Jul
29

Text Consumption: Are All Options Created Equal?

Text Consumption: Are All Options Created Equal? Text Consumption: are all options created equal> Accompanied by eye, ear, and hand graphics.

Reading or as I like to call it, text consumption, is a large part of many of our lives. People may read textbooks with their eyes. Some individuals may read audiobooks with their ears, and others may read Braille books with their fingers. Text can be consumed for understanding in a variety of ways, but are all options created equal? Please share your opinion in a one-question survey linked at the end of the blog.

Midsection of girl reading Braille book

Over the last handful of years, I’ve reflected on my own text consumption habits. I once only considered myself a sighted consumer of text, with some practice listening to text, I found that I really enjoy auditory reading. I especially enjoy having access to text when I’m driving, walking, or mowing. Not only does it stimulate my brain, it makes the minutes tick by much faster. Plus, I’m grateful that as an adult I have options and can choose how I consume text with no fear of being told that I’m not really “reading” if I consume or read an audiobook auditorily.

Have you ever taken a minute to reflect on how you prefer to access and consume text for comprehension and recall? Some questions to ask yourself:

  1. Do you consume text in different ways? 
  2. What about your students? 
    • Have you investigated ways to ensure they have equitable access to grade level text using a method(s) that provides them with an optimal opportunity to consume text for comprehension and recall, especially if they struggle to decode text visually? 
    • Have you ever limited a student’s choice of text only because you believe that their struggle to decode it with their eyes means that they can’t glean any meaning from or find joy in it?

It wouldn’t be fair if I asked you to reflect upon those questions without doing so myself. Though hard to admit, I’d have to answer yes to the latter question during my time in the classroom. My students could only choose library books to read for pleasure from within their prescribed reading level as designated by the STAR program. Ugh, what was I thinking? With the knowledge that I have now, this dreadful strategy likely only caused embarrassment for students that were reading below grade level and barriers to texts that, if offered in an alternate format, could have stimulated imaginations, told meaningful stories, and sparked a love for text.

Young student wearing headphones and reading a textbook auditorily
After reflecting upon your text consumption preferences and the opportunities that have been afforded to your previous students, how might you change what it means to consume or read text for comprehension and recall in your classroom this year? 

If you desire to make some changes in your comprehension instruction this year but need some support or ideas, reach out to a PATINS Specialist! We are here and ready to work together to ensure each and every student has the opportunity to receive and interpret text for meaning, which is really why we want students to be able to read in the first place, right? 

Are all text consumption methods created equally? Share your opinion in this one-question survey (opens new window)!

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Jul
21

Making Room for Eureka!

Light bulb with lights inside that look like fireflies

How is your summer going? My kids’ preschool teacher, Mrs. Callahan used to look for scrapes and bug bites to determine if the kids were having a good one--evidence that they were getting outside and having fun. 

After a year plus of COVID griefs, fears and stress, I’m thinking we Indiana educators may need a different measure than how many boxes of bandaids we’ve purchased to determine the quality of our summer. The bumps and bruises on our psyche are evident and it’s time to stay off of the monkey bars for a day or two.

My turn to write the blog for PATINS staff is coinciding with a vacation to Lake Michigan. Our plan was to:

1. Find a place close to the beach.
2. Stare out at the waves.
3. Resist the urge to make other plans

So far, we’ve accomplished steps one and two, but step 3 was derailed by the fact that we forgot a couple of crucial items—I forgot my prescription and the teen girls forgot their bathing suits. So we’ve spent more time in CVS and Meijer than staring at the lake. One of the teens whose birthday is today started throwing up yesterday evening. Our rental is really nice so we may just huddle here with all of the chocolate that we somehow remembered to pack. (Update: she’s recovered on day 2!)

I do not wish a barfing teenager on you at all to force you to slow down, but I do hope that you are making room for some “nothing” time in your summer. Research shows that our brains need down time in order to reset and come up with new pathways. Rest is essential for creativity. I’ve been working on content for new trainings to present for this school year with my focused brain in the past few weeks, but this week I’m letting my diffuse brain take the jet ski handlebars and drive. 

I know when I return to my laptop next week, I'll revise with some fresh ideas.

Are you focusing on your return to the classroom this fall? Take some time to walk, meditate or just stare blankly. If you find yourself mopping a bathroom floor in the middle of the night, prepare yourself for the jolt of creativity that only comes when you make some room for eureka

If your idea keeps floating around and you need some help pinning it down, give one of our specialists a call. Check out our professional development guide or training calendar for opportunities to learn something new. Registration is open for our PATINS A2E state fall conference. At PATINS we strive to practice the UDL methods that we preach and encourage creativity and participation for a deeper learning experience.

