By learning about the assistive technology that is available for online learning, special education teachers can explore options for providing access to accommodations remotely.

This post covers three different categories of accessibility features: Text-to-Speech, Speech-to-Text, and Readability.   

Text-to-Speech

Text-to-Speech (TTS) is an assistive technology which involves the computer or software reading the screen aloud to the user. Similar to the verbatim reading accommodation, TTS allows students with reading difficulties to access text. This allows students to focus on making meaning and comprehending what has been read:

Below are some of the free TTS extensions that can be utilized by special educators:

Read&Write Toolbar
Read&Write Toolbar, which is available as a Chrome extension, allows users to have words, passages, or whole pages read aloud to them.  It also has a built-in multi-colored highlighter, which allows the student to compile their highlighted text into one document to refer back to later.  Read&Write also has the ability of simplifying text on webpages through the removal of distracting ads and copy. 

Read Aloud
Read Aloud is also available as a Chrome extension and allows the user to highlight the text that needs to be read.  Students have the ability to push play/pause, stop, rewind, and forward.  It does not have as many options as the Read&Write Toolbar but is another option that can be considered. 

Natural Reader
Natural Reader allows students to select the text that they want to have read aloud.  It also gives the ability to highlight text as it is being read and will not read ads/distracting information. The extension is another TTS option for students and is also available on iOS and Android as an app.  

Speech-to-Text

Speech-to-text is a type of software that take dictated audio content and transcribes it in writing through a word processor.  This is especially useful for students who may have difficulty with typing, spelling, or difficulty with written expression.  Speech-to-text is often referred to as voice recognition software. 

Below are some of the free speech-to-text solutions that are available for special educators to use when instructing students with disabilities:

VoiceInVoice Typing
VoiceinVoice Typing is a Chrome extension that allows students to type on different websites, including email applications. Users first select the textbox and can then turn on the microphone in the extension toolbar to begin recording their typing.  Students would then turn off the microphone when they are done.  

Voice Typing in Google Docs
Students also have the ability to turn on voice typing in Google Docs.  Under tools they would turn on voice typing, which has a microphone next to it in the menu.  Using the microphone pop up that comes on they could then give access to the microphone and begin using the voice typing tool.  Students would then turn off voice typing by clicking the microphone.  

Readability

Readability is the ease in which a reader can understand text.  Readability can include the presentation as well as the content of written text.

Presentation:

First we will look at tools that change the presentation of text to increase readability for students with disabilities:

Mercury Reader
Mercury Reader is a Chrome extension that clears ads and other distractions so that students with disabilities can focus on the primary content on a page.  Users are able to switch between light and dark themes and change the size and type of font. 

Dyslexia Friendly Font
Studies have shown that there are certain fonts that may work better for students with dyslexia.  Special education teachers should may want to use sans serif fonts and minimize the use of italics when providing digital content to students.  Using a font size of 12 to 14 pts can also increase readability. 

Chrome has an extension, OpenDyslexic, that provides a font specifically for dyslexics.  Lexend is a font that has been added to G Suite.  This can be used by teachers when creating documents in Google Docs. 

BeeLine Reader (Limit 5 articles per day for free version)
BeeLine Reader is a Chrome extension that uses color gradient, or a range of colors, to guide a reader’s eyes from one line to the next.  This helps increase a user’s ability to read with ease and speed. The extension comes with a cost, but teachers are able to apply for free access for students. 

Reading Comprehension:

The tools below focus on how the content of text can be altered to make reading comprehension easier for students with disabilities:

Google Dictionary
Google Dictionary is a Chrome extension that allows students to double-click a word in order to view the definition in a pop-up bubble.  Students can also store words so that they can practice with them later. 

Rewordify
Rewordify is a website that simplifies difficult English which allows students to read and comprehend without frustration.  Special education teachers can use this to provide differentiated and adapted learning materials.  Students can use this when engaging with digital texts in order to have greater success with reading comprehension.  

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Overnight we have woken up to a “new normal” due to the impact of  the COVID-19 pandemic. Every day the situation seems to change and has resulted in extreme measures taken by our national and local governments all in an effort to keep us safe.  

