reading Disabilities from Organic dysfunction, dyslexia being the most frequently identified of this group, could best be confirmed by a doctor of medicine or a doctor of osteopathy. When the ICAM was created it was decided it would follow the NIMAS law as written. Still, the requirement for a doctor’s signature has historically been a barrier to receiving Accessible Educational Materials (AEM) for many students. This has also been an obstacle for the ICAM, because our goal from the beginning has been to provide AEM to any student who needs it. 

The ICAM is ecstatic to announce that a change has been made. On February 12, 2021, the National Library Service (NLS) published the regulations that go along with the Library of Congress Technical Corrections Act of 2019. In addition to expanding the list of persons who may certify a student’s eligibility for accessible formats, the Library of Congress removed the requirement for certification by a medical doctor for those with reading disabilities. Educators, school psychologists, and certified reading specialists are now among the professionals authorized to certify students with reading disabilities. These guidelines have been revised to align with changes to copyright made by the Marrakesh Treaty Implementation Act (MTIA).

This is a profound procedural change, so it is not surprising that there has already been some confusion on how to interpret the law. So allow us to emphasize:

There is no change to the eligibility requirements. The student must have an IEP.  The presence of a print disability is still a Case Conference determination. The change is who may certify reading disabilities resulting from organic dysfunction. 

ICAM/IERC NIMAS Form 4 may now be signed by TOR, school psychologist or reading specialist. The ICAM has created a guide to provide clarification of the AEM process for the Case Conference Committee and is intended for use during the IEP meeting, please refer to this guide for additional support.

The last year has been a difficult one for students and for educators. Let’s celebrate this move forward together by providing paths to literacy for more students! Please contact the ICAM staff with any questions concerning this important policy change, or any AEM-related queries you may have, moving forward.

Learning is like rowing upstream: not to advance is to drop back. – Chinese proverb"

Big Thanks to our own ICAM team and the work that's gone into this already and all of the work that will continue as we strive to get accessible materials to ALL of the students who need them!
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Feb
04

Level Up!

Level Up Your Virtual Platform Level Up Your Virtual Platform

Last year I brought you the most popular blog post of last year: Top 5 Reasons for Captions in Schools. Did you see that the post was viewed and shared over four thousand times? Soon after that blog was published we all know what happened that dreaded month (I am not going to say it, you already know)... which led to a mass influx of virtual learning. This increased the number of teacher and school staff videos to an all-time high. The PATINS Project provided training and individual staff consultations with school districts on ways to make their educational materials accessible through their various learning platforms. It was a learning curve that benefited the masses. 

So, the great news is that the information that captions are a must reached schools and teachers and applications are now integrating the software into the products for us. 


But wait, there is more!  What if I told you there is a way to put the captions into your virtual learning platforms camera? Also, this application works across virtual platforms such as Webex, Zoom, Google Meet, and Microsoft Teams! 



You can create different scenes that fit your needs for your virtual classroom. I have included the PATINS logo in mine. You could include your virtual classroom link or school mascot. You can even make a scene that includes your slide presentation. 

With your creativity, the possibilities are endless! Please share what you come up with and how you are using this application for your classroom! 

Check out this month’s PATINS TV Episode where I show you how cool, creative, and accessible this application is! 

Don’t forget there are written instructions for you to take and share with your colleagues when you are leveling up your skills for your virtual classroom! 

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Jan
28

Communication is Key

Key and keyhole with the text communication is key


This Jamie Witheringtonmonth I'm thrilled to present a guest blogger, Jamie Witherington. She has been a teacher for students with intense needs for 19 years. Her career began with Indianapolis Public Schools before moving to Greenwood Community Schools, where she has taught for the past 14 years. She presented at the PATINS Access to Education (A2E) Conference in 2019 and was also a Project Success Model Site Teacher during the 2019-20 school year. When she's not passionately supporting her students' communication in the classroom, she is a mom to 3 amazing kids, coach, friend, and lover of all things gnomes.



Have you ever had a day where you couldn’t get your thoughts and feelings into the words you needed? Have you ever been so frustrated or overwhelmed you couldn’t articulate those feelings and just felt like screaming or crying? I know I have had days like this. So many of us take for granted that we can have a verbal conversation with someone and share those thoughts, feelings, and frustrations. But what if you couldn’t… what would you do? 

I often think of these things as I work with my students with complex communication needs. Many of my students use an alternate method of communication or numerous means of alternate communication. I work with students who use modified sign language, Augmentative Alternative Communication (AAC) devices, picture boards, and verbalizations. I have worked really hard to try and make sure every student I teach has a mode of communication… it may not be a standard mode to some… but it’s a mode that works for that student. I have had students who used eye gaze, facial expression changes to indicate a response, picture cards, pointing, etc. The main thing it comes down to is building a relationship with each student and figuring out what works for them to “show/tell” what they know. 

I currently have a student that when he moved into our district had some basic sign language, but did a lot of screaming and vocalizing his displeasure. We started with choosing pictures to communicate his wants and needs. We continued to work on growing his base of understandable sign language signs, using American Sign Language (ASL) as the goal, but knowing his physical needs, we knew some signs would not be perfect! Today, he uses a communication device and has learned to scroll down to what he wants. It wasn’t easy; it was days of a lot of headaches, but the smile on his face now when he uses his device to communicate what he wants to us, that’s why I do what I do. 

This has become my passion, my purpose, my “why” if you will. Communication is key to every area of our lives. How do we function without it? We can’t. We have to communicate-- behavior is communication, body language is communication, facial expressions are communication. There are so many ways to communicate if we just take the time to learn what works with and for our students. 

