Michigan Assistive Technology Guidelines for Teachers of Students Who Are Blind or Visually Impaired Low Incidence Outreach 702 W. Kalamazoo St. Grades 3-5 Lansing, MI 48915 www.mdelio.org Updated 04.20.2020 State Board of Education Michelle Fecteau, Secretary Tom McMillin, Treasurer Judith Pritchett Pamela Pugh, Vice President Lupe Ramos-Montigny Nikki Snyder Tiffany Tilley, NASBE Delegate Casandra E. Ulbrich, President Marilyn Schneider, State Board Executive Ex-Officio Gretchen Whitmer, Governor Dr. Michael F. Rice, State Superintendent Table of Contents Introduction 01 Assistive Technology Guidelines Protocol 02 Acknowledgements 02 I. Technology Operations and Concepts 03 II. Creativity and Innovation 08 III. Communication and Collaboration 10 IV. Critical Thinking, Problem Solving, and Decision Making 12 V. Research and Information Literacy 15 VI. Digital Citizenship 18 Assistive Technology Glossary 21 Assistive Technology Resources 32 Assistive Technology Tools & Applications Sample Listing 44 Assistive Technology Tools Record Keeping Chart Instructions 47 Assistive Technology Tools Record Keeping Chart 48 Introduction The Michigan Assistive Technology Guidelines for Teachers of the Blind and Visually Impaired is an expanded document to specifically guide teachers of students who are Blind or Visually Impaired (BVI) in pre-kindergarten through grade 12 with assistive technology (AT). This guide is based on the International Society for Technology in Education (ISTE) Standards to which the Michigan Integrated Technology Competencies for Students (MITECS) connects. These guidelines follow six key concepts: • Technology Operations and Concepts • Creativity and Innovation • Communication and Collaboration • Critical Thinking and Problem Solving • Research and Information Technology • Digital Citizenship Appendix: • Assistive Technology Glossary • Assistive Technology Resources • Assistive Technology Tools and Applications Sample Listing • Assistive Technology Tools Record Keeping Chart Assistive Technology Guidelines: Grades 3-5 Updated 04.20.2020 01 Assistive Technology Guidelines Protocol • Use the guidelines to help develop specific Individualized Education Program (IEP) goals. • An AT Glossary, AT Resources, AT Tools, and AT Tools Table can be found after each grade-level guideline. • Use the key below to track student progress. Student Progress Key A = Formal Assessment O = Teacher Observation P = Portfolio Evidence C = 21st Century Technology Class Acknowledgments A special thanks to the following individuals for their efforts in making this document available to the educators working with students who are BVI. • Collette Bauman, Former Supervisor, MDE-LIO • Roxanne Balfour, Director, MDE-LIO • Pat Love-Sypho, Consultant for Students with a Visual Impairment, MDE-LIO • Ann McKay-Bacon, Teacher/Consultant, MDE-LIO Technology Team • Julie A. Lutz, MAET, MDE-LIO Technology Team Assistive Technology Guidelines: Grades 3-5 Updated 04.20.2020 02 I. Technology Operations and Concepts: Grades 3-5 Awareness, exploration, and opportunities to experience using 21st century digital technology tools Student Progress Key Student Details A = Formal Assessment Student Name: O = Teacher Observation P = Portfolio Evidence Teacher Name: C = 21st Century Technology Class School: Skill (to be completed by Suggested Teacher Activities Date Notes/ # Key Grade the end of Grade 5) To Aid The Student Achieved Equipment 1 Use basic input and output • Demonstrate, practice, and assess devices. For example, a printer, skills that open, save, print, emboss, scanner, Smart Board, digital close/exit, add or remove devices and/ camera, audio/video players/ or digital/electronic accessories using recorder, touch screen tablet, the appropriate Assistive Technology Braille Display, electronic Devices (ATDs) and adaptive devices augmentative communication when applicable. device, video magnifier, and a converter box. Assistive Technology Guidelines: Grades 3-5 Updated 04.20.2020 03 Skill (to be completed by Suggested Teacher Activities Date Notes/ # Key Grade the end of Grade 5) To Aid The Student Achieved Equipment 2 Describe ways technology has • Participate in activities such as changed life at school, home, viewing and listening to audio/video and within the community. presentations, tutorials, movies, and/or documentaries as found on YouTube, Google Classroom, and/or the internet. • Discuss and describe ways technology, ATDs and adaptive devices have changed life at school, home, and within the community. 