Can children with learning disabilities and mental handicaps be more successful learners with web based learning?

This is a question that I often ask myself. I say "Yes" and I am going to eventually prove it.

Each day, I work with my students trying to find ways to make them more successful. It has been my experience that when the work is presented as a computer based activity the student is more willing to participate. I have also seen that when the student is agreeable with the assignment, the results are improved. Therefore, it is my mission to prove that children with impairments that hinder learning can be more successful in a setting that offers web-based learning. I found another article to help support my argument. "Exploring the relationships between Web usability and students' perceived learning in Web-based multimedia (WBMM) tutorials" is featured in Science Direct. This study is more along the lines of what I am trying to establish for my students. I do not want to replace my time in class with time at a computer. Instead, I want web based learning to compliment what we are doing together in class. I need the face to face interaction with my kids as much as they need that one on one personal attention from me. What I am proposing is a way that I can keep my kids from regressing over summer break; I can maintain my relationship with them and I can help them to be better prepared for the next grade level's expectations.

The case study, done at the university in Albany, NY is exactly the type of documentation that I need to support my proposal. Working with the three main learning theories, these researchers investigated how constructivist, behaviorist, and cognitive learners fared when face to face classes were complimented by various Web-based multi-media supplements. Focusing primarily on the cognitive approach to learning, the researchers investigated the impact that the WBMM had on overall learning. The article features examples of what the students participating in the study saw. It shows the survey that these students took, sharing their views on the study. Graphs and statistics are referenced to demonstrate that this is a successful learning approach. More than 65% of the students said that the WBMM tutorials did improve their learning (The graph showing the poll results is featured below).

This study has a similar set-up to what I want to do with my kids. Instead of meeting face to face each week, I will begin with face to face interaction, move to web-based multi-media lessons, and then return to face to face with complimentary web based interactions to continue throughout the next year. I am anxious to start gathering my own data and report on the success of my case study.

Resources for this blog included:

Informal research personally conducted at Walsingham Elementary School in Largo, FL, with the students of the 2^nd-4^th grade IVE program.

Mackey, T & Jinwon, H (2008).Exploring the Relationships between Web Usability and Students' Perceived Learning in Web-Based Multimedia (WBMM) Tutorials. Computers & Education. v50 n1 , 386-409 .

A full text version of the article referenced may be viewed at http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4M3J0MN-1&_user=10&_coverDate=01%2F31%2F2008&_rdoc=27&_fmt=full&_orig=browse&_srch=doc-info(%23toc%235956%232008%23999499998%23670613%23FLA%23display%23Volume)&_cdi=5956&_sort=d&_docanchor=&_ct=30&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=0814fc2e6650fd40b198c08d3fb1cf72

 

 

 

Make your presence known!

Before I can become a successful Distance Education (DE) Teacher, using online technology to increase learning potential for the children in exceptional education (ESE) programs, I have to get my name out there and develop an association between Elizabeth Snider, Education for children with disabilities and the idea of DE for ESE.

Because I want to make my name synonymous with the computer based education associated with exceptional education, I need to increase my web presence. I have established a few blogs. Besides this one, I also have www.de4ese.blogspot.com and www.esnider234ive.blogspot.com. I have established wikis and blog lines and even have a couple of websites. For more about my web existence, check out http://sniders-stars.wikispaces.com/, www.ryanrecord.com or http://it.pinellas.k12.fl.us/Teachers8/SniderA/. All of these addresses were created before I invested in a really great resource. After purchasing and reading the book, I recommend "The Non-Designer's Web Book (2^nd Edition)" by Robin Williams and John Tollett. I am anxious to get the time to apply what I learned from this book to improve my own visibility on the World Wide Web.

Disabled doesn’t mean not able!

Children with disabilities are children first. We must look beyond the handicaps. As a teacher of special needs kids, I view everything through altered glasses, meaning that I analyze it. I consider three questions… How will this help my students? What will they get from it? How can this teach them?

I found a great website that helps us to appreciate people with disabilities who have gained fame. As we look back in history, many accomplishments are noted. What do all the people pictured in this virtual tour have in common? They were never expected to be successful at anything, because of their handicaps.

http://www.museumofdisability.org/ is a virtual walk through museum. Through this museum you can learn about the spots accomplishments, medical aides, the cures, advocates, and educators that fought for and helped these people. Use this site to learn about the laws that protect people with disabilities.