If you follow me on Twitter (@JamieWithering2) you have seen me tweet about the importance of visuals. I love visuals! I need them to function in my daily life. I need them to communicate to me what is happening around me and what I need to do. The red octagon telling me to STOP, the green light telling me to go, the yellow telling me to be cautious, my color coded lesson plans and calendar telling me who I am supposed to be working with and when. If our daily lives need these types of visuals to keep functioning, think how much more important it is for students with complex communication needs to have access to visuals. 

Side by side photos of visuals. The left pictures a check in visual that allows students to indicate how they feel about the lesson and whether the understood it using different emoji faces. On the right is an I Can statement. I can create a 3 or more word sentence using the Core Word of the week.
My students have a visual daily schedule that tells them what is happening and what time it is happening. I have classroom rules and expectations visuals, “I can” statement visuals, and even more importantly, core word and communication visuals all around my room. Students need access to ways to communicate. Students need teachers and speech therapists willing to stand on their heads if need be to give them that access. I have learned that the more I am willing to go that extra mile to find the communication tools, visuals, access points, etc, the more I am able to connect with my students and the more they connect with being able to communicate. 

Side by side photos. On the left is a photo of a large augmentative and alternative communication board posted on a whiteboard. On the right a photo of a folder visual with the top showing to do items and the bottom is open for moving these items to the done side using Velcro

I have also learned that Teamwork Makes the Dream Work. I have partnered closely with my Speech Therapist, PATINS Project, and other passionate educators in my district to create an Accessible Educational Materials (AEM) team. By sharing my passion for communication and visuals, my team was able to create two Playground Communication Boards. They are pictured below with students using them. These boards were a dream for my Speech Therapist and myself, but they became a reality thanks to the buy in from teachers across my amazing district. They were constructed by the high school Industrial Technology teacher and his students. I truly believe it takes a village to make great things happen for students. 

Side by side photos of a two different young male students pointing to words on a large outdoor augmentative and alternative (AAC) board

All this to say Communication is Key! Don’t give up on students, have high expectations and presume competence. In the end, it’s all for students, and don’t they deserve to have a voice no matter what that looks like?!


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Recent comment in this post
Guest — Rachel L Herron
Fantastic Blog Jamie! Your students are so lucky!!
Friday, 29 January 2021 12:37
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Dec
23

The One Gift All Educators Need This Year

The one gift all educators need this year. The one gift all educators need this year.

At the end of October, I start to see gift guides for anyone and everyone in our lives such as “The Ultimutt Holiday Gift Guide” or “Your Dad Doesn’t Need Another Tie - 20 Unique Ideas.” While I love exchanging thoughtful gifts with family and friends, there is one gift I am valuing more each year - time. Specifically, time to engage in hobbies, time to learn a new skill, time to learn a language, and even time to be bored once in a while. 

As educators, we know time is a critical resource. It is always at the top of my speech-language pathologist (SLP) wish list. Alas, we cannot wrap up time and top it with a bow to give to colleagues, but we can gain more of it. This year, more than others, time has been at a premium encouraging me to find creative ways to get everything done. I’ve compiled five reflection questions which have proven helpful to me in gathering up more time. I hope you find these helpful too. 

  • Am I inventing things to do? I heard this on a podcast and it stopped me in my tracks. (I wish I could remember which one to give credit!) As educators, we may think “Of course, everything I am doing directly benefits my students.” While I have no doubt we all have the best intention of doing right by our students, there may be a more efficient way to approach certain tasks. For example, as a SLP, did I really need to laminate every speech therapy material? Absolutely not! I could create or find digital materials, print one time use visuals, or use a page protector. I saved hours each week by freeing myself from the unreliable laminating machine and directed this new found time into analyzing data for better educational reports as well as leading to a better work life balance. A major win for me and for my students!
  • Can I “outsource” part of my work? The students on my caseload very much preferred receiving a pass from the office rather than having me picking them up from their classroom. Nothing hurts your “cool” factor more than a random lady breaking up gym time with your buddies. This left me creating hundreds of paper passes each year until I outsourced this work. In lieu of a study hall, some students were “pass runners” for the office staff during a class period. These helpful students were more than happy to cut the passes for me and one of them even offered to laminate a bunch for me so I could reuse them, saving me even more time!
  • What can I automate? Automation is huge in the business world right now. It is one of the main reasons Amazon can get items to your doorstep in two days. Educators can reap the benefits of automation right now with technology readily available on your devices. Do you need to send reminder emails for IEP meetings? Do you need to collect data and send daily/weekly communications to parents? Do you need to speed up the calculation process for progress reports? Automate it all! If you’re not sure where to start, reach out to PATINS Specialists for ideas on how to optimize your work day.
  • How often do I need to check my email/phone? Did you know it is estimated that every time we stop a task to check our email or phone, it can take us roughly 25 minutes to refocus on the task? (View the study “No Task Left Behind? Examining the Nature of Fragmented Work.”) That’s why a seemingly simple task can end up taking us three times longer than originally planned. Also consider this scenario, if you check your work email from bed, on your way out the door, or in the car and then decide you need to be at work to focus on answering it, you are devoting twice as much time to the email reply. To combat these pernicious time wasting habits, dedicate a few times a day when you check your email and voicemail. It’s important this is not the first thing you check though. You want to get your most important tasks on your to do list completed at the beginning of the work day. This new habit has been a game changer for me!
  • How many things can I actually get done in a day? Two. I have averaged it out, and I can get two major tasks done in one day. If I try to do 3 or more tasks, usually I am working overtime or it’s not done well. This realization has been both shocking and empowering. Shocking since I originally estimated I could get five to ten tasks done each day. Two sounds like a low number yet, think about if you completed an entire language evaluation, reported all grades, or developed lessons for the entire week or month in one sitting. Those all require major time commitments and are often completed in smaller chunks throughout time. This information was also empowering because the knowledge of this causes me to be “choosier” about the tasks I agree to and reminds me to reflect again on question one above. Plus, when I happen to get more than two things done, I feel super accomplished!