We have a wonderful opportunity to frame this coming school year with all of the new strategies we’ve discovered through this challenging time. Join me and the PATINS staff in creating new opportunities for Indiana students.


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Jul
02

Lifelong Learning is a Must!

Quote

Today, there are so many opportunities available to improve your skillsets to help students improve communication, literacy and learning.  Instead of being the person who says "I don’t' know how to do that!", you can;

  1. Find someone to teach you, or
  2. Teach yourself, and then
  3. Become the person who says "Let me show YOU how!"

Every year on my birthday (February, if you want to send a card…LOL), I reflect back on the previous year and tell myself I thought I knew everything but NOW I really know what life is about.  In reality, I spent another year learning not just about life but work, relationships, technology, teaching strategies and what things make me happy. 

From 1986 to 1991 while attending Purdue University full-time, I worked 30 hours per week (except for my first semester of Graduate School). After earning my Master's degree, I worked nine months in a Fellowship before I was let loose on my own.  I had to work while I learned.  Now I learn while I work!  It can be overwhelming but I have found a balance.

Being employed is important to me and specifically in the field of education I find happiness helping students, teachers, professionals, parents and more.  To be an effective educator, continuous learning is a must.  It is so important that state credentialing and licensing organizations require continuing education hours.  National organizations too require commitments to continuous learning to receive renewed certifications/credentialing.  Technology improves seemingly daily and data is being collected to help improve instruction.  We must consider these, be willing to learn and improve our teaching.

At one point in my career, I was licensed by three state agencies, certified by one national, and was a member of three professional organizations.  Each had different continuing education requirements!  And…this was before Twitter, Facebook, blogs, podcasts and all of the other learning opportunities and choices that constantly fill my email inbox today.  How do you know where to get you information and learn new ideas (scientifically sound with good evidence)?  I love to learn new ideas and solutions that not only improve my service delivery but help kids communicate better, read better and become more independent.

There are SO MANY options available…FREE, subscription, Patreon (fans support your creative work via monthly membership).  How do you find the time and avoid burnout?  I have found several solutions and ideas that work for me and might help you too!

First of all, consider how you learn best (UDL Guidelines from CAST) - great resource for upping your teaching skills for your students).  How do you engage learning, what keeps you connected, how do you best perceive and connect to new content, how do you organize and express what you have learned…

  • Do you prefer to read with your eyes or your ears (computerized or human)?
  • Are you a hands on learner?
  • Do you learn from watching others?
  • Do you take notes with paper and pencil or digital?

I am definitely a hands on learner.

I love to read but since discovering audiobooks and podcasts, I have increased my reading and learning time using my ears while running, in the car, and walking my dog.  Many audiobooks provide additional controls.  I increase the reading or playback speed to 1.5x or 2.0x allowing me to devour books and podcasts more quickly! At night, I read with my eyes before bed (usually fiction for entertainment).

Notetaking is accomplished with paper and pencil at times but Microsoft OneNote has improved my organizational skills.  I can type or dictate notes, insert pictures, documents, recordings, share/collaborate and so much more.  OneNote is also text searchable.

When people explain things to me, I sort of understand but as soon as I do it myself everything seems to click.  I have always like this quote (various forms of this have been attributed to many people) because it fits MY learning style, 

When I hear, I forget.

When I see, I remember.

When I do, I understand.

Is there an online platform that works for you?  Find it or try a new one!  You don't have to do it all at once.  James Clear says (author of Atomic Habits) in his Blog from February 25, 2021, "Rome wasn’t built in a day, but they were laying bricks every hour. You don’t have to do it all today. Just lay a brick."   Find a time each day, a regularly scheduled day and stick to it.

Here are some trusted resources and tools (various platforms to suit your learning) that I have found useful and you might too!

From the PATINS Project:

Access to Education is where dedicated educators, who are focused on ensuring that every student has equitable access to the curriculum, will come together to experience motivational keynotes, local and national presenter breakout sessions, opportunities to view the latest assistive technology, networking, and so much more!

Sessions will be designed around accessibility, Accessible Educational Materials (AEM), Assistive Technology, and/or the Universal Design for Learning (UDL) framework. There are no vendors at this conference.