3 Understand and discuss how • Share, with examples individual assistive technologies can experiences, impact, and benefits of benefit all individuals. ATDs and adaptive devices. Assistive Technology Guidelines: Grades 3-5 Updated 04.20.2020 04 Skill (to be completed by Suggested Teacher Activities Date Notes/ # Key Grade the end of Grade 5) To Aid The Student Achieved Equipment 4 Demonstrate proper care in Demonstrate, practice, and assess the: the use of digital/electronic • proper care in the use of digital/ devices, ATDs, adaptive devices electronic devices, ATDs, and including accessories and adaptive devices including electrical connections. accessories and electrical connections. • proper care, use, and storage of required digital/electronic devices, ATDs, adaptive devices. • proper personal hygiene and having a clean and clutter free work space. • proper procedure for backing up and restoring. • understanding and ability to safely locate, connect and disconnect from appropriate outlets, power strips, surge protectors, ATDs and adaptive devices. • skill and care to secure connectivity and power cords. 5 Know how to exchange files with • Demonstrate, practice and assess teachers, classmates, and peers how to save and exchange (import/ using technology (e.g., network export) files utilizing various storage file sharing, external storage devices and ATDs and adaptive devices and internet). devices when appropriate. Assistive Technology Guidelines: Grades 3-5 Updated 04.20.2020 05 Skill (to be completed by Suggested Teacher Activities Date Notes/ # Key Grade the end of Grade 5) To Aid The Student Achieved Equipment 6 Demonstrate the use of a • Practice and assess QWERTY keyboard, navigational keys, keyboarding skills with a goal of 25 mouse, touch screen devices wpm at 85% accuracy if using the and buttons/keys of ATDs and touch type method. adaptive devices, specific to the • Practice and assess accuracy of student’s needs. finger gestures using (Android’s name for screen reader) the touch screen tablet’s screen reader. • Practice and assess accuracy using ATDs and including any required adaptive devices. 7A Be able to use basic menu Demonstrate, practice, and assess: commands to perform common • navigation of icons, menu, and task operations that include keyboard bars; shortcut commands, touch • use of shortcut key commands or screen finger gestures, and touch screen tablet finger gestures required keys on ATDs including such as save, print, cut, copy, and adaptive devices. paste; • use of basic navigational keys such as arrows, tab, alt, shift, option, command, and space bar; • use of number pad and; • use of the scroll bar. Assistive Technology Guidelines: Grades 3-5 Updated 04.20.2020 06 Skill (to be completed by Suggested Teacher Activities Date Notes/ # Key Grade the end of Grade 5) To Aid The Student Achieved Equipment 7B Be able to use basic screen Demonstrate, practice, and assess reading or magnification menu proficiency in: commands in order to perform • basic operational skills to recognize, necessary keyboard commands locate, and select the correct letter, and operations, touch screen number, symbol or function key(s) finger gestures, and required using ATDs as needed; keys on ATDs including adaptive • the use of appropriate key commands devices. Be able to customize for magnification or screen reader touch screen tablets in the applications to access word settings to use screen reading, processing, spreadsheets, databases magnification, and interactive or media-rich applications using ATDs devices. and adaptive devices as needed. 8 Demonstrate the ability to • Demonstrate, practice and assess the navigate in virtual environments basic navigational skills to search the (e.g., e-books, websites, Internet using keywords, history menu, and games) using ATDs and and the desktop screen. adaptive devices as needed. • Assess skills of keying in the URL, adding and editing bookmarks, navigating within and away from sites and links, navigating e-books. • Recognize and respond to digital/ electronic device signals appropriately such as an vibrations, hourglass, pop- ups, error messages, blockers, and audio/visual alert signals including ADTs and adaptive devices alert signals. Assistive Technology Guidelines: Grades 3-5 Updated 04.20.2020 07 II. Creativity and Innovation: Grades 3-5 The design and creation of meaningful products is enhanced and extended through the use of technology Student Progress Key Student Details A = Formal Assessment Student Name: O = Teacher Observation P = Portfolio Evidence Teacher Name: C = 21st Century Technology Class School: Skill (to be completed by Suggested Teacher Activities Date Notes/ # Key Grade the end of Grade 5) To Aid The Student Achieved Equipment 1 Create a media-rich digital • Support the participation in the project aligned with the Michigan creation and presentation of a Academic Standards to produce media-rich digital project using the original works. appropriate ATDs and adaptive devices