I believe it goes without saying that the demands placed on educators this year has stretched our time thin. However, we are the only ones who can give ourselves more time. I hope the reflection questions posed help you gather up chunks of time by eliminating, “outsourcing”, and automating tasks to do what you do best - teach Indiana students!

I would love to hear your thoughts on how you might approach your work after reflecting on the five questions above. Is there anything you plan to do differently? Are there any other ways you give yourself the gift of time that I did not mention?

Suggested time management focused reading:

40 Hour Teacher Workweek by Angela Watson

Off the Clock by Laura Vanderkam


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Recent Comments
Guest — Laurel Blough
Jennifer, you said it! Thank you for this en-pointe post about the greatest professional gift we can give ourselves.
Wednesday, 23 December 2020 20:19
Guest — Jen Conti
Thank you Laurel! I hope you're able to "gift" yourself some time for the second half of this school year. ... Read More
Monday, 28 December 2020 15:02
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Nov
04

In Tony's Shoes

In Tony's Shoes

Have you ever been the new kid at school? Being the new kid, I would worry if I would like my teacher and if I would make new friends however the following article invites you to step into Tony’s shoes as the new student with a [perceived] disability in a mainstream or inclusion setting. Can you imagine if the access that Tony needs to the auditory world was just integrated and he didn’t have to advocate for it?  Teachers can plan their classroom and lessons with every student in mind before they even know their students’ names with guiding principles of Universal Design for Learning (UDL) and the PATINS Project’s UDL Lesson Creator

Read more about Tony's story and take a look at how educators can implement UDL for students who are deaf or hard of hearing in this 2020 issue of the Odyssey Magazine published by the Clerc Center National Deaf Education Center at Gallaudet University in the article, One-Stop Lesson Planning: How Universal Design for Learning Can Help Students Who Are Deaf or Hard of Hearing by Katie Taylor, PATINS Specialist. 



Reference:

Taylor, K. 2020. One-stop lesson planning: how universal design for learning can help students who are deaf or hard of hearing. Odyssey Magazine. Clerc Center. https://www3.gallaudet.edu/Documents/Clerc/Odyssey/Odyssey%202000/ODYSSEY%202020%20-%20pg%2048-51%20-%20Taylor.pdf

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Sep
22

Boost your Creativity with the PATINS Lending Library Catalog

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year Portion of Infographic
Before I was a PATINS Staff member, I was a middle school Speech-Language Pathologist (SLP) and introduced to the Assistive Technology Lending Library by a colleague. I knew exactly what I wanted to borrow first. An iPad loaded with LAMP Words for Life for a student with a lot to say and in need of a better tool to tell us about all the amazing ideas he had to share with the world.

I started using the loaned device with the student and saw his language and his personality blossom. Once I had a good amount of data to share with his family and school team, I packed up the iPad, completed the loan request evaluation, and it was on its way for another Indiana student to use.

The last time I borrowed from the Lending Library as a SLP with my own caseload was in 2018. To create the infographic below, I spent some one on one time with the AT Lending Library catalog. I discovered ingenious tools that could have been *life changers for many of my former students, like bone conduction headphones, reader pens, and Cling! ARM.

But why hadn't I seen these items before or thought about different ways to use them? I did some research and it turns out there are two reasons, *time and stress. (Learn more in the article "The Science of Creativity"). Being a new SLP, I was low on time, placed plenty of stress on myself, and therefore did not allow much room for creativity.

*I wish I had set aside a little time to search through the catalog to boost my creativity, stretch my professional skills, and be an even better educator. I would follow only two criteria:
  • Learn more about any item which piqued my interest.
  • Brainstorm how I could use the item to benefit the skill development of students at my school.
*Finding creative solutions is one of the most enjoyable parts of being an educator (and in life). Think of the last time you discovered a new tool that made a big impact. How did you feel? Hopeful? Proud? A little relieved?

Right now, uninterrupted time is a luxury, so tuck this idea away for when you need a burst of inspiration. This would be an engaging activity to begin a staff meeting or even for your students to partake in. Who better to know what we need to succeed in school than ourselves right?

The Assistive Technology Lending Library loans out a variety of educational items, even when we’re facing a pandemic. One of the best parts is that the AT Lending Library is a no-cost service. (The PATINS Lending Library is following the strictest protocol for cleaning and disinfecting all loan requests before shipping to Indiana schools.) Here’s a breakdown from the previous school year:

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year Infographic.

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year.

Toys - 23%

AAC - 15%

AT Hardware - 15%

Hearing/Vision - 14%

iPads - 12%

Switches - 10%

Print/Software - 6%

Mounting - 5%



Toys - Educational toys to support academic skills.

AAC - Augmentative and Alternative Communication devices.

AT Hardware - Hardware to facilitate access to Assistive Technology tools.

Hearing/Vision - Devices to support hearing and vision needs.

iPads - iPads for academic and communication apps.

Switches - For environmental and communication control.

Print/Software - Reference guides for theoretical methods, assessment/intervention techniques, and practical tips.

Mounting - Adjustable arms and connectors for improved access to devices.