I see this site as a great history unit, especially for my more profound students.

A Checklist Testing Software to Student Appropriateness

The Council for Exceptional Children’s Division of Technology and Media (TAM) has come up with a great tool for helping teachers know how to evaluate software to see if it fulfills the needs of our students. Keeping in mind that all students’ brains develop differently and that we must understand the psychology of each child individually, this checklist identifies what we need to consider when choosing the appropriate software to suit our students. This checklist reaches beyond the typical student and evaluates the software according to the needs of a child who is learning disabled. Go to http://www.tamcec.org/pdf/TIA%20Nov%202007%204Web.pdf to see the latest issue of this newsletter. Here, you will find an in depth explanation of how the checklist was devised, what its purpose is and why it was created. At the end of the article are reproducible that you can use to test software for yourself. Most software available today offers some sort of downloadable short term version that can be used as a trial version; I recommend (especially for teachers whose kids have learning disabilities). With the trial version, use it for yourself. Then observe a student using it, complete the checklist and determine that the software is appropriate for the needs in your classroom. Do this before purchasing the programs and you will save yourself money and aggravation.
Boone, R, Higgins, K, (2007, Nov). The Software Checklist: Evaluating Educational Software for Use by Students with Disabilities. Technology in Action, 3:1, Retrieved March 20, 2008, from http://www.tamcec.org/pdf/TIA%20Nov%202007%204Web.pdf

Using Instructional Technology in Exceptional Education

Consideration needs to be given to the effect that technology has on learning for children in exceptional education. I recently found an article that reveals where our path should be leading us; telling the results of research that investigates how these students respond to technology. Through documented practice and referenced research, these four gentlemen confirm what I am seeing in my own classroom… The students with disabilities are able to be more successful learners through computer-based learning. So much of being able to teach the students with moderate to severe disabilities is keeping them focused. For students with visual handicaps the auditory portions must be exciting and poignant. For students with short attention spans, whether it is due to ADHD, ADD or cognitive or processing delays perform better when information is presented in a manner that is brief, simple but colorful. Langone and his co-authors discuss how using simulated settings such as in the classroom or in a grocery store can help these students to process information that is crucial to their survival in the real world. This form of interactive technology offers an outlet for allowing the students learn transitioning, life skills and other important life skills. Interactive technology allows students to learn in an environment that does not jeopardize their safety if they fail. It also cuts down on the expense accrued by community and classroom based learning. The main source of research for this article is a project identified as Project Shop. This is a CD-ROM that features simulated learning, teaching these high risk students how to shop for themselves in the community. In the article, they compare situated learning to simulated learning. The article reveals that the important connection between situated learning and simulated learning, and their ability to be successful can be attributed to target stimuli. A group from Vanderbilt University has introduced Anchored Instruction which applies situated learning into simulated presentations which is hopeful to help students with disabilities to learn problem solving skills and how to process higher order thinking. I am anxious to study this article further and look into the many articles used as resources for producing this journal entry.

Langone, J, Clees, T, Rieber, L, & Matzko, M The Future of Computer-based Interactive Technology for Teaching Individuals With Moderate to Severe Disabilities: Issues Relating to Research and Practice. JSET ejournal, RetrievedMarch 19. 2008, from http://jset.unlv.edu/18.1/langone/first.html.

FCAT & FAASD for ESE

Today I completed the last section of the Alternate Assesssment for my students working toward a Special Diploma and yesterday concluded the final session of the FCAT and NRT testing for my 3rd grade, standard diploma students. Because my students have IEPs with accomodations, I was able to read the tests to them. It was awful! To watch my students struggle with the questions, exhibit the inability to "fill in the bubble completely" and avoid stray marks that may be read as their answer... not even close! My students had no concept of working their problems out; they just guessed. For the reading portion, I had students finish the entire test faster than I could have read half of the questions. Because of my experience, I played around with questions similiar to the ones I read in the tests. I created a computer based version of the tests that I did in small groups and allowed students to do in a one on one setting. With students looking at the questions on the computer, presented with scratch paper and told to work the problems, they were more successful. For example one student who scored a 12% on the most recent Math Commmon Assessment, was given the same questions featured in the Common Assesment taken last month. On the exact same questions, he improved his score from a 3/24 to a 17/24 (21%). I will be using the results of my experience as defense for a computer based test and a technology based test prep.

