Consideration of AT Implementing Readily Available District Resources

The items listed below are often widely available to all students within MPS but can be particularly helpful for students with disabilities. In addition, given their accessibility district wide, implementation can easily be done without contacting the AT Department! If your site­based team is interested in trialing any of the supports listed but find they are not readily available on your campus, or you have additional questions or concerns, please feel free to contact the Assistive Technology Department at x20638 for assistance.

Note: Information or resources that are followed by an asterisk may require additional support from AT staff, ​ such as providing additional information or setting up access, training staff, or checking items out to service facilitators for student use through the our lending library. Please contact us at x20638 for more information.

Reading: ● Text­to­speech* ­ TTS is digital text read aloud by a device, such as a computer or an iOS or ​ Android tablet. Examples of text that can be accessed using TTS are websites, emails, PDF, MS Word docs, and Google Docs. Devices that run Windows, OSX, iOS and Android operating systems have TTS capabilities available within the settings, and free text­to­speech tools are available for download as programs, apps, and extensions from various sources. ● Digital notes ­ Consider sharing notes in a digital format, such as in OneNote or Google Drive. ​ OneNote can be a great alternative to classroom notes, and includes the ability to record audio, organize and share files, add media, and utilizing a stylus to create drawings and notations. View this video for more information https://youtu.be/GPxfNXH9LUo . In addition, worksheets, notes, ​ ​ summaries, etc., shared via email, Google Docs, or OneNote are compatible with the text­to­speech tools mentioned above, making classroom notes accessible to students who are struggling readers. ● Electronic dictionary or spellchecker with or without text­to­speech ­ assists with reading decoding ​ and comprehension by reading words aloud and/or providing definitions, synonyms, parts of speech, etc. Electronic and digital dictionaries are available via dedicated hand­held devices*, web­based resources such as www.dictionary.com, Chrome apps and extensions, and iOS and ​ ​ Android apps. ● Picture and symbol supported text* ­ assists struggling readers by pairing words with symbols to ​ increase overall comprehension. Staff using authoring software, such as Boardmaker Studio ®, can create modified materials in both computer accessible and print formats. ● Alternative formats for textbooks and supplemental materials ­ texts/curriculum adopted by the ​ district are often accompanied by web­based supports, such as digital texts, practice activities, videos, study materials etc. In addition, for students whose documented disability meets qualifying criteria, digital texts and literature can be obtained through www.bookshare.org*. Please contact the ​ ​ AT Department for more details.

Math: ● Calculators ­ Assists students who haven’t mastered targeted math facts engage with more complex ​ concepts during math instruction. Calculators come in many models, including those with special features such as large displays or buttons and speaking functions. Digital options are also available

Rev. 09/0216 on the web or as iOS or Android apps, such as http://web2.0calc.com/ or ​ ​ https://play.google.com/store/apps/details?id=com.tickdownloads.JudgeApp2 ● Manipulatives ● Modified paper for legibility ­ i.e., graph paper or standard lined paper turned horizontally can be ​ helpful to guide better alignment of numbers into columns ● Supplemental resources aligned to curriculum ­ curriculum adopted by the district are often ​ accompanied by web­based supports, such as digital texts, practice activities, videos, study materials etc, which can increase accessibility and understanding of targeted concepts

Writing (motor skills) ​ ● Word processing ­ access to word processing can be provided through tablets or desktop/laptop ​ computers on campus, as well as through portable word processors* (i.e., Fusion or Forte portable word processor/ http://www.writerlearning.com/ ) checked out through the AT Department. ​ ​ ● Shared or modified notes ­ students who have difficulty taking notes often benefit from having ​ copies of notes provided to them. These notes can take many forms, such as photocopies of a peer’s notes, use of NCR lined paper by a peer (carbonless copy paper ­ an exact copy is created and given to the student), or copies of PowerPoint presentations or teacher outlines provided before class. In addition, modified note packets that require one word or short answer responses, or provide opportunities for highlighting instead of writing long­hand are also helpful. Consider using Google Drive to share digital formats of materials (notes, outlines, worksheets, etc) with students who have this accommodation. Digital notes have the added benefit of being accessible using text­to­speech tools. ● Digital notes ­ digital tools such as OneNote can be a great alternative to taking notes via ​ pencil/paper, and includes the ability to record audio, organize and share files, add media, and utilizing a stylus to create drawings and notations. View this video for more information https://youtu.be/GPxfNXH9LUo . ​ ● Word prediction ­ word prediction can be helpful for students who have difficulty keyboarding due to ​ fine motor issues by reducing the amount of keystrokes needed to get words into a document. Word prediction is available within iOS and Android onscreen keyboard settings, as well as in Windows 8.1 and OS X.

Written Language (composition) ​ ● Word processing with standard spellcheck and grammar check ­ Programs found in Office, such as ​ Word and PowerPoint, have tools to support proper spelling and grammar. Products found within Google Drive have the similar supports. ● Word processing with added text­to­speech ­ TTS allows for students to hear their work read aloud, ​ which assists with proofreading and editing. TTS is available as a setting within MS Word documents, as well as through apps and extensions for Google Docs. ● Graphic organizers ­ use of print and interactive digital graphic organizers for planning and ​ organization of writing. Examples of digital graphic organizers include Holt Interactive Graphic Organizers at http://www.vrml.k12.la.us/graphorgan/ or Chrome apps such as MindMap or ​ ​ MindMeister. ● Speech recognition ­ Also known as dictation or speech­to­text, speech recognition tools are ​ available in Google Docs, Windows, Android, iOS, and OSx operating systems. ● Multi­media software ­ use of tools such as PowerPoint or Google Slides can be used by struggling ​ writers as an alternative way to demonstrate understanding of targeted concepts through pictures, organization of slides, and modified writing requirements.