Continuing education opportunities curated by your professional organizations and others - books, journals, Twitter, podcasts, Facebook, listservs, etc.

Book options

  • Hard copy - local library and bookstores
  • Digital and/audio

Libby or Hoopla app (books, magazines, music, movies) active library card required

Audible paid audio books

MackinVIA through PATINS ICAM for eligible students

Book Clubs (Team/Collaboration learning) e.g., The Knowledge Gap  by Natalie Wexler

Speech-Language Pathology - ASHA Continuing Education, Learning Pass and Special Interest Groups and Indiana Speech-Language Hearing Association (ISHA)

Occupational Therapy - AOTA Continuing Education and Indiana Occupational Therapy Association (IOTA)

Physical Therapy - APTA Learning Center and Indiana Physical Therapy Association (IPTA)

Deaf and Hard of Hearing - PASS Project Deaf/Hard of Hearing Listserv and Center on Literacy and Deafness Activities and National Deaf Education Conference Elementary Resources, Middle School, High School

Teachers - MyNEA360 edCommunities Indiana State Teachers Association (ISTA)

Facebook - Indiana Inclusive Communication Matters (IICM)

Twitter - #PatinsIcam, #UDL, #AT, #AAC

PATINS hosts a weekly Twitter Chat during the school year on Tuesdays from 8:30 - 9:00pm ET

Podcasts - Talking with Tech (AAC) (link to website)

Assistive Technology Listservs and more

AT Makers - ATMakers.org introduces Makers and Assistive Technology (AT) users and give these two communities the tools they need to collaborate.

AT users and those who support them desperately need engineers and technologists to help them with everyday tasks. High School STEM and Robotics students, hobbyists & DIY electronics enthusiasts have the skills necessary to create innovative solutions today.

QIAT (pronounced quiet) - Quality Indicators in Assistive Technology

RESNA (Rehabilitation Engineering and Assistive Technology Society of North America) AT Forum

Indiana Resource Network (Organizations across the state)

Please reach out to one of us at PATINS if you have questions, want to learn something new or want to share an idea!  Enjoy the 4th of July, be safe and enjoy the rest of the summer!


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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
27

The Learning Continues During a Sense-sational Summer

Smiling son on round web swing being pushed by his mother

Last year at this time, we had just wrapped up an unprecedented school year. What a difference a year has made! As the 2020-2021 school year is soon wrapping up, or maybe just has finished for students across Indiana, I want to encourage parents, teachers, and students to have a “Sense-sational” summer! We have gone through a lot the last year and a half. It’s time for some fun! Engaging in activities that entice multiple sensory experiences and both incorporating a schedule and keeping kiddos on a schedule, can set a family’s summer up for success!

Is the first thing you think of when you think of Summer Break: Intentionally planning activities that will help students grow and thrive in literacy, math, writing, communication, sensory, and behavior? Well, probably not. However, we can plan a fun summer with lots of intentional, educational experiences. Why not make the most of the outdoors and engage the senses while you’re at it? I have created a list of activities/strategies that parents can use to make learning fun this summer and to avoid hearing the dreaded words, “I’m bored. There is nothing to do."

First thing first! Have a plan, maybe even a plan that can vary and be added to on the go, but a schedule nonetheless! Research has proven that children thrive in the safety and predictability of a schedule or routine. They are used to it from being in school everyday. One can plan a day, week or month at a time. The children will benefit from a schedule, no matter how simple or complex you make it. You can write a schedule on a white board, draw on paper, create one on an app, use pictures or create one on a program like Lesson Pix. I have included a version daily visual schedule checklist as an example. No matter what, letting the kids know the expectations of the day will help everyone in the household.



Develop a schedule that includes movement, play, and leisure. Plan for all the senses and incorporate lots of movement. Modeling play activities for your children can be super beneficial. Allowing your children to make choices in some parts of the day will increase their independence and control of their environment. Ask you children for their input and specifically ask what activities they want to do with you this summer. You may be surprised by their answers! 

Another consideration while setting up a schdule that will encourage showing positive behavior, following directions, following the schedule, and keeping up with expectations is adding a reward. A reward can be a praise, a fun activity, or something out of the ordinary. A reward such as a walk to the park for a picnic, could encourage your child to follow the schedule for that meaningful reward. Adults and children alike enjoy something to look forward to on the calendar. Make the reward achievable and fun for the whole family!

Finally, be sure to include all the senses when planning your summer activities! Given that all of our sensory systems are unique and may not function similarly, you can modify this list to individual or family needs.