Peruse the Assistive Technology Lending Library when you have a chance. To view the most results, use a *simple keyword and *always capitalize the first letter. This will return all the items with that word present in the title or description.

Lending Library catalog with

Another way to learn more about the AT Lending Library is to join us at the virtual Access to Education conference in November 2020. You have the opportunity to view new and popular AT Lending Library items paired with practical ideas for your students at the *AT Exploratorium and the UDL Classroom Experience.

How has the Lending Library helped your students recently? Let us know in the comments below.
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Aug
07

The Greatest Show

The Greatest Show The Greatest Show

Nothing quite gets me hyped up like a good theme song. The one that I started listening to this morning to start off my live webinar was, “This Is Me” from the movie The Greatest Showman. I was looking for American Sign Language (ASL) songs on YouTube to start off my webinar on a great note. When I stumbled upon this one: "This Is Me" The Greatest Showman - ASL by Sarah Tubert, I knew I had hit paydirt. 

After watching this video, I realized the connection to this song for our students and educators. Educators are equipping students for their greatest show, that is, their adult life. In many ways, this school year (2020-2021) will be most educators’ greatest show yet. This will be the year for educators to really show what they’re made of. I already know - they’re made out of a great deal of awesomeness. This year, countless districts are stepping up to support students and families in order to improve their delivery of distance and in-person learning. Students and families are also demonstrating great compassion through understanding and giving it their all to help make this year a great year.

We have heard many times that we need to take care of ourselves (e.g., eat better, get more sleep, exercise, read, connect with nature, etc.). We do need to be healthy before we can help others, and we need to nurture our own mental health. Similar to the flight attendant’s instruction “to put on your oxygen mask first” so that you can help others. If we aren’t prepared, we won’t be able to help others. We must take care of ourselves. I hear this so often yet I’m not quite sure what it means for me. Much like student rewards/motivational charts/options change over time, our own self-care choices may need to change to meet our current needs. What worked before the pandemic doesn’t seem to be working for my own self-care. I’m trying though. I am always looking and willing to try something interesting and different to try to keep things novel and fun. However, lately, I’m hanging out more and more in bed when I’m not at work watching Netflix and the series, Good Bones on Hulu. If I wasn’t careful, this social isolation could easily sabotage my mental health. So, I made a change. I’m on to seeking new things that spark joy in this new time in our lives. I found sunflowers bigger than my head at the local farmer’s market and I’ve been getting back into a safe routine at my gym.

image of a gym with pull up racks and black mat floor

G
ym time has been a refreshing self-care choice and is something that I am clinging to lately. Oddly, that had never really been the case for me. I realized why I love this gym so much, it demonstrates universal design like the
Universal Design for Learning (UDL) we advocate for in our classrooms. I’ll give you a little rundown of the similarities (Engagement, Representation, Action & Expression); 
  • one main coach, 
  • objectives and activities are written on the board, 
  • sometimes we work with partners but we all need to do our own work, 
  • we can learn from my peers by watching how they do different lifting exercises, 
  • everyone is at a different place in their fitness journey, 
  • no one is compared to each other, 
  • each activity can be scaffold to meet each person where they are, 
  • all the tools and activity access options in the gym are available to everyone at all times,
  • those who are ready to be above the prescribed work out can do that and it’s not displayed in a way that everyone else can’t achieve that as well, and 
  • there is a timer for the workout but you can take longer if you need extra time. 

My favorite part is that we use a smartphone app to track our individual progress, but each week we celebrate our growth together! Although we all work separately, we root for each other together.  Each visit improves my mental and physical well being, I am excited too by seeing my progress from my last session. 

Katie and her husband, Cam, after working out at the gym.

Everyone’s self-care will be different and can change with the seasons of life. Make time and do something for yourself even if it’s a small change. Let’s all put on our oxygen masks first and ready ourselves to support our students, families and fellow educators. If we are healthy and ready, we can help change the lives of our students in an even bigger way than we have ever thought possible.  This is the year that we show everyone that each educator is The Greatest Showman/Showwoman and the amazing impact we have in every student’s lives that walks in the doors or logs into their device. Let’s give them the greatest show!

                                                                            image from the movie The Greatest Showman, the main character with his arms open wide at the end of the show with characters around him.













If you are feeling even a little overwhelmed by all the cute Bitmoji classrooms, digital files, or unique access materials questions, please come visit with a PATINS staff member during our new Monday - Wednesday - Friday open office hours. These are drop-in, no appointment needed support for any educator, we are available to brainstorm ideas and offer technical support at no-cost by a PATINS Specialist. Links for the office hours can be found on the
PATINS training calendar.

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Jul
09

Is Your Assistive Tech Biased?

Is my assistive technology biased? screenshot of text from phone, sender to PATINS:

Five years ago I was excited to sit at a table with a young Black student and her mother to show her all the things her child using a new robust augmentative and alternative communication (AAC) device could do.

She could tell us what she wanted to play with.

She could tell us her favorite color.

When one of her classmates was bothering her, she could tell them “stop.”

She loved it. The school loved it. Mom wasn’t sold.

“It doesn’t sound like her,” she objected.

Both of us knew this student’s mouth sounds were mostly squeals and cries. I opened the settings and showed her the choices: “Ella,” “Heather,” and “Tracy.” We listened to little clips of the computerized voices.

“They don’t sound like her.”

And she was right. There wasn’t a voice that sounded like someone that came from her family or community. Not a single voice that sounded like a young Black person, not on any system I could find. I could program a voice for her talker that sounded just like Yoda from Star Wars right then and there, but a Black American was too far fetched for assistive technology.

