Sigh. Just when you think that something is so obvious NOT to do, someone does it anyway.
As you may or may not be aware, Lady Gaga made a major gaffe recently when she was interviewed by NME magazine (a British music magazine). In response to a question about the similarities between "Born this Way" and Madonna's "Express Yourself" from the 80s, Lady Gaga said, " I'm a songwriter. I've written loads of music. Why would I try to put out a song and think I'm getting one over on everybody? That's retarded."
Tuesday, April 26, 2011
Friday, April 22, 2011
School Budget Officers, this one's for you
I've been reading my county's school budget document - insert joke about how I must have time on my hands - and it's not pretty. Because of the recession, our school district is facing a declining budget for the third year in a row. I imagine most school districts across the country are facing the same issues, especially as the Obama stimulus money runs out, and administrators will make some tough choices that could be detrimental to our kids.
So. Let's be proactive, and think about how we can use technology and the principles of universal design for learning to cut costs without cutting quality.
So. Let's be proactive, and think about how we can use technology and the principles of universal design for learning to cut costs without cutting quality.
Thursday, April 21, 2011
The Inclusive Classroom: Pipe Dream or a Necessity?
As I mentioned in my intro post about the IDEA, Back to Basics: Special Education, one of the fundamental goals of the IDEA is to eliminate the "separate but equal" status of children with special needs. Before the IDEA, kids with special needs were not only often in the trailer on the edge of the school campus, there were in a trailer no where near their home school campus.
Many, many parent advocates work tirelessly to promote inclusion. In the terms of the IDEA, each child must be educated in the "least restrictive environment" appropriate for that child. Ideally, this would be a general education classroom for all kids. Now, the IDEA doesn't assume that all kids are going to thrive in a traditional classroom by being simply placed there. Each IEP must consider appropriate supports and related services that can enable that child to succeed in the general ed classroom - not just be placed there. These supplemental aids and services can include anything from nursing assistance, psychological therapy, and transportation. They also include assistive technologies (as you know, a subject near and dear to my heart) such as AACs, PECS, LiveScribe pens, etc.
This is how the IDEA is supposed to work. As you might imagine, despite great strides towards inclusion, there is some disagreement in the disability community as to what is actually best for the child.
Many, many parent advocates work tirelessly to promote inclusion. In the terms of the IDEA, each child must be educated in the "least restrictive environment" appropriate for that child. Ideally, this would be a general education classroom for all kids. Now, the IDEA doesn't assume that all kids are going to thrive in a traditional classroom by being simply placed there. Each IEP must consider appropriate supports and related services that can enable that child to succeed in the general ed classroom - not just be placed there. These supplemental aids and services can include anything from nursing assistance, psychological therapy, and transportation. They also include assistive technologies (as you know, a subject near and dear to my heart) such as AACs, PECS, LiveScribe pens, etc.
This is how the IDEA is supposed to work. As you might imagine, despite great strides towards inclusion, there is some disagreement in the disability community as to what is actually best for the child.
Monday, April 18, 2011
Apps for Kids: Do they really teach anything?
I've posted a fair amount about how schools can use technology like the iPad to provide services and curriculum support to kids. Tablet computers will