  1. Touch (Tactile) - Play in different media - paint, pudding, water table, water beads, or sand, introduce different textures and warm/cold temperatures to touch, or walk or put barefeet in the grass.
  2. Sight (Vision) - Seek out bright colors, high contrast, and play games like I spy (i.e. "I spy something blue." or "I spy something that is a rectangle." Be sure to add more descriptions for children with low vision such as "I spy something at the sink that is blue and has one rough side and one side that is bumpy with holes in it."). Notice the colors that catch your eye and point them out to your children.
  3. Taste (Gustatory) - Grow or buy some new veggies or fruits to try. Describe them, their taste, texture, temperature, spiciness, etc. Make your own popsicles or pudding. Try new foods and have fun trying to describe them.
  4. Smell (Olfactory) - Seek out the scents of the season: flowers, fresh cut grass, the scent of ozone after rain, and notice the scent of the pool. Make your own play dough and add scents or spices to make the activity more “scent-sationally” fun!
  5. Hearing (Auditory) - Listen to and identify sounds in the environment. Create conversations around sounds and music. Ask questions like: Do you hear a bird? Do you hear the sound of the cicadas? I hear fireworks in the distance, do you? Read with your ears. Make music. Feel the vibration of music in a speaker or on the piano as it is played. 

As an occupational therapist (OT), I am quick to add the two additional senses beyond the five senses I learned in grade school. There are actually seven senses to consider! In my work as an OT, taking the last two senses in consideration and planning for them was a large part of my role in the school system. Let’s cover some activities to engage them too!

  1. Proprioception (Body Position in Space) - Think of heavy work activities such as pushing a wheelbarrow, jumping on a trampoline, having bear crawl races, doing wall push ups, carrying “heavy” objects from one place to another, and doing activities that put a good amount of weight through your joints.
  2. Vestibular (Movement) - Swing on a swing, take a spin on the merry go round, slide on slides, rock in a rocking chair, spin in circles, ride a scooter board on your stomach, or do somersaults.

Make this a great summer of connection and lasting memories through activities. Create a notebook and keep track of the experiences of the summer. Use pictures, words, symbols, drawings, and reflect on all experiences that were intentionally planned -the new and the old. I would love to hear your favorite sensory rich summer activities too! Please share in the comments or reach out to me!

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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
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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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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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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Dec
16

Our DIY School Year

Artist Name - Read-by-Author-DIY-School-Year.mp3

QR Code(to the audio version of blog DIY School Year)








[QR Code to Audio Version]

After much of my adult life as a happy nomadic creature, my husband and I decided to
put down roots and purchase our first home. We found our nest tucked in our favorite neighborhood and near some of our favorite people. It had just a few “fun” DIY projects. Once we started the DIY process I discovered that it really stands for Discovering an Infinity of Yikes, rather than Do It Yourself. We dove into project after project with high hopes that our inspiration could overpower our inexperience. We wanted to do each project correctly from the start, knowing that a good investment now would help create a home we could truly love. Despite the ups and downs, we came through with a beautiful home filled with love AND with sore muscles, paint splotches, tears of frustration, and lots of other things that we shoved into closets.

Our home, a view from the front yard of a red brick house.

I see a lot of parallels between my family’s DIY home projects and the “Discovering an Infinity of Yikes” school year. Just as a strip of duct tape here and glue there can be quick patches, this school year has seen a number of temporary fixes. But, I believe that if we take the time to make repairs correctly from the start, we can reshape our educational system into one that we all love.

The Right Tools

This school year, we awkwardly slipped back into remote learning with packets and phone calls. The struggle was similar to turning a rusty screw with a butter knife. Yes it might eventually work; but, the extra time and effort, combined with the possibility it might not work should be enough to start the search for a better tool. In my family’s case, an electric screwdriver made seemingly impossible tasks more manageable. It was just one example of our learning process, as we moved through various never-before-needed gadgets and equipped a toolbox with enough to be the envy of any contractor. 

Just as my family struggled, through tears of frustration and sore mental muscles many teachers and schools have started utilizing support tools (like Schoology, Google Classroom, Canvas, and Seesaw) to enable centralized communication for students and parents. The hard work early on of teaching students (including Kindergarteners) to login and find assignments built independence and a foundation for success when students later moved to remote learning. Through evaluation and reflection, schools using synchronous learning moved from full-class zoom calls to focused, short, small-group sessions with specific goals like collaboration and interaction. Schools also created a balance between asynchronous and synchronous learning, adding even more tools (like Epic, Starfall, Khan Academy, ABC Mouse, BrainPop, Kids Academy, TED, Mendeley) to help balance teacher workload and student engagement in other ways. Another example of added tools were: a variety of Chrome extensions and apps for students are used to practice, learn, and respond in a variety of ways supporting a more universally designed classroom. This has included the increased acceptance of accessible materials and assistive technology, breaking emotional and educational barriers for many students. 

