The Final Blog

Another summer institute is coming to an end.  As I reflect back on my time in EDUC 5173, I consider the key thoughts that will stick with me, as I move forward through the rest of my career.  I have enjoyed thinking about all the ways we can support our learners of diverse needs through nontraditional means.

I think the biggest idea that will stick with me is Presumed Competency.  This concept, that you must begin by assuming the people you are working with are capable of performing a task is not new to me, but it is necessary to keep it in the forethought of ones mind.  This year I was working with a blind student.  Her APSEA teacher approached me at Christmas and said that she was having the best year, because I treated her like any other student.  I expected she was capable of just about everything I was asking of her, and I was right most of the time.  When we begin by allowing our students to show us all they are able to do, we don't underestimate or allow our students to under achieve.
In my classroom, I will endeavor to keep this thought in mind, to always challenge my students, and to encourage them to challenge themselves.


Our students are one of a kind. They are funny, and whimsical, they are loving and they are able.  Sometimes, the potential that we know is there, requires some new ways of thinking to access.
This is the potential that is unlocked with presumed competency.  All too often, this potential
has shrouded by a barrier that we, as educators need to break down.  Creativity is the weapon we use in smashing through the barrier, and show the world what our students can do.  Because every child's needs are unique, each one deserves his or her own solution to challenges that prevent them from showing their full potential.  We are creative in what the tools we use, and the manner in which we use them.
In my classroom, we will continue to be creative in our solutions to challenges. I'll spend more time thinking "How can we?" instead of  "Why I can't".

The final theme that ran through our entire course was the value of Universal Design for Learning (UDL).  This idea that one design, applied in many different creative ways can be the key for our students.  The Ipad has been designed to be simple in its nature, but very powerful in its delivery.  With built in settings for switches, and a myriad of exciting apps our students are able to access learning in a whole new way. We are on the cusp of a technological revolution, where perceived limits are overcome on a daily basis.
I will take this concept into my classroom by seeking to solve as many problems as I can, using what I have on hand.  The dollar store activity taught me that we don't need to spend big money to have a big impact on potential.  We just need to be willing to put in the work and find a different way to use what we already have.

Yesterday we were given the chance to try a new application. Imovie is an application that helps the user create a movie trailer.  Attached is the trailer that Ken, Mark and I made to show some of the key concepts that we have covered this session.

LT Presentation Day

What an inventive group we have here!  I am super impressed with the uses that people have come up with for various items at the Dollar Store.

Corbin's spoon modification helps students with fine motor control to be more independent while eating.  He included a strap to prevent dropping, a thickened handle to help grip, and raised edges to prevent food from dropping off the edges.  I like all the detail that Corbin put into his invention.

Mark and Maggie created a 'sensory wand'.  This modified bubble wand has sparkles and other objects floating in a liquid.  Students can wave the wand and watch the light reflect back.  They were thinking of safety first when they chose regular water, instead of oil to fill the tube.  Hot glue was their friend in sealing the container.

Cailyn and Heather created a small sign that a student can use message the teacher.  The student can use sponge letters and Velcro to post an image, or send a message to the teacher.



It was very interesting learning about all the different uses of everyday found objects that can be repurposed in numerous ways.  Trips to the store will never be the same.

The Invention

The Concept

There are countless challenges that will face our students as we progress through this profession.  In this challenge, we were to invent an object that would assist a person with one problem.  Ken and I spent a dreary Sunday morning touring around Halifax, searching for the components to build a hands free magnifier.

The person we have in mind has low vision.  S/he is able to see, but requires significant magnification at near distances to perform fine tasks such as writing, or reading.  This person needs a device to be portable, but also benefits from working at a desk.  This person has good mobility, and dexterity.  

The magnifier can either be worn about the neck, or stand on the desk.  The student can place common objects in front of the magnifier, and work with them when printing or objects are too small.