Because technology is programmed by people, who all have biases, our assistive technology has biases. And those biases are a danger to the UDL framework we use and in some cases, life threatening.

The speech-to-text software doesn’t work equally across all voices and varieties of English, especially Black voices.

The grammar checker flags non-white varieties of English.

The AAC lacks language from other dialects, cultures, and communities, and if it is there it is labeled as fringe. You want another language? It's available, but no one downloaded the file or attempted a translation.

The visual support makers are absent of vocabulary that is developmentally appropriate for all school aged children, such as words for sexual health, identity, and justice or they are locked behind a wall of “adult only.”

Indiana’s Article 7 Special Education law is explicit on how to figure out if a student can take home their AT:  “On a case-by-case basis, the use of school-purchased assistive technology devices in a student's home or in other settings is required if the student's CCC determines that the student needs access to those devices in order to receive a free appropriate public education” (my emphasis added). 

If your staff refer to a “school policy” or a hoop for families to jump through, such as an after-school training, you’re inviting bias into determining which kids get to talk, read and learn when the school bell rings at the end of the day.

Your word prediction program guesses the words that could follow “He is ___” are: good, smart, and mean, but “She is ___”: crazy, married, and pretty.

As we scrutinize our own biases, inherent tools and instruction we are welcoming into our classrooms and families:

  1. Listen to the people using the technology.
  2. Question your own biases.
  3. Take action. Engage your colleagues in what you’ve learned. Dialogue with the people creating the technology. Good developers are open to constructive criticism from consumers. My word prediction example was immediately discussed and corrected by the company. If they aren’t responsive to your concern about bias within their product, why would you want that in your room?

Our assistive technology has some problems created by humans. Humans can fix it.

Resources and Further Reading

PATINS Lending Library and no-cost training for supporting all students

Critical Practices for Anti-bias Education for K-12 Educators, Teaching Tolerance

Vocabulary for Socially Valued Adult Roles, Institute on Disabilities at Temple University

Ableism, National Conference for Community and Justice

AI is coming to schools, and if we’re not careful, so will its biases, Brookings

Don’t Get It Twisted- Hear My Voice, ASHA Leader

8 Influential Black Women with Disabilities To Follow, Disability Horizons


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Recent Comments
Guest — Armen Gulian
Can't wait for culturally sensitive and appropriate voice options for my students of color. Not to mention having skintone choice... Read More
Thursday, 09 July 2020 20:07
Guest — Karen Janowski
Excellent post. So glad this was shared during the AT Town Hall on Race and Equity yesterday.
Tuesday, 21 July 2020 13:52
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Jun
25

Indiana Educators Focused on Accessibility in 2019-2020

Indiana Educators Focused on Accessibility in 2019-2020. Blog title above a group of people waving.

We often tell our students “you're more than a number”, meaning they have incredible qualities that are difficult to measure in a standardized manner. Creativity and grit are a few of these tricky to quantify metrics. Now, it’s not only Indiana students who have amazing, unmeasurable talents, our educators do too. And one there is one that was particularly evident during the 2019-2020 school year - determination. Specifically, a determination to educate their students whether the learning environment was the classroom or home.

Check out the graphic below showing the support PATINS/ICAM staff have provided this school year. While you’re looking at it, please remember, behind each number is a determined Indiana educator:

A general educator from College Park Elementary in MSD of Pike Township who attended the “Accessibility in Canvas and Beyond” webinar by Jena Fahlbush benefited from having another perspective - “Seeing examples of a screen reader helped me so much. I realized I was unknowingly doing so many things that would make learning more difficult for a student with low vision. After the session, I was able to make fast, easy fixes that will make learning more accessible. I also learned many tips and tricks to help students with hearing impairments or language needs as well.”

A special educator from Binford Elementary School in Monroe County Community School Corporation who can spend her time more efficiently after learning about new, free tools at Jessica Conrad’s “I Love Data 2” training - “I am so excited about Google Data Studio!! I cannot tell you how many hours I have spent trying to pull multiple pieces together into easy-to-read graphs/charts. Game changer!”

A cost-conscious instructional coach at an elementary in Elwood Community School Corporation who attended “DIY Fidgets & Sensory Tools to Enhance Continuous Learning” with Bev Sharritt, Jena Fahlbush, Katie Taylor, Kelli Suding, and Lisa Benfield - “I love these easy, affordable ideas that teachers can easily create at home for student use.”

Note: Indiana public/charter school employees can request any of the above trainings at no-cost.

Graphic showing 2019-2020 PATINS Project services in Indiana. Specifics in text below image.
Graphic: Indiana Educator Reach by the PATINS Project 2019-2020

  • 1,000+ Tech Expo registrants: PATINS/ICAM staff, with the assistance of IN*SOURCE, swiftly pivoted to a new platform due to COVID-19 and successfully held the first ever, virtual Tech Expo 2020! Also, in November we hosted over 400 attendees at our 2-day Access to Education 2019 conference.
  • 6,044 Training participants: The passion Indiana educators have for providing all students access to the curriculum is unmatched as evidenced by the outstanding turnout at our no-cost trainings this school year.
  • 73% Indiana public and charter schools reached: The PATINS Project has served seventy-three percent of Indiana school corporations and forty-two percent of Indiana preschool through grade 12 schools this year. Our small, dedicated staff goes to great lengths to deliver high-quality technical assistance to meet the access needs of all students through Assistive Technology, Accessible Educational Materials, and Universal Design for Learning.
  • 10,600+ Material and assistance requests fulfilled: Need to trial an assistive technology device? Have a question about Accessible Educational Materials (AEM)? Looking for information on the Universal Design for Learning framework? PATINS/ICAM staff are Indiana educators' go-to resource for improving access to the curriculum which leads to increased literacy skills.