Distance Education for Exceptional Education Needs

Development Project PlanI. Audience: This program is designed for beginning second through ending fourth grade students, enrolled in exceptional education programs that emphasize accommodation with mental handicaps, cognitive delays and/or specific learning disabilities. The program will be designed for students functioning on a second grade level, but will accommodate non-readers as well as visually impaired. The purpose of this distance education program (DE) is to prevent skill regression, remediate and prepare students for the upcoming school year. It has been designed as a summer program that will allow the teacher and students to work together in an asynchronous manner while school is out of session.The program has been created for students from low socio-economic status (SES) families. The software used is free or has been funded by the teacher, school or school district and requires few downloads. The necessary applications can be accessed from any public computer, allowing students who do not have a computer at home to still participate. It was designed in this fashion to ensure the participation of all students including the 70% of students in the current class enrollment who are free or reduced lunch (indicating low SES).Students participating in this program have already received training in how to use each of the applications here-in defined. Students will have prior knowledge of Microsoft Office applications: Word, Power Point, Publisher as well as being versed in Internet resourcing. The students participating in this program will have spent a minimum of one hour weekly in the school’s computer lab, receiving hands on tutorial on each application. They will have spent approximately 50 hours of class time familiarizing themselves with these programs; receiving one-on-one assistance or in small groups at in-class computers. All projects and assignments will appeal to the students learning styles because, with this being an ESE classroom, all students have shown better success with lessons that are kinesthetic in nature. This application appeals to all learning styles because it incorporates all the modalities associated with learning. Students are able to touch, hear and see all levels of the project.This project is being developed for the students belonging to Walsingham Elementary School in the self contained Independent Varying Exceptionalities classes. For the pilot year, it will be open to this specific group of students at this school only, and only to the students who were in the first through fourth grades at the end of the 2007-08 school year. This program correlates with the schools mission “to provide a safe learning environment that will build students’ self-esteem as they advance to their highest individual and academic potential.” The program will support the current quality of the IVE students’ educational structures, with all projects and assignments compliant to Sunshine State Standards for both standard and special diplomas. Consent will be sought by the school administration as well as county school district approval.II. Content: This will be a six week, distance education, cross curricular program, focused on the Social Studies with the infusion of Language Arts and Math. It will be taught with the support of Music and Technology.Using the given song, with lyrics of historical significance, Billy Joel’s “We Didn’t Start the Fire”:In summary, this distance education unit, entitled “Fire Starter” will break down and define the people, places and events listed within the Billy Joel song. Students will be answering the essential question...How was history made in your lifetime? The unit question will ponder: What impact did our generation have on world history? Content questions will include:Who are these people?What are these events?Why are these things significant to history?Collaboration: The unit plan will include a total of 3 50 minute asynchronous lessons. It will also include 2 15-20 minute mini lessons, per project, in live chat format (essential one mini lesson each week).The standards and benchmarks are:Social Studies: SS.A.1.3.1 The student extends and refines understanding that historical events are subject to different interpretations (for example, patterns, chronology, sequencing including cause and effect and the identification of historical periods). GLE #2. The student understands chronology (for example, knows how to construct and label a timeline of events). SS.A.2.3.2: The student knows how major historical developments have had an impact on the development of civilizations. GLE #1. The student knows ways major historical developments have influenced selected groups over time (for example, the rise and spread of the Muslim religion).Language Arts: Standard 2: The student constructs meaning from a wide range of texts. LA.A.2.3.1: The student determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization. GLE #4. Analyzes ways writers organize and present ideas (for example, through chronology, comparison-contrast, and cause-effect).III. Goals and ObjectivesThe student objectives and learning outcomes will be:1. The students to identify and explain people, places and events listed within the lyrics of a given song with 80% accuracy (Due by week 2’s end).2. The students will create and present a Power Point Presentation based on the lyrics of the song, presenting lyrics that have historical significance within the timeline of their own lives (Due by week 4’s end).3. Students will create a newsletter or brochure demonstrating comprehension of the historical relevance of the lyrics in the given song (Due by week 6’s end).4. The