One of the safety measures taken was the closing of schools to help with “flattening the curve.”  With orders to stay home and the closing of schools, many special educators are feeling overwhelmed by the expectation to continue with providing instruction during such crazy circumstances. 

As special educators, we already have one of the most challenging jobs in education, but now we have been thrown into a situation where we are navigating a digital learning environment.  This is all while taking on the nearly impossible task of providing some sense of normalcy for our students who have suddenly become homeschool students. We are trying to learn how to use virtual platforms, many of us without thorough training and without the ability to explicitly teach our students how to interact with us and eachother online.  

On top of this, we have to consider the barriers to technology access that many of our students may face.  We can’t assume that every one of our students has access to a working device, internet, adult support, etc.   

Another consideration that we have to make is our parents.  Many are in situations where they may have to work during the day, either inside or outside the home, and simply aren’t able to supervise instruction for their kids.   

As providers of specially designed instruction, we also have to think about things such as routines, avoiding regression, data collection, documenting services, and IEP deadlines. General education teachers and students are going to suffer from this, but students with disabilities are much more at risk of having a significant and long-lasting impact from the current state of education..  

Because of all that our community is contending with these days, I wanted to compile resources and strategies that may give special education teachers ideas on how to get through the next few months of teaching students with disabilities in a digital environment. 

Setting Up Your Workspace

Before you even dive into the technology aspect, you want to make sure you have a workspace that is going to be conducive to working from home.  If you are lucky enough to have a dedicated office or space for working, then you are already off to a great start.  

For many, lessons are now going to have to take place at a small desk, a kitchen table, bedrooms, or anywhere that we can find a clutter-free, presentable environment.  Try to find a place where you are going to be comfortable sitting for an extended period of time and where you can limit the number of distractions.  

Technology

To recreate some of the instructional methods that you utilize at school, such as modeling for students, there are some tech tools that can help streamline your instruction.  Most laptops and tablets come with a built in camera, but for some it may be worth it to purchase a separate web cam.  

Some may also choose to use a headset when creating videos or engaging in virtual learning and meetings.  Anything that has a noise cancelling feature has been a life saver for me when trying to work in a busy household. 

At this point I think that most are familiar with Zoom and Google Hangouts, which give you the capability of sharing your screen with attendees. To provide modeling of math content where you want to write directly on a document, you can use a tablet or you can look into a stand alone drawing tablet that connects to a PC. 

Free software that can be used along with a drawing tablet would be Sketchbook.  If you don’t have access to a drawing tablet, then you can also check out the Chrome extension Page Marker, which allows you to draw on any webpage that you have pulled up in your browser.  

Screen Recordings

Something that we may want to consider for students with disabilities, is creating actual recordings of lessons or examples in either subject area.  This would be one way of providing accommodations and modifications to students in a virtual environment. 

Unlike hosting a live session, students with disabilities are able to view the video in their own time, pause the video to take breaks or for extended time, rewind the video for repetition, etc.  You can also differentiate your videos based on student need or choose to provide content in short bite-sized chunks for your students. 

In order to record your screen to create lesson videos, Chrome has an extension that can be added called Screencastify  This could be a good option if you are just wanting to try out screen casting, but the free version of this program comes with limitations.  These limits include a 5 minute limit on recording and not having access to the program’s full functionality. 

An alternative would be the use of Quicktime which provides an option for recording your screen.  For recording lessons, I have had a lot of success with Camtasia, which provides the ability to capture your screen.  The software is pricey, but they do offer a free trial and a significant discount for educators. 

Virtual Learning Platforms

There are several online platforms that are offering discounted or free access for teachers and students.  For Reading, consider checking out Learning A-to-Z which has a variety of platforms that support reading goals.  Epic!, which provides access to a variety of books, videos, and audiobooks that support a variety of subjects, is providing free access until the end of the year. They also have books that are “read alouds”, which can act as an accommodation for students with disabilities.  Achieve3000 is offering some of its programs that support literacy to schools for free and also has free printables that can be used as a supplement at home. 

As always, Khan Academy, is a free program that can be utilized to support with mathematics instruction across grade levels.  Zearn is a free math program for grades K through 5 that follows Eureka Math’s scope and sequence. 