Tips, Tricks, and Expert Advice

When we first opened the door to our adventure in home remodeling, we had many inspiring dreams of what could be; but, the reality of our inexperience prevented us from taking the first steps. So, we called in the experts. We had many professionals give us recommendations on types of paint, low-cost options for tile, and how best to arrange our kitchen. Without this advice, we would have spent countless hours struggling to do these projects. With this support to boost our confidence, we googled how-tos for smaller issues and watched YouTube for our mini projects. 

For teachers, this year has been Professional Development after Professional Development (PD). Consults, webinars, and YouTube tutorials have been equally accessed. Teachers have been in a state of emergency, training and (in some instances) being forced toward technology integration. 

Some popular tips from PDs that I have noticed include: creating a Bitmoji classroom to build a fun space to communicate with students, using Flipgrid to create videos for and by students, and using interactive slide tools like Pear Deck

Inexperience with technology is a barrier that continues to be a stopping point for some teachers trying to reach their students. At PATINS, we have seen an increase of teachers and administrators requesting personalized/individualized training or one-on-one sessions (provided by the PATINS/ICAM team) to create universally designed online classrooms for ALL students. 

The Risk

For many of my family’s projects, one of the biggest barriers was fear. Fear of the first step, fear of messing it up, fear of the cost, and fear it would take too much time or turn into something we hated. One of my biggest fears was to use power tools, especially the table saw. It is big, scary, dangerous, and once you have cut something, it is final. However, at one point in a project, we needed a small piece of wood to be cut before we could move forward. Waiting for a contractor would have increased our wait from one week to up to three months! I stayed up all night convincing myself that I could use this saw. I finally got up, put my safety goggles on, and picked up the table saw. I practiced on a couple of scrap pieces, took measurements, and marked where to cut. I blasted through it with no fear. Did I do it perfectly? No. But, we were able to move forward quickly after that point, and I now can start building my table saw skills. Before this school year, many teachers dabbled in technology integration in the classroom, but some avoided it at all costs. 

Today, many still struggle with the same barrier: fear. One of my AEMing for Achievement Grant  team members, Melissa Harrison, has an inspirational quote in her office: “You never learn anything by doing it right.” In many of life’s fearful experiences this rings true, such as bike riding, public speaking, going on a date, or starting a new career. The level of risk is high, but necessary for success. 

As for our DIY school year, we have all been risk takers and continue to learn new methods and use new tools. The results are not perfect, but the more steps educators have taken toward a seemingly scary new form of teaching and learning, the more enriching experiences have resulted for both students, parents, and teachers.  We are forming bridges and exploring methods that have not been utilized before, and as a result, we are seeing a bright path toward an educational system that we can all love.

Melissa Harrison, smiling and holding a sign that says, “You never learn anything by doing it right.”

Like any new homeowners, our new place will probably be under construction for the rest of our lives, but the process of creating and recreating a space that we enjoy and cherish is invaluable. Similarly, teachers, parents, and students continue to grow as our schools are reimagining what education could be. We still have a long journey ahead, but a universally designed educational system is in our sights. Just like any home remodel, it was not easy and there are still are many unfinished jobs, surprise repairs, and exhausted workers. But we can continue to build our toolbox, seek expert advice, and be brave enough to take risks with that we can continue to build a place we truly love. 

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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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Oct
28

Finding the Bright Spot

Finding the Bright Spot

Last week my colleague and friend, Bev Sharritt, reminded me how much I currently miss all of you and my fellow teammates. I think many of us can agree that virtual meetings simply aren’t the same no matter how much we may want them to be. Including this new way to work, this year has made me feel all the feelings and changed so many aspects of my daily life. It has changed the way I work, the way I socialize, the way I eat, the way I dress, the way I exercise, the list goes on. 

Nonetheless, I can’t help but try and find the silver lining in all of this change and unfamiliar territory. I suppose it’s the forever optimist in me, but when I encounter fear, I try to cling to the bright side. Here’s to hoping that some of what we’re learning and the adaptations we’re making in and out of the classroom are here to stay!