The Hands Free Magnifier in the Classroom

Students with low vision, may be challenged in daily activity within the classroom.  Large print books may support reading, but it can be difficult to find books that the student is interested in, in large print format.  Other activities such as board and card games, are a key part of learning and socializing in the classroom, and large print objects may be difficult to find.  This magnifier can be used to allow a student with low vision to work with a group, and not require special materials to be made or purchased for each task.

Websites such as www.visionaware.org suggest that magnifiers should be prescribed by a low vision specialist to ensure the correct power of magnification is being used.  This will prevent eye strain. One warning on the website offers is that fatigue due to leaning over a standing magnifier is possible. With our design, the magnifier can be work about the neck to avoid this kind of fatigue.

Making the Hands Free Magnifier

The magnifier is made of:

1) a cross stitch hoop, 

2) a sheet magnifier

3) ribbon

4) a coat hook

5) hot glue

The arms of the coat hook were bent to provide a stable base, and the hook was cut off.  The remaining metal was splayed to provide a wide base for attaching to the rest of the device.  The hoop was placed on the sheet magnifier and traced.  The resulting circle was then cut out and attached to the hoop using hot glue.  The coat hook was then glued to the hoop and the sheet magnifier.  Ribbon was attached to serve as a neck strap.

Improving the Magnifier

This is a working model of the hands free magnifier, but it is not perfect.  We used available materials, and would have considered some better choices, were this to be a device we would include in our actual classroom.  I would replace the ribbon with more comfortable neck strap, were this to be a long term solution for a student.  This would reduce pressure on the neck, and allow the user to wear the magnifier for a longer period of time.  I would use a UV curing plastic adhesive, rather than hot glue for durability sake.  A UV bond is much stronger than hot glue, and is less likely to break.

My Learning

In going through this activity, I learned more about creative solutions to common problems.  I enjoyed the challenge of coming up with a twist on a product to make it more useful to students in my classroom.

Low Tech Assistive Tech

The challenge is to go into a store like the Dollar Store, or Walmart and find items that can be re-purposed to serve as an assistive technology for a person with some physical challenge.  Ken Pon and I spent a rainy Sunday morning wandering the aisles of Walmart, looking for creative uses for common objects.

Item 1: Thick glue
This can be used in a multitude of ways as discussed in class.  When it dries, it can serve as a raised line for people with visual impairments (colour inside the line, feel a letter etc).  But I wanted to talk about using it in a different way.  In my classroom, we took glue like this, and poured it into a zip-lock bag (and sealed it very well).  when the bag is then laid flat, you can draw on the glue with your finger, or with a q-tip.  This pushes the glue out of the way, and reveals the desk (paper, box, canvas etc.) behind the bag. What you get is a means of practising letters or drawing which can be erased simply by wiping the bag clear and starting again.



Item 2: Luggage Strap
A strap such as this is great for keeping your luggage together.  For our students with challenges which may limit their ability to hold multiple items such as text books, the student can use a strap to hold their books together.  In school today, students often are not carrying their large backpack from class to class.  They hold a textbook or two together, along with their binder that they need for the class.  By creating one single stack of books held together by a strap the student can carry a single item, rather than a series of smaller items which may be dropped more easily.






Item 3: Frisbee 

This Frisbee is sold for very cheap. The reason I like it, is that it has raised edges.  This can be used as a plate for a student who struggles to use both hands to eat with a knife and fork.  If non-stick pads (or a mat) were used to prevent the Frisbee from sliding on the table, a student would be able to scoop up food by pushing it towards the edge of the plate, and using the wall to stop the food from going further.

Item 4: Stress Ball 

This stress ball can be used as a pencil grip for a student with low mobility, and poor grip strength.  The pencil can be inserted through the ball, and a entire ball can be held.  This can be used to hold a pencil, a crayon, a marker, any writing device.  It could also be used to hold utensils for eating, in conjunction with the Frisbee plate above.