students will subdivide into groups of 4 to 6 people and will create a final report from afore listed options as their final project. This final project will not be due until the end of the second week of the upcoming school year. (Thus allowing students face to face interaction and live small groups, with teacher assistance to complete the final assignment.)a. Students may create a website or wiki for a written report with each member of the group editing or adding to the product.b. They may present an oral report using applications such as Voice Thread, with each member of the group sharing/contributing to the conference.c. They may present a video presentation (using skit, role play or reenactment) as a small group.The Student Goal for this project will be that upon completion of this DE program, I (the student) will be able to successfully explain how history has been made during my lifetime. The Teacher Goal is to “fan the fire” (Snider, 2008) of knowledge. The project is designed to decrease the chances of regression and allow students a structured opportunity to learn new forms of expression, enhance the skills they’ve previously learned and to introduce new skills that will be necessary for the year ahead.The timeline will be take place over a six week period. All grades will be with held until the end of the six week period, allowing the students time to modify their work and make changes according to newly gained knowledge or teacher feedback. The project will be broken down into 3 stages with a final project that will be due two weeks after the start of the regular school year. Grades will be administered as one total grade, compiled from three categories (each project being one category) and will be their first marked grade of the initial grading period when traditional classes resume. The final project will be the second grade awarded for the initial grading period upon returning to school. Scoring will be based on rubrics explained in the teacher PowerPoint (viewed at the end of the previous school year and available online at the student’s discretion).IV. Activities: The lesson will be introduced by showing the music video http://www.youtube.com/watch?v=pKu2QaytmrM . Enthusiasm will be peaked by presenting the University of Chicago student’s slideshow http://home.uchicago.edu/%7Eyli5/Flash/Fire.html. Three scheduled slideshow presentations will take place as part of asynchronous conferences. The slideshows will be created using Power Point and will be discussed by adding individual comments to a Voice Thread account. Assignments will be submitted by emailing a URL address or Web link to the teacher within the allotted time. www.slideshare.net/AESnider/presentation3-288642/, www.slideshare.net/AESnider/presentation2-288640/, and www.slideshare.net/AESnider/assignment-3-280474/Other planned activities include:1. Supplemental learning will be provided through computer based lessons that are chosen because of their ability to reaffirm lessons taught during the previous school year.2. Computer based lessons that will introduce objectives from the upcoming school year. Sources include Starfall, TumbleBooks, FCAT Explorer, and Riverdeep: Destination Success.3. Students will attend a virtual field trip through http://www.kidscosmos.org/welcome.html.4. Students will practice their math skills by working with manipulatives online through http://nlvm.usu.edu/en/nav/vlibrary.html.5. Links will be provided to other practice sources through http://del.icio.us/aesnider and the schools resource page, http://destiny.pinellas.k12.fl.us/common/welcome.jsp?site=176.V. Materials and Media: This Distance Education Program will be possible through the assistance of printed materials, internet resources, virtual applications and various supplies.Printed Materials: Students may use their textbooks, encyclopedias, archived newspapers, and archived magazines.Internet resources: Student chosen search engines (example Google, MSN, or Yahoo). Inspirational slideshow used as introduction to lesson, courtesy of http://home.uchicago.edu/%7Eyli5/Flash/Fire.html. The actual video filmed and performed by Billy Joel of the song “We Didn’t Start the Fire” will be shown thanks to YouTube. Test preparation, supplemental and remediating lessons and additional practice will be given through links to Starfall, TumbleBooks, FCAT Explorer, and Riverdeep: Destination Success.Virtual applications: Students will take a virtual tour of the National Library of Congress, courtesy of www.loc.gov. Other Virtual applications will be provided by http://www.kidscosmos.org/welcome.html.Technology – hardware: Students may use computers, digital cameras, the internet, laser disk players, printers, projection systems, scanners, television and VCR or DVD, and/or video cameras during the duration of this program.Technology – software: In completion of this program, students may use various forms of software to assist in: desktop publishing, email, image processing, web page development and word processing, as well as for multimedia applications, as encyclopedias on CD-ROM and in the form of internet web browsers,.VI. Assessment: All grading will be withheld until the end of the six week program. Teacher feedback will be provided through duration of the summer session. Detailed feedback and suggestions will be made at the end of each two week interval and will be specific to the section of the project submitted. The final project will be graded upon the completion of the second week back to school in the fall, allowing students face-to-face interaction for the final project. Grades will be given based on specific criteria and according to the rubrics listed below.