For example, this year has introduced me to more educators wanting to know how to make their materials accessible than ever before! As an accessibility advocate, this is incredibly exciting! Accessible materials level the playing field for all students and decrease the opportunity gap that too many of our students experience each and every year. I love hearing about educators working diligently and asking questions about how to make their Canvas and other learning management system courses accessible and their Bitmoji classrooms accessible on top of their digital and printed documents. 

To help support your efforts, a few of my teammates and I have put together a series of three 30-minute webinars that you can request via email for your school district as an Indiana public educator. This series includes how to create accessible materials from scratch, how to upload and publish accessible materials, and how to make inaccessible materials accessible from the student’s perspective.

Furthermore, this year has pushed us to not only think about our students’ access to our materials (representing our content), but the ways in which we engage our students and allow our students to show us what they know; this is the heart and soul of universal design for learning (UDL). We are stretching our creativity, figuring out how to use new tools for access, using virtual platforms for teaching and teletherapy successfully, and reaching students in ways we may have never thought possible. 

I also believe that 2020 has made us take a closer look at our work/life balance and how we care for our mental health. Not to say this didn’t happen because we overworked and pushed ourselves to the limit in some cases, but I’m hoping that it’s been a lesson learned to take with us into the future. Finding our boundaries and learning to say no is healthy! It’s a common phrase because it's true; we must take care of ourselves in order to take care of others. 

Lastly, I think or hope many of us have begun to re-evaluate how and with whom we spend our invaluable free time outside of the classroom. This year has brought me closer to the ones I love through phone calls, texts, Zoom get togethers, and sometimes in person. My quaran-team has helped me get through this year and will be there for me as we end this year and venture into what’s to come in 2021. I hope you’ve found your team and that you, too, are finding the bright spots in your experiences. 

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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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Sep
03

Assistive Tech Supports for Anxiety

anxiety Image of face profile with words questioing themself.

It is with great honor that I get to share my blog post week for my guest and dear friend, Hillary Goldthwait-Fowles, Ph.D. Hillary is a certified Special Education Consultant in the State of Maine who specializes in breaking barriers to learning through the use of Assistive Technology and Universal Design for Learning. She is an educator with over 20 years of experience as a teacher of children with Autism and other disabilities including Developmental Disabilities, ADHD, and Dyslexia; as well as a published author of  “One Size Does Not Fit All: Equity, Access, PD, and UDL.” 

Portrait of Hillary Goldthwait-Fowles


Hello there. My name is Hillary. I have Anxiety. I’ve had Anxiety my whole life. I’ve always worried about something. I never really had a name for it, nor did I really understand it’s impact until I decided to acknowledge it and work with it. It’s a life-long, ongoing process, but it’s one that is not to be ashamed of, nor to hide from,

My Anxiety tends to play out like the image below, which a friend from my Ph.D. days shared on social media. We are not alone in this. While one may see “high performing” or “busy”, or “having it all together”, it’s really a mask. It’s a feeble attempt to obtain worth and value through work (at least in my case). It’s an inability to say no for fear of hurting someone’s feelings. It subscribes to the construct that in order to be of value in our society, that we need to “hustle”, “grind” and work ourselves to death. It’s also a fear of really being seen for the variable, beautiful, complex, soul that lies in all of us.
Graphic- High Functioning Anxiety. Two columns what you see versus what is really happening. There have been times in my life that Anxiety rears it’s darker side. During those times, I have sought out therapy and have used medication- both of which I’m not ashamed to admit. If I had cancer- I’d treat it. the same is true of Anxiety. Flares happen during times of excessive stress, overwork, or because things are good- so there needs to be SOMETHING to worry about, right? Anxiety tells you that you are not worthy if you are not busy, hardworking, giving, loyal, and of service to others. Anxiety will have you comparing yourself to others journeys and successes. Anxiety will have you believing horrible, ugly lies about yourself. Yet, everyone’s experience with anxiety is as unique as our fingerprints.

Anxiety is also playing out in schools. I see learners who are taking multiple AP classes, putting relentless pressure on themselves, and participating in multiple activities. While none of this is a problem on the surface, what is happening is that our learners in this high-performing dynamic are now identified as an “at risk group. This doesn’t even begin to scratch the surface of the mental health concerns of those who are further disenfranchised, including race, gender, socioeconomic, and disability. Where access to mental health services is grossly inadequate and inequitable. Chronic stress affects one’s health and well being-period. Simply “sucking it up” doesn’t work and only exacerbates the issue.