Are you an educator behind one of these numbers? Tell us about your experience in the comment section below.

Want to be a part of the Indiana educators making education accessible in 2020-2021? Here are a few ways to get started:

  • Apply by July 31, 2020 to be one of the Indiana school corporations in our next AEMing for Achievement grant cohort.
  • Register for the first ever virtual Access to Education 2020! ($100 for 2 days, $50 for a single day)
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Jun
18

Temporarily Abled

Pause your day for a moment and deliberately gather a handful of some things you regularly do every day. Think of some things you do without thinking too much or without putting much effort forth. Making coffee, emptying the mailbox, carrying my own towel to the shower, walking through the front door of the grocery store or doctor's office, carrying an onion from the refrigerator to the cutting board with a knife, are a few such activities that come to my mind. I want you to keep the activities you thought of readily accessible, perhaps, even write, type, or dictate them into a quick note. I'm actually going to ask you to make two lists, so here's a template for you to use, with two columns and some ideas to get started, if helpful.  

visit link for access to 2 column chart for use with this blog
Now, I'm going to make an assumption that many of the readers of this PATINS Ponders blog are educators or other professionals working with learners who struggle with one or more aspects of their daily world. ...some of my most favorite people in the whole world, by the way. I'd like you to now think of why you do this work. Write, type, or dictate the top three reasons you do this work. You've probably stated this many times when people tell you, "I could never do what you do," or "You're a very special kind of person," and then ask you, "What makes you want to do this work?"

Place your second note next to your first note now. Compare them. Do any of the items (activities) from your first list appear, in any way, on your second list (why you do this work)? If they do, you probably already know what I'm going to tell you next! If they do not, stick with me here and let's think about why they should. 

Several years ago, a colleague for whom I have a lot of respect, whispered something to me. She looked around first to make sure no one else was within earshot and still whispered the term to me, "Temporarily Abled." It took me a moment to process her term and while I was processing, she indicated that she was whispering it as to not be offensive to anyone around. At the time I nodded my head as she explained that we're all "Temporarily Abled" in one or more ways, inevitably due to either an accident/injury, disease, or simply due to aging. I've spent significant time thinking about her words since that time and more importantly, why she felt it could be offensive to hear. I do want to say that I understand that disability, for people who have a disability now, is much deeper than using this term or this concept to promote understanding. However, the conclusion I've come to is that there is so much work still to be done for our world to truly be inclusive and there are so many people in our communities who have no idea what that even really means, largely in my opinion, because it hasn't had a personal effect on their life... yet. I do think this matters and I think it has potential for making a difference more quickly, fully and meaningfully including all people in all of our communities, all of the time. 

Moving Image of Daniel riding a dirtbike up steep hill and flipping it over at the top
Seven weeks ago, doing what I love on a steep hill in the woods on my old dirtbike, I completey dislocated my right knee, severing all four ligaments and causing cartilage and meniscus damage. Yes, that's right, the MCL, LCL, PCL, and ACL are all torn! I didn't even know there were so many CL's in my knee! Two required surgeries six weeks apart and 9-12 months of physical therapy certainly have put some things into perspective and strongly reinforced many things I already knew. Several of the people in my personal life whom I consider the smartest, strongest, kindest, and most creative I've ever known, have a disability. From this angle, accessibility and inclusion have been important to me since I was a young boy. However, the inability to walk, carry anything, perform manual labor, sleep normally, etc., these last 7 weeks have reinforced another dimension of my understanding of access and inclusion as well. These personal experiences, while never as meaningful to someone else, are still so important to share. While it may not be your experience (yet), my experiences just might add something to your second list that wasn't there before. 

collage of three images showing three sides of Daniels knee with large surgical incisions and stitches.