Rev. 09/0216 ● Symbol supported word processing* ­ authoring software, such as Boardmaker Studio, allows ​ educators to create opportunities for modified writing tasks. In addition, students who use AAC can use their language system to compose written communication which is then shared via email or other platforms. For an example, see https://www.youtube.com/watch?v=38j42v4Qef4 ​

Behavior and/or Organizational Strategies ● Notebook organizational system ­ Use dedicated colored folders to increase organizational skills, ​ and timely completion and turning in of assigned work ● Preset organizational plan for word processing (folders on desktop, within Google Drive, etc.) ​ ● Materials checklist ­ prompts to aid in transition and independent preparation for instruction can be ​ in the form of a printed or digital “to­do” list or checklist, and can be picture supported if needed. ● Printed schedule ­ prompts to aid in transition between activities, class periods, etc., can be in made ​ readily accessible on a student's desk and/or binder, and can be picture supported if needed. ● Electronic auditory cueing aid with or without picture cue ­ use of a standalone digital timer, ​ web­based timer (http://www.online­stopwatch.com/eggtimer­countdown/), free extension or app for ​ ​ Android and iOS operating systems, personal smartphone or watch can be used to encourage “self­check” for on­task behavior. If beneficial, a printed picture or symbol can accompany the cue to remind the student of the targeted behavior.

Visual Impairments ● High contrast printed materials ­ make sure printed packets and worksheets are clean and easy to ​ read and have an appropriate amount of contrast between the text and the background. Some students benefit from colored backgrounds, such as black print on light blue or yellow paper. ● Enlarged or modified worksheets ­ Some students benefit from enlarged print. Often increasing the ​ zoom on the copy machine when making copies is helpful. In addition, consider reducing clutter by chunking information and putting less print on a single page. ● Modified notes packets ­ allowing students to highlight or circle important information, or modifying a ​ note packet to writing single words or short phrases allows students with visual impairments to have access to the same information without impeding their access or engagement in the activity. ● Shared notes or teacher provided notes ­ (see “writing” section above) ​ ● Dark lined paper ­ the light blue lines on standard notebook paper can be difficult for some students ​ to see. Using a standard copy machine to copy a piece of notebook paper makes the lines darker and easier for some to use. In addition, the zoom feature of the copy machine can be used to enlarge the spacing on lined paper. ● Hand­held magnifier* ­ hand­held magnifiers are available for check­out from the AT Department or ​ through the student’s VI itinerant teacher. ● Table­top magnifier* ­ table­top magnifiers are available for check­out from the AT Department or ​ through the student’s VI itinerant teacher. ● Use of magnification settings native to adopted classroom technology ­ Magnification tools are ​ available within Windows, OSx, iOS, and Android operating systems. ● Use of contrast settings native to adopted classroom technology ­ Contrast and color tools are ​ available within Windows, OSx, iOS, and Android operating systems. ● Voice Over settings on iPad ­ https://www.youtube.com/watch?v=06QlIzgz1wc ​ ​ ● Alternative formats for textbooks* ­ texts/curriculum adopted by the district are often accompanied ​ by web­based supports, such as digital texts, practice activities, videos, study materials etc. In addition, for students whose documented disability meets qualifying criteria, digital texts and literature can be obtained through www.bookshare.org *. Please contact the AT Department for ​ ​ more details. Rev. 09/0216 ● Use of supplemental materials provided by curriculum/text publishers ­ curriculum adopted by the ​ district are often accompanied by web­based supports, such as digital texts, practice activities, videos, study materials etc, which can increase accessibility and understanding of targeted concepts ● Screen sharing software/apps ­ For students who have difficulty seeing content presented through ​ the classroom projector (multimedia presentations, videos, doc camera, etc.), it is possible to share the teacher screen with students who are using a laptop, desktop, or tablet. Use of screen sharing applications, such as Join Me (https://www.join.me/), can be a great way to accommodate in this ​ ​ way. See this video illustrating how it works: https://www.youtube.com/watch?v=mzaT0kH0ijI . ​ ​ Students who are viewing the teacher screen on their own device can bring the screen as close to them as they need or utilize magnification features to enlarge as needed without changing the teacher’s presentation to other students.

Communication* ● Create the need to communicate (https://www.assistiveware.com/dos­and­donts­aac­questions) ​ ​ ● Provide frequent communication opportunities within activities (https://www.assistiveware.com/dos­and­donts­aac­use­aac­system) ​ ​ ● Provide wait time so the student has time to process the information (https://www.assistiveware.com/dos­and­donts­aac­wait­time) ​ ​ ● Provide models (https://www.assistiveware.com/dos­and­donts­aac­modelling) ​ ​ ● Provide appropriate Prompts and Cues (http://www.bridgeschool.org/transition/strategies_success/prompt_hier.php) ​ ​ ● Visual schedules ● Provide concrete objects for making choices ● Picture symbols, choice boards, activity boards to support expressive language and increase participation ● Use core­word language (http://www.bridgeschool.org/transition/strategies_success/core_fringe.php), ​ ​ (https://youtu.be/293GzUPnFAM) ​ ​ ● Single/dual/four location voice output communication devices paired with symbol supports (http://www.mpsaz.org/ataac/atresources/communication­devices/ablenet/ablenet­resources/) ​ ​

*may require additional support from AT staff, such as providing additional information or setting up access, training staff, or checking items out to service facilitators for student use through the our lending library.

Rev. 09/0216