Avoid Behavior Management

Despite a very strong classroom management plan that is highly structured and complete with a contingency contract, I learned very quickly that with even the best planned classroom suffers at the hand of behavior management. I left my class in the care of my two very competent assistants for one hour and my students took control! The manner in which behaviors hinder academic ability is yet one more defense for developing an online learning environment for Exceptional Student Education (ESE). The students in my program are easily distracted, often off task and exhibit inappropriate behaviors in a domino effect with their classmates. I will be using the following article in my proposal for a distance education program for the ESE students of my school. Managing behavior in a classroom is a vital part of the education process. In order to teach our students, we need their attention and they need to know our expectations. There are many methods for managing behavior; it is up to us to find and implement the methods that work best with our students. In the article Using Video Self-Modeling to Decrease Inappropriate Behavior, three educators test and report on one approach to behavior management. This article was written based on the observations of one of the authors, Janet Graetz. In her situation, the student whose behavior needed managing, Peter, had autism. The article accounts for how allowing Peter to watch himself model the desired behavior decreased his aggressive tendencies. The authors also describe the method of using social stories in order to help the students understand proper behavior under various circumstances, and discuss the effectiveness of social stories with this particular student. They stress the importance of visual aides such as pictures, especially with students like Peter who are occipital learners. The three authors introduce video modeling is and explain how it works. Video modeling allows a student to see others demonstrating a target behavior and then see themselves demonstrating the same behavior. The approach is strengthened by allowing the student to observe role-play of the behavior, known as “In-Vivo Modeling”. They discuss success stories and stories of failure using video modeling. Modeling the appropriate behavior has proven successful in many situations. This article considers with which students and in what situations video modeling would be helpful.If you are interested in this approach to behavior management, the article advises that there are five steps to successful video self-modeling. After you have identified which students you wish to use this method on, you need to identify each student’s target behavior. This can be a behavior that you want to decrease or increase. The target behavior must be videotaped. The tape may have to be edited, but then you want the student to watch the video. Allow the student to observe the video of himself performing the desired or undesired behavior, and then discuss the video with the student. This approach may be used more than once and it is encouraged that the student observes more than one taped setting in which he and others perform the target behavior. Also the student may need to watch and discuss the video several times and may even need to review it, even after the target behavior has be achieved or diminished. This article was encouraging. It made video self-modeling seem like a favorable approach, especially because it was successful with Peter. Peter seemed to be proud to recognize himself on the video and was excited to get to watch the tape. One personal bit of advise though, make sure you get the parents consent before you video their child. Also, be mindful that the child whose behavior is being targeted is not the only person on the video. If you are interested in reading the complete article, it can be found in the most recent edition of Teaching Exceptional Children. Also check out the website http://www.alaskachd.org/video/index.html for further information and links to supporting documentation. On a personal note, I would like the opportunity to try this approach with one of my own students. References:Graetz, Janet E., Mastropieri, Margo A., Scruggs, Thomas E. (May/June 2006). Show Time: Using Video Self-Modeling to Decrease Inappropriate Behavior. Teaching Exceptional Children, Vol. 38 No. 5.University of Anchorage Alaska Center for Human Development. Retrieved June 1, 2006, from Video Futures Project Web site: http://www.alaskachd.org/video/index.html.Zirpoli, Thomas J. (2005). Behavior Management Applications for Teachers. Columbus, OH: Pearson Merrill Prentice Hall.

Recent Readings

What is the last book you read? Was it for pleasure or profession? Did you read it because you wanted to or because you had to? I recently had a therapist that works for a private company and has been referred to counsel two of my students, counsel me. She urged me to "take time for myself" and be careful not to "over do it". As she sat there and cautioned me to take time for hobbies. She didn't understand that I meant it when I said that my profession is my hobby. I love what I do. Perhaps that is why the books that I have read for pleasure are all some form of self help or professional enhancement books.
My most recently read books were "7 Habits for Highly Effective People" by Steven Covey and Schools of Fish by Philip Strand. The best book that I've read recently would have to be The Four Agreements: A Practical Guide to Personal Freedom by Ruiz & Coyote. I recommend these works of inspiration to any one in education!