Item 5: Art Canvas
The canvas is a material that can be drawn or painted on.  When you turn the canvas over, you get an area where a student with low motor control can use manipulatives such as centicubes.  The raised edge of the wooden frame create a neat working area which will contain any things that might be knocked to the side. Students don't need to worry about things being knocked onto the floor, or into the working area of neighbouring students.  The canvas can be drawn on to create a graphic organiser such as a Venn Diagram or a place-value chart for students who have repeated tasks or practise in subjects like math.

Item 6:Fanny Pack
A Fanny Pack is very useful as a pencil case, or a kit box.  It can also be used to carry items that are needed very quickly such as an Epi-Pen.  EPA and Teacher can carry a fanny pack to ensure that that they have the necessary things for a particular student.  This may include options for a social story, or rewards for when the student is doing well.  Gloves and hand sanitiser may also be good objects to keep in such a portable container.

Item 7: Rug Hook
A rug hook is used to pull yarn through a material to make several small loops.  By repeating this process several times, the loops can be made to form a rug.  I thought this item would be great for helping to tighten shoe laces.  There are laces which stay tight once they are pulled.  They have a spiral to them that does not pull through the eyes of the shoe easily.  The hook on this could be used to pull the lace tight in the first place, for a person with low dexterity. the person could  use a shoe horn to help get their foot into the shoe, then pull the lace with the hook.

Item 8: Baby Cubes

These are large cubes for freezing puree baby food.  These would be good for a person who struggles to open small containers.  Some of our students take multiple pills in a day, and these containers would be able to hold all the pills a person might take. S/he could use the set to keep track of their pills for the week.

Item 9: Shoe Horn
Some of our students have issues in their wrist, either caused by a mild spasticity or a weakness.  A shoe horn is a comfortable cradle that the arm, wrist and palm of the hand can sit in to keep them in line.  This would then allow someone to write more comfortably, focusing more on the fine motor control of the fingers, rather than supporting their wrist.

Item 10: Hair Scunchie
This item is thick and springy.  It is used to help support the hair, to wear in a bun.  It also fits rather nicely into the palm of the hand.  It provides some mild resistance for grip exercise, and provides a pleasant scratching sensation to the palm which may serve as a sensory input devise for someone who enjoys that form of  soothing.  It is easier to squeeze than a traditional stress ball, but would have a similar sensation, so may suffice for someone with less strength.




Having spent the morning searching for items that can be repurposed, I am struck by the practicality of the exercise.  I believe that many of these items are for sale on their own, but they may be cost prohibitive.  Reusing things that you have at home, or things that are available at a discount store such as Dollarama, or Walmart, may open the door to allow students with physical limitations to access the world in new and exciting ways.  It is difficult to predict what the needs of any one person may be, but with a little ingenuity, one can certainly fashion a suitable assistive piece in a very short period of time, without spending a lot of money.

Jessica's Resume - Presentation Day

Today we are presenting the work we have done for Jessca's Resume. We have put in a fair amount of work, and we are ready to share what we have done.
For the remaining class we get to see what other groups have done on their behalf.  It is interesting to see how different groups have used the applications.

Group 1  -- Clicker Sentences
I like how the first group used a clicker sentences page to help Leopold create an 'I can' statement for using the application.  If this can be deleted from the final product at the end, it can be a very effective method.

Group 2 -- Book Creator
This was our presentation and I felt it went fairly well. We were able to share all the key information we wanted to share.  Here is a selfie we took just as we were finished.

Group 3 -- Tools4Students 2 & Pages
This group had a high functioning student with ASD.  Tools4Students was chosen because their student was high functioning.  Tools4Students s a template app which allows students to record thoughts, ideas, and concepts into visual organisers.  Tools4Students is a great fit for a student such as this.

Group 4 -- Book Creator
The group considered using Clicker Sentences as well as Book Creator (in tandem).  The group gave brief goals and rewards for completing tasks.  This is a great way  present a task for a student who is reluctant to get work started.  The group also uses a handout to accompany the application this would allow a student with limited working memory to reflect and review on a current task.