Some things I've learned recently and will never forget: 
  1. Automatic or button-operated doors that work are very important. Being non-weight-bearing and havinig to fully utilize crutches, I simply cannot open some doors by myself. While most people are very quick to help, if they are around, I just want to be able to open the door myself! Many places have not had working automatic doors, including the hospital where my surgeon works AND the building my physical therapy is in! 
  2. Knowing where my assistive technology is at all times, that it's close to me, and trusting that other people aren't going to move it, is essential and causes a good bit of anxiety. For me, it's mostly my crutches. I simply cannot move from one place to another without my crutches unless I sit down and scoot. For someone to see my crutches as a tripping hazzard, for example, and move them, is a lot like taking my legs away from me. I compare this to taking away a learners communication device or system for any reason... behavior, battery dead, damaged, etc.  My crutches have become a part of my identity and nearly a part of my body. Moving them or playing with them without talking to me first feels violating. I'm not sure we always keep this in mind when we work with students using assistive technologies. I think that sometimes we feel we're helping by making adjustments or moving things and it might NOT really be a help at all! It might actually change the task entirely. 
  3. High Expectations are essential! Be very critical about ever telling someone that they "can't" or "shouldn't" do something that they want to do! Further, expect that they will do things that they think they cannot! In my case, while I may not be able to carry the onion and knife to the cutting board, I can sure as heck prop myself up and chop it like a pro! ...right along with the peppers, carrots, tofu, and zuchini! I actually love when I'm asked to do things instead of asked what someone can do for me! "Can you come chop this onion." "Can you refill that soap dispenser in the kitchen." I already know that I need many things done for me, but I can totally still do other things and I need to feel needed as well. Let's try to remember this with ALL of our students! 
  4. My "mule pack" is essential to my level of independence. This is a simple and low-tech assistive technology that I greatly rely on. It's a small backpack that I can carry without my hands, that I cram full of as many things as possible allowing me to not have to ask someone else to get them for me. All the things I need daily or that are high on the list of importance, such as my wallet, tools, medical items, snacks, personal care, etc. This allows me to have many of the things I regularly need with me, minimizes repeat trips, and minimizes my reliance on others. 
  5. Steps! There are just some steps that are too high, too steep, or too slippery for me to even consider using.  This means that I have the choice of not accessing that place or sitting down and scooting up or down the stairs...neither allow me to feel dignified or included in that place.
  6. Trust! Whether I like it or not, I simply need help with some things. Our students do too. Having someone you trust immensely is very helpful. Someone you trust to encourage and push you to grow, to assist you minimally enough to preserve your independence and dignity, and to still expect great things from you. This is also exactly what our students need! Thinking about this from the perspective of what I need from my trusted help right now, most certainly provides some guiding mental framework for when I'm the one helping students in the future.  
These are just a small handful of some things that I've realized and/or had solidified for me recently. I'm sure I'll have many more to share. This has truly reinforced the fact that accessibility is so important for everyone, all the time, even if you aren’t one who needs it right NOW. Chances are definitely that you will need something different, something specialized, or just something more accessible at some point in your life, either due to an accident, an injury, a disease, or through aging. The notion that accessibility only matters for a small percentage of “the disabled” is so completely short-sighted and irresponsible to your future self! If, for no other selfless reason, try to keep in mind that the fight for inclusion of all people, high expectations of all people, accessibility to all places for all people is a critical one for more reasons than you might know right now. The loss of or lessing of inclusionary concepts in any amount is a very slippery slope. Work hard, daily, to build a culture of increased expectations and inclusion of all people, never letting that lever tip in the opposite direction. Imagine all the things that are simple for you now that could very quickly and easily be otherwise...what sorts of actions on your part TODAY might better prepare your world for that scenario...what sorts of people would you want surrounding you in that sort of scenario? Speak up when you notice inaccessible entries, public televisions without captions, etc. Learn and become better equipped through the many diverse PATINS Trainings on our Professional Development Guide and our Training Calendar. Trial the many assistive devices available to you, through the PATINS Lending Library!...all at no cost to you, of course! Consider networking and furthing your knowledge-base by attending the FIRST-EVER PATINS Access to Education VIRTUAL Conference this coming November!  



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Guest — Emilee
Thank you for sharing. Being "temporarily abled" is something I have taken for granted all my life. Understanding that I, too, mig... Read More
Sunday, 28 June 2020 21:28
Guest — Daniel McNulty
Thanks for reading AND for responding, Emilee! You and your work in your studies and eventual career will be so impactful to many ... Read More
Friday, 11 September 2020 10:22
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May
31

Take a Deep Breath and Start to Reflect

Female student participating in continuous learning from home at at desk. The computer monitor shows class material, teacher and classmates on virtual learning platform.

This school year has been different for so many reasons. The way it ended (or is about to end) is not how anyone expected.

It has been an unprecedented season for educators across the nation and world. I encourage you to take a moment now to take a deep breath, and start to reflect on the 2019-2020 school year.


How will you wrap up this year? What have you learned while serving students this year? What goals will you have for next school year? I have some thoughts to share and encourage you as you close this chapter and look forward to the 2020-2021 school year.


1. Reflect - List your successes this school year, both professionally and personally. Make a list of things you learned, connections you made with students and parents, and areas of growth. Next consider and list your challenges, but also how you overcame them. You have done a great job and made a difference in your students' education. Celebrate the successes! 


2. Rejuvenate & Relax - With summer arriving, make a list of ways you plan to rejuvenate yourself to prepare for a new school year. Make a list and start checking your list off. Even though many of us work through the summer to prepare for the following school year, intentionally take time for yourself. You cannot pour into the lives of students if your cup is not running over.


3. Reset - Once you have reflected and taken time for yourself, you may be ready to set goals for the next school year. How will your goals look different for next year? Will you have a component of social and emotional learning from day one? Will you try to connect with each student right away? How so? I would encourage you to set both personal and professional goals for growth over the school year. As educators, we set them for our students frequently. We are a work in progress too. As professionals, we will keep moving forward, growing along the way.

4. Access Resources - As you prepare for next year, use your available resources, one of which is the PATINS Project. We are here for you. I am beyond thankful for the thousands of educators, administrators and parents have taken advantage of our virtual office hours, technical support, COVID-19 resources, ICAM, webinars, and all of the many resources PATINS offers. I have never been so proud of Indiana educators as I have been the last two months. I have seen your efforts first hand (both as a public school employee and mother of 5 children) and I am proud of you. Take some time to Reflect, Rejuvenate & Relax, and Reset as you have done great things and have many more great things to do!

Please feel free to share your some of your successes in the comments below. Let us celebrate with you!!

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May
07

SODA or CODA?

CODA-or-SODA_-1 SODA or CODA?

I have heard, informally, from a few teachers that there is anywhere from 40% to 100% student participation in classrooms in this time of continuous learning. There are so many variables that could play into whether or not your students are logging in or connecting with you or finishing their work accurately. When I hear these numbers I can’t help to think that some of the variables may be due to a language barrier. 

Indiana Department of Education, IDOE, reports that, “Indiana has a diverse student population with over 270 languages spoken in the homes of Indiana public school students and a growing number English Learners.” 