Of course, being an Assistive Tech Specialist, I am always on the hunt for tools that will help others. In that quest, I have found some tools that have helped me to manage my Anxiety in the way that makes sense for me. Perhaps one of these tools will make sense for you. When I am using the tools and taking care of myself consistently, my Anxiety floats on a little puffy cloud as opposed to it rearing its ugly head.

Meditation/Mindfulness

Probably the best tool that has helped me to better manage my anxiety has been daily meditation/mindfulness practices. I talk about how mindfulness has helped save my life in other blog posts for Everyday Mindfulness. Mindfulness practice has to resonate with you. There are apps that can help you to start your own mindfulness practice.

Calm is an app and site that is chock full of evidence based mindfulness and sleep resources. The app is free and contains a ton of great meditations. I use this breathing exercise in workshops and classes to set the tone for everyone as well as when I need to step back and take a minute.



Sound Therapy

The use of sound has been around since ancient times. Research has shown that using sound is useful in helping to relieve emotional , mental, and physical suffering. Fauble (2016) demonstrated in his research that “music and sound healing can help us release emotional traumas and end the downward spiral of PTSD.” Furthermore, Akimoto et.al, (2018) determined that the use of 528hz solfeggio frequency in their study resulted in lower levels of cortisol, tension, and Anxiety- even with exposures as low as 5 minutes.

Personally, I have used sound therapy for years. I play frequencies at various points depending on how I’m feeling, and use solfeggio tones in daily meditations. Here is a great one:



Movement

Exercise is a great way to keep one healthy, but it’s also a great tool to keep one’s Anxiety manageable. Workouts do not have to be complex. They can be a walk on the beach, yoga, lifting weights, riding a bike. The key is to do an activity that makes you sweat a little, brings you joy, and connects with nature. The AT comes into play with my fitness monitor. You can use a wearable such as the Apple Watch, a Fitbit, or MyZone. Find the features that work best for you and use it to track your heart rate and emotions during and after exercise.

Gratitude

Practicing gratitude daily helps to manage stress and increase happiness (Wong, et. al. 2017). Having a daily gratitude practice is as simple as a pen and paper. You can keep a gratitude journal to write what you’re grateful for (I kept a gratitude journal where I listed 5 things that I was grateful when my uncle and grandmother were dying in 2016. It helped tremendously). There are also apps that you can use to journal for gratitude, including Apple Notes. Practicing an “attitude of gratitude” helps keep things in perspective when times are challenging. It can be as simple as that your favorite show was on, or the sunset, or a laugh with a dear friend.

Like a famous psychiatrist says “You can’t change what you don’t acknowledge”. There are options and ways to manage Anxiety that include taking care of yourself physically, emotionally, and spiritually. First and foremost, please seek medical attention. Talk to your health care provider. Find a good therapist. Support yourself and know that you are okay just as you are. Approach anxiety with a curious heart, and learn the ways it shows up in your life. Use tools such as mindfulness, exercise, sound therapy, and gratitude to help manage your anxiety.

*Disclaimer: The statements made in this post about Anxiety are based on the author’s experiences with Anxiety. This post is not intended to diagnose or treat Anxiety, but to share supports that have helped the author manage their Anxiety. Please seek medical attention for the diagnosis and treatment of Anxiety.


References:

Akimoto, Kaho & Hu, Ailing & Yamaguchi, Takuji & Kobayashi, Hiroyuki. (2018). Effect of 528 Hz Music on the Endocrine System and Autonomic Nervous System. Health. 10. 1159-1170. 10.4236/health.2018.109088.

Fauble, Lisabeth. (2016). Medicinal Music: An Anatomy of Music in the Healing Arts.

Wong, J., & Brown, J. (2017, June 6). How Gratitude Changes You and Your Brain. Retrieved February 21, 2020

 


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Monday, 07 September 2020 09:00
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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
30

Have I Been Doing It Wrong?

Have I Been Doing It Wrong? Clipart of racially diverse students

Recently, a colleague shared an article with me that threw me for a loop and spurred my thinking. Could what I’ve been so passionately sharing with educators all along be wrong? Yikes! 

Well, of course it could be. Because if what we love about teaching most is learning (and I do), then we always seek to expand our knowledge. We also keep open minds and regularly reflect on our practice and understanding. And when we know better, we have the opportunity to do better!