Group 5 -- Pages

The student is very high functioning student on the autism spectrum.  He is 17 years old.  He has a learning disability.  He is very familiar with Pages on the Ipad.
It is important to match the needs of the student to the app you are going to pick.  Here you have an indication of why pages would be selected, based on the needs of this particular student.

Group 6 -- Clicker Sentences
Sentences allows a student to work with some independence.  Familiarity of the application is key to choosing which app to use.  Preteaching is key to independent.  This group created a step by step video to show their student how to complete the task, what to do each step, including what to do when finished.

Group 7 -- Book Creator / Clicker Sentences
This group used an app such as Book Creator to provide the social story for the student, then used Clicker Sentences as the application that the student.  Having 2 Ipads in a classroom for a single student to use is a luxury that few will get to experience, but in the event that you can manage, using two apps like this is a great idea!

After 7 great presentations, we have seen many examples of what is possible with these various apps.  In my classroom, I hope to continue to use apps like this to support the diverse needs of my student.  I am excited to see how my students will use the applications in a variety of different ways.

Jessica's Resume Day 2

Today was a work day, gaining practical insight into creating a resume for a student.  My group is working with Jessica.  We are using Book Creator to help Jessica apply for a job at a veterinary clinic.
This kind of hands on activity is a great way to solidify my understanding of how we can support students with challenges by thinking outside the box.  I chose to use a function of book creator, normally intended to add a sound clips to the final product, as a means of providing step by step instructions for Jessica to follow.

I think having limited exposure to an app provides the opportunity to consider functions of the application to be used in a way not initially intended.

In my classroom, I can foresee a variety of ways that students can use applications like Book Creator, and I am excited to see what new ways the students can find to use the various functions of the application!

Jessica's Resume Day 1

Clicker Sentences is a literacy app which is designed to help our students with literacy issues.  A simple sentence is presented to our students as a series of word tiles.  The student selects the words to form the sentence.  Teachers can scaffold the activity by providing a prompt in the form of a visual model, or an audio model of the completed sentence.  The process of selecting the words can be leveled by either allowing the students to only select the words in the order, to have the words in alphabetical orde, or to have the words in a randome order.   Students who would use this program are likely to struggle with sentences greater than 5 words, so it is important to ensure you are providing a sentence that is within the capabilities of the student.
In my classroom, I can see this being an app that I might use with some of my students.  I discovered that you can paste an entire paragraph, and the app will split it into different sentences.  This would allow the teacher to input an entire body of work in the app.

Functional Literacy Day 1

AT the time that I joined the class, we were discussing the neurodevelopmental framework template and the stengths and challenges sheet, as they applied to a case study named Jessica.  In my classroom analysing the strengths and challenges of a student is a daily activity.  This formative assessment process aimed at WHAT my students have learned helps me set a direction in my planning process.  When considering the strengths and challenges which affect HOW a person learns, the stakes are much higher.  I work hard to play into the strengths of the learners in my classroom, while ensuring that the challenges are not so great as to hinder learning.  When these challenges are such that they make learning unfairly unattainable, they must be adapted for, or eliminated entirely (does Johnny really NEED to write out that assignment essay by hand if he has dysgraphia, or can he use a different means of showing me what he knows?

The neurodevelopmental framework model is new for me.  It seems to me to be a means of identifying specifically what areas of challenge needs to be adressed.  I am looking forward to learning how we use a framework like this in my learning environment.

The AT specialist

Proloquo2go is not only a powerful program to work with, it can be fairly addictive to personalize. In our first assignment for this course I am the AT specialist for our group.   We are working with Lisa to develop some full experiences.  In my school setting, I have worked with resource teachers to help find the best fit for my students in my classroom.   In this assignment I got to experience this interaction from the other side of the desk.  After developing my own template, I assisted my partners with their design.  One partner, acting as the parent, was interested in having Lisa help out in the kitchen.  We used a recipe as a model and created a space where Lisa is able to give instructions.  We were cogniscant of making common speach as simple as possible for Lisa, without limiting the potential for her interaction.  We used the most common terms for each activity on the main screen, and then grouped like words in sub folders.