Your student(s) may not be identified as needing specific accommodations with their school work but their parent or caregiver that is helping with their continuous (distance/e-learning) work might need accommodations due to a disability or a language barrier.

So, what does this have to do with the title of this blog, SODA or CODA? 

Did you know you might have them in your class this year? OR you might have them in your class next year. 

Yes, I am throwing more acronyms your way. Have you heard of CODA or SODA? 

CODA stands for Child(ren) of Deaf Adult(s) and SODA stands for Sibling (or Spouse) of Deaf Adult(s). Your students may not require accommodations such as closed captioning or spoken English translated into another language but their parents do.

Depending on the delivery style of your continuous learning material there could be unintentional language barriers for our parents and caregivers that are helping our students navigate and complete their required work.

I have two suggestions that you can implement into your instruction to remove the language barrier for our parents and caregivers, who may be deaf/hard of hearing or native language is something other than English, helping with continuous learning. 

setting box on a youtube video to select closed captions or subtitles and different language
1. All Videos should have Closed Captioning enabled for subtitles in the parent’s native language and for those that are deaf/hard of hearing. You can easily upload any video that you make into Youtube and follow the steps on this document or video to turn on automatic captions/subtitles then go in and edit them to ensure accuracy. 

We can integrate captions/subtitles universally into our video content for the use of all students for whatever reason they may need to help eliminate the language barrier. 

Microsoft Translator app image
2. Apps like Microsoft Translator, no-cost application, can be used to translate to different languages, even words on pictures can be translated. This app is available on Windows, Apple, Google & Amazon devices.

My favorite part of the Microsoft Translator app is that someone can interact with someone else by using text and then another person can use speech-to-text within the app. This can allow those who are deaf/hard of hearing to use written English to converse with others who are using spoken English or another language. 

So, do you have a SODA or CODA in your class? Perhaps parents or caregivers that speak another language other than English? Let us know how you are helping bridge the language gap for your continuous learning.  

PS: I am a version of CODA, one might say a COHHA, Child of a Hard of Hearing Adult. 

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Apr
23

Big Dreams, Small Spaces

laughing child sitting in a garden with purple catmint blooming
I hope this blog finds you healthy and coping well with this not-in-Kansas-anymore life. I was looking at my work calendar from a couple of months ago, and looked at an entry where I traveled, and thought, “Logansport seems like a distant universe.” 

Many of us are escaping to places (other than our snack stations) by watching Netflix. We are all sharing the shows we’ve been bingeing on the streaming platforms. It is spring on our farm, and I am re-watching my favorite British gardening show. 

“Big Dreams, Small Spaces” follows the famous British gardener, Monty Don who guides 2 different garden makeovers per episode. (He’s also an excellent follow on Instagram if you like dreamy garden images.) On the show, the participants share their ideas for a dream garden in their tiny backyard, and Monty checks in over the course of a year to counsel them, and lend some hands-on help. It is the opposite of sensational--there are no bodies found buried in the gardens. There are no cash prizes, and the often very small budgets are footed by the gardeners. 

British gardening guru Monty Don holding a watering can in his garden with his 2 golden retrievers at his side

But many of their dreams are indeed big, including turning their back garden into an enchanted forest, or creating a community vegetable garden for their neighbors. One of my favorites is an episode where parents are designing a garden for their son who has a disability. 

It would be fair to say it is boring, but I also would describe it as compelling. Watching someone dig their own pond with a shovel, and hearing them describe how it has helped them battle depression is a medicine that is working for me as I look for hope wherever it can be found.

My PATINS stakeholders who are contacting me are living in their own “Small Spaces” right now. But like the gardeners, they are dreaming big of taking their limited resources and turning them into a thing of beauty. They are forging stronger relationships with their students’ parents, spending hours communicating how to take their child with blindness on a mobility scavenger hunt, or how to enter math homework using a screen reader. They, like Monty Don and his gardeners, are giving me hope that continuous learning will grow and evolve into something surprisingly lovely. 

At PATINS we’re here to support your big dreams in small spaces. Check out our special resource page or visit our daily office hours with your questions and impossible ideas. 

I'll make the tea. (I guess you'll have to make your own tea if we meet on Zoom. . . but you get the sentiment.)

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Mar
12

Sunrise or Sunset?

Is it a sunrise or a sunset, it is all in your perspective.

It is with a heavy heart that I am writing to tell you all that I will be leaving the PATINS Project. I have accepted a position as a Various Exceptionalities/Exceptional Students Educator for Largo Middle School of Pinellas County Schools. 

beach clouds dawn dusk

It is my time with PATINS that has influenced my desire to return to the classroom. When I left Seymour in 2012, school corporations were on the brink of large changes. These changes would affect both the general and special needs classrooms. With PATINS I have seen 1 to 1 computers. The explosion of the iPad as an accessible, multifaceted AT device. I have seen renewed desire to provide all students with the least restrictive environment. Classrooms are more diverse. Options for graduation are diversifying and with that a renewed interest in how schools transition students into society. With technology, so many more students are able to receive accommodations where they once would only receive modifications. Differentiation is becoming Specially Designed Instruction and Universally Designed Instruction is on the cusp of becoming the norm.


With my PATINS experience I found myself wondering what kind of teacher I would be today. I am excited to find out by going back into public schools to teach, support and lead others in these practices.

Thank you for the insight and hope for greater things that you have given me. If it were not for the exposure and experience of working with Indiana’s exceptional educators, I would not be returning to public education. These experiences along with the fellowship and exceptional intellect of my peers has made me capable and hungry to share these skills with students.

Thank you all!
Sandi Smith










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