So, here’s what I’m wondering and questioning… “Have I as a white, middle-class American citizen been touting Universal Design for Learning (UDL) as a solution that may only be designed in ways to support other white individuals?” Unfortunately, I think the answer is yes. That now put in writing, let me reflect upon why I feel this way. 

Simply based upon my race, gender, and lack of diagnosed disability, I have experienced privilege in ways that I both understand and still have yet to comprehend. Take, for example, my gender and personal experience, as an educator I have always worked with far more educators who identify as she/her than those that may identify as he/his, or they/their. Since I also consider myself to be neurotypical and able-bodied, I find myself pondering what proactive steps I must take in order to appropriately advocate for UDL when my experiences and thus my true empathy are first and foremost limited by traits I did not choose.

My new knowledge on intersectionality from Ijeoma Oluo’s book, So You Want to Talk about Race is also making me question the ways in which I’ve been promoting UDL. For example, I know that I’ve shared how implementing the UDL framework can change the game for a student with an intellectual and/or physical disability, but I have neglected to challenge myself and others to think about more than one demographic of students at a time as the philosophy and culture of UDL represents. 

This neglect has me now reflecting upon how a person of color with a disability may be experiencing their education; or, how a person who is transgender, Black, and has a physical disability may be experiencing their education. Have I been promoting UDL to specifically level the playing field for these individuals? The answer is again sadly no, which tells me that I haven’t been serving all students and that I’ve missed the mark on explicitly sharing the true definition of UDL, which does include a framework for all demographics and their intersections, with educators.  

With equitable access to education for every single student and the gaps in opportunities that have been created through well-intentioned educators like myself, I’ve begun to explore new (to me) research and changes I can make to best serve each and every student. One element I have found and believe is worth sharing is that while there is much research in support of UDL for a variety of students, it is worth noting that Indar (2018) and Azawei, Serenelli & Lundqvist (2016) point out that many studies conducted on UDL leave out specific student demographic information. 

These studies leave me questioning the general population’s comprehension of or attention to who is actually a part of our student body. Thus, I believe the time has come to put our UDL practices under a microscope in search of their demographic weaknesses and to boost true equity in our classrooms both in-person and virtually. 

Some ways we can get started are to:

  1. Find and explore research studies with a critical eye for participant demographics and the potential for researcher bias - are a variety of student populations being studied or is it unknown?
  2. Don’t be afraid to admit that some changes may need to be made in your classroom.
  3. Like my colleagues, Jessica Conrad and Bev Sharritt, have mentioned over the past few weeks, explore your own implicit bias using these tests and this study on implicit bias in the early childhood setting. Finding yourself feeling uncomfortable is normal, or at least I hope so, because I certainly had my eyes opened to some of my biases and subsequent actions in and out of the classroom.
  4. **Don’t forget that bias isn’t always assigned by a different demographic onto another. Many, if not all, of our students have been socialized to hold both positive and negative beliefs about themselves based upon their cultures, race, gender, etc. Check out the Doll Test to gain more perspective on this idea.
  5. Promote more racially diverse workplaces or push yourself to find more diverse educators and professionals to converse with (as a white person, I consider these tips in more difficult conversations about racism). Social media can be a great place to connect with others from more diverse backgrounds on student, classroom, and school issues.
  6. Ask your students and their families for feedback. How can you make them feel more included? 
  7. Consider your shared resources and teaching:
    1. Are you including diversity in your shared images and graphics?
    2. Are you including diverse titles for reading and research?
    3. Are you using inclusive language?
    4. Are you open to constructive criticism when it comes to diversity and genuine inclusion of everyone; not just those students that look and sound like you. 
  8. Consider crafting a statement on diversity and/or anti-racism for yourself as an educator or as a school/district to follow. We have dedicated ourselves at PATINS to our statement on anti-racism.
  9. Reach out for support. We are here to explore these issues together!


References:

Al-Azawei, A., Serenelli, F. & Lundqvist, K. (2016). Universal design for learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), p. 39-56. doi: 10.14434/josotl.v16i3.19295


CAST. (2020). About universal design for learning. Retrieved July 29, 2020 from http://www.cast.org/our-work/about-udl.html#.XyLDBfhKjMJ


Indar, G.K. (2018). An equity-based evolution of universal design for learning: Participatory design for intentional inclusivity. Retrieved June 25, 2020 from https://udl-irn.org/wp-content/uploads/2018/04/Done_INDAR.EDIT_.DH_.JEG-copy.pdf

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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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