When working with the teacher role, I tried to support my partner with a specifc subject.  This subject has many levels of jargon, and we had to work hard to ensure that the main grid didn't get overly complicated with very specific words.  Lisa is non-verbal, but very bright.  She should be able to edit her own board to include words that are important to her.

In my classroom, I am excited to work more proactivly with students in my class who are non or low verbal.  I particularly enjoyed personalizing statements with added sound effects to help create more natural speech.

Communication

In class today we have focused on the definition, process and barriers to effective communication.  I spend my general word day in a grade 6 classroom.  Communication at this age is at a pivotal point.  It is here that young minds are forming some pretty strong foundational concepts.  Its my job to help guide those minds along the correct path.  The communication I have everyday with my students is the foundation of the relationship I form with them.  This relationship is the bridge that allows me to connect, and allows our class to work together.  Without effective communication, I simply cannot do my job.

Grade 6 is also an interesting year, because it is around this age that students begin to shift their priorities from impressing parents and teachers, to impressing their friends and making romantic connections.  Here communication is absolutely essential.  I have been involved in many discussions with students who were never going to talk to their best friend again because of something s/he said or did.  Students at this age are really trying to figure out how to communicate with each to really transmit the message they intended to send.

This past year in particular I spent a lot of time thinking about effective communication.  I had two students in my room with vastly different challenges which affected their communication with others.

Tracy is a very bright, engaging, and funny 12 year old girl.  She loves to write, is fascinated with space and simply can't wait for the chairlifts at Martock to open each season. Tracy is also completely blind.  My usual means of communicating with my class involves the use of a projector and screen to share images, videos, and work.  I found myself working hard everyday to support Tracy in gaining a full message because she simply was unable to see the content on the board.  I learned some braille, I learned how to use the translation software so that everything I wrote is brailled for her.  I questioned my communication with my class on the whole, and I feel I am a better teacher for it.

Tyler is a student with autism who communicates with low verbal skills.  He has an Ipad, and uses proloquo2go as a means to practice communication as he will model language that he hears.  Tyler spends about 1/4 of his day in the classroom.  As the year went on, I tried to make a connection with Tyler, to engage him in greetings and salutations when he came and went.  I hope that Tyler learns to communicate more spontaneously with his Ipad, and is able to share more of his thoughts with his peers and teachers in the future.

Proloquo2go is an app for the Ipad that Tyler used to help practice communication. This app assists in communication by having a user select from a series of icons which represent words.  By selecting a number of icons, the user is able to quickly create a sentence to express a huge variety of sentiments.  The app can be significantly individualised to meet the needs of any situation.  I see a lot of potential for  an individual with communication challenges in this app.  In a very brief period of time, I was able to customise a grid so that I can go into my local establishment and express myself clearly.

Though I have had students in my class who use Proloquo2go, I hadn't taken the time to fully familiarise myself with the app.  I am glad I am getting to know the program better, and i feel confident that, in the future, I will be able to help set up some grids that make the app more effective as a communication tool in MY classroom.

Conference Day!

Today was Conference Day, an opportunity for M.Ed students to work within the greater population of the school, to take in lecture style presentations from speakers who they may not regularly get to hear from.
I attended all three sessions today, and will outline some key thoughts, and take-a-ways from each of the presentations.

Mike Corbett's Keynote "Improvisations and Unanticipated Outcomes in the Global Countryside".

I really enjoy watching Dr.Corbett orate on a stage.  He approaches the podium singing and always captivates the audience with a unique combination of unapologetic intelligence spiced with a sense of the activist academic that I imagine would have prevailed in Berkeley in the heyday of the Vietnam War protests.  Dr.Corbett reviewed his recent work on the Improvisational Educator. He began by identifying improvisation as the realm that fits between structured knowledge and constructed knowledge.