Curriculum Associates (creators of i-Ready) is providing free printables for reading and math across grade levels K through 8.  Students who already have access to i-Ready can also access their accounts from home. Abcmouse, which is geared towards students in grades K through 2 is currently free for teachers.  MobyMax and Learnzillion are also offering free access for teachers and both provide access to math and reading content that can be used to supplement your lessons. 

Communication

Tobii Dynavox, the makers of Boardmaker, is currently offering free communication resources.  Boardmaker is also offering free resources, including a free 90 day trial for their Boardmaker Online software.  Sounding Board is a free iOS app that can be utilized on an iPad or iPhone.  You can only download it in the iTunes store. 

Data Collection 

easyCBM has a free version of it’s assessment and data collection platform that teachers can access.  Some assessments would have to be administered via a one-on-one conference, but there are others that you can assign to students online.  Formative is a platform where teachers can create their own online formative assessments for students for.  The company is also currently offering premium memberships for free through districts and schools. 

Go Easy on Yourself

Lastly, as you navigate this new learning environment, remember to go easy on yourself, your students, and even your school leadership.  None of us are used to teaching and learning in this environment.    

Try to keep up with your district’s expectations, even though some may seem unrealistic at times. If something isn’t working, try it out first so that you will have the data and experience to provide feedback further down the road.  

The post Teaching Special Education During the COVID-19 Pandemic appeared first on Teach Special Education.

Specially Designed Instruction Defined

Specially Designed Instruction, or SDI, is defined as “adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child’s disability and to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.” 34 CFR §300.39(b)(3).n

As educators, we utilized SDI to bridge the achievement gap of students with disabilities from their current levels of performance to the current grade level expectations and standards.  For many educators the grade level standards or expectations are set by the Common Core State Standards.

SDI within a Tiered System of Supports

Specially designed instruction is best delivered within a multi-tiered systems of supports (MTSS) or Response to Intervention Framework.  For most districts, these frameworks are broken into three tiers.

SDI within Tier 1 

Tier 1 is defined as Universal or Core Instruction and this refers to the grade level content and curriculum.  Most students receive services and instruction within general education and are assessed using the grade level content standards for the grade in which they are enrolled.  

The goal is for majority of students within your school or district to be successful and have access through quality Tier 1, core instruction, with few needing additional tiers of support.   Universal Design for Learning, or UDL, strategies can be proactively implemented within Tier 1, to clear barriers to learning for all students, including students with disabilities. 

Specially designed instruction can be used to provide students with disabilities with access to this core, universal instruction.  This done mainly through the use of accommodations and supplementary aids and services. 

SDI within Tier 2

Tier 2 is defined as supplemental, small group instruction that is necessary for a few students who are having difficulty with a specific skill or standard.  Specially designed instruction occurs within these small, targeted groups within Tier 2.

An example of a Tier 2 small group would be a small group that is pulled to review the use of the partitioning strategy in order to support with comparing fractions.  If two students with IEPs have the use of manipulatives for mathematics outlined in their IEP, then the use of math manipulatives would additional support that the teacher would need to include along with the direct strategy instruction to support the progress of her special education students.  

SDI within Tier 3

Tier 3 is defined as sustained, intensive intervention that is required to close the gap for students who are struggling, usually because of a lack of instruction in a particular area.  This intervention is individualized based on student need.

Specially designed instruction at this level is also sustained, intensive intervention, but this is due to the impact of a student’s disability.   The strategies and pedagogy can be very similar at the Tier 3 level, with specially designed instruction being specifically outlined in a student’s IEP.

Specially Designed Instruction and the IEP

All of the information that we should consider to appropriately plan and implement SDI is contained within a student’s IEP.  The IEP should clearly articulate what type of adaptations are to be made to the content, methodology, or delivery of instruction in order to ensure access to the general curriculum.

It is important to remember that teachers should be deliberate and conscious with their instructional planning. Expectations for students with disabilities should remain grounded in the grade level standards, with the goal being two-fold: to provide access to grade level standards while also remediating skills deficits.

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