I immediately felt a connection to the idea of improvisation.  I remember, as a child, believing that everybody other than myself knew what to do, and how to do it.  I never wavered in my understanding that other people (especially adults) had a game plan they were working from, and always knew what to do at any given time.  I, on the other hand, was always kind of making it up as I went along.  I believed that this was the meaning of youth, and someday i would know more, be more, have more, and I wouldn't need to make it up anymore.   I didn't have a good idea of when that might happen, but I was pretty sure THAT'S what being an adult meant.  Now, I think adulthood may be the understanding that NOBODY knows what is going on, and we are ALL just making it up as we go.  But, and here is the crux, adults need to make it up in a way that doesn't ruin things for other people.  This is what an adult does (or so I think).

The second thing I took away from Dr.Corbett's discussion was an idea for research that might be interesting.  Dr.Corbett spoke in a digression about the way we used to work with people by attempting to model a desired behaviour (in his case it was communication) in an attempt to teach.  The term he used was "affect abnormal with our normality".   I immediately saw a connection to the way we treat students with severely disruptive behaviour.  We model appropriate behaviour and we demand our students to act in a certain way, and we hope that they learn THIS is the way we in society behave.  When I was working at a behavioural school in New Zealand, I remember the director explaining to me that "if kids practise being good for long enough, it becomes a habit".  In a sense, we were affecting abnormal behaviour with our 'normalcy'.  I wondered if this technique for working with complex case students is as outdated as it would be for working with nonverbal students.

The third take-a-way from Dr.Corbett's keynote was just how powerfully an improvisational classroom can be.  I have always been just a little ashamed about how much I feel I improvise in my room.  Sure, I have a plan and I know where I am going with my students, but I am always MORE than happy to jettison off into another direction when the class needs a change.


Joanne Syms "Sexual Orientation and Gender Diversity in Schools"

Joanne spoke from a place of experience about the struggles and challenges, of the Gay, Lesbian, Bi-Sexual, Transgendered and Queer (GLBTQ) student and how we as educators can work to create a place of safe haven within our schools for students who feel left out of a heteronormative society.

My first point that touched base with me was what Joanne referred to as the 'policing of gender identity'.  These actions are those which work to segregate people into two distinct genders, and then suggest that to fall outside the common expectations of an outwardly assumed gender is a negative thing.  This is seen when a male is told they act like a girl, and its meant in a negative way.  Joanne suggested that this is done mainly by males, and is often a way of teasing a person.  The second, less common, way this is done was outlined as women discussing what it means to be a woman in the sens of beautification (long hair, make up, dressing a certain way).  The reason this struck a cord with me, is that I am guilty of making comments to friends that would be considered gender policing.  This is an area I don't do often, but I do need to cut completely out of my discourse.

The second point that I took away from Joanne's discussion was the alarmingly high rate of suicide amongst GLBTQ youth.  Joanne cited statistics which say GLBTQ youth who consider themselves to be supported by their family in their sexual orientation are 4 times more likely to commit suicide than non GLBTQ youth.  For those young people who consider themselves to be unsupported by their family in their sexual identity, they are 8 times more likely to commit suicide.  Forty nine percent of transgendered youth have considered suicide, and 19% have actually tried to end their own life.  These are very serious statistics.
I was also impressed by the positive health benefits for those who are able to live in their felt gender.  Actual health biometrics improve when a person lives in line with their felt gender.

The third key that I took away from Joanne was a collection of things I can do in my classroom, and at my school to work to make my environment feel as safe as possible.  I have an 'Ally' sticker on my window, and I am VERY vocal about not allowing comments which may make someone feel less than because of their gender or sexual identity. But I can do more.  I will be joining the Gay Straight Alliance (GSA) this year.  I will help to promote issues we identify. I will encourage the students in my class to join with me.  I will also suggest to the administration at my school that the GSA might be a welcome addition to the staff meetings.  I will also seek to find ways to include the GLBTQ community in my curriculum presentation.


Rola Abihanna, Cindy Giffen, and Brenda Newcombe - Working Cross-Professionally in Schools"

This was a panel discussion about how people can work with other organisations in the school

Rola Abihanna discussed Schools Plus.  This is an initiative which seeks to join the forces of Community Services, Justice, Health and Education, an d bring them together in the school to increase access, and decrease barriers between the groups.  All to better help the student in the classroom.  Rola spoke with excitement and energy about the role of Schools Plus and its impact for the student.

Cindy spoke about HOW one works collaboratively.  She outlined the necessary skills that one needs to be an effective collaborator. These include:

1. Focus on the child, 
2. Define collaboration,
3. Make scheduling a priority
4. Take time to plan
5. Reflect and analyse on your collaboration

The statement which she said which rung true to me is "first seek to understand".  This to me is the key to working with anybody.

Brenda then took the floor, and she spoke about the challenges of implementation of Schools Plus in her school.  She outlined the fact that there is insufficient money for the program to be effective.  She also suggested that remote rural areas are unable to receive the full support of the program because people are not willing to go there to do the work.  This is clearly a point of contention which the school board and Department of Education must come together to solve, if the enthusiasm of Rola's presentation is going to be followed up with the action needed to achieve its potential.

Greater than average

Ted Rose and the Myth of Average at
TEDx SonomaCounty

Today we explored the concepts of The Myth of Average and Universal Design for Learning.  Education has been, for many years, a 'one size fits all' program.  If a student falls outside the neat boundary box of what is being delivered in the classroom, teachers have, in the past, been too often limited by what solutions are available. In another class, my reading discusses how a true solution to any given problem cannot be a cookie cutter one borrowed from a 'similar problem'.  A true solution must be custom fit to solve the problem at hand.  For our diverse learners, a true solution must fit the unique needs of each student.   There is great potential for the various solutions for each problem to grow out of control.

How then can one teacher manage a classroom and all the unique solutions required for all of our individual learners? Universal Design for Learning (UDL) ; that is we use one device, with one stunningly simple design to act in a huge range of ways, covering a series of scenarios.  This allows us to solve problems that are unique, with a single tool, used in different ways.  By utilising Universal Design, and keeping our solutions as simple as possible, we teach the student (or, in today's age, the student often teaches us!) one way of doing a task, in a few steps as possible.  Keeping steps as simple as possible means that we are empowers to do more, in a shorter period of time.

Universal Design for Learning uses a single device in
an endless range of ways

within, and yet maintain some semblance sanity?  Keeping solutions as simple as possible is essential to helping to maintain one's sanity.  Solutions are kept simple by utilising
Once we empower our students with simple tasks, using Universal Design, we release within them the presumed competence which is masked by challenges unrelated to cognitive ability.

Here in is my "big take away" from today: I need to do better, to work with my students whose barriers to productivity are less important than the gains we will find when my students are no longer encumbered by the historic relics of the classroom of yesterday.  I need to use the tools of the classroom of tomorrow to help my students find new, exciting ways to show me what they are truly capable of.  Failing to improve, is simply no longer an option.

Meet and Greet App preview -- Tellagami

Tellagami is an Avatar app which allow the user to create videos with a cartoon character which then animate text which you have added.  Text may be added either via voice input, or via typing.

Five ways Tellagami can be used in the classroom;

1)  Allow students to create a presentation on any topic.
2)  Videos can be created by the teacher to introduce topics and lessons.
3)  Morning announcements in the classroom
4)  Assignment can be created by the teacher, and then uploaded to a class website
5) Social Stories can be created to help students on ASD .  Students can also be encouraged to work on verbal skills by copying the Avatar's speech.

Challenges
   Although it is possible to stitch together clips of images, it cannot be done within the app.  though the instructor indicated that it is possible to move the Avatar around the screen, we were able to figure this out as we first used it.

Strengths
   Students are able to personalise the Avatar to represent themselves.  Students can create content using images that they have recorded.  Voice can come from ether the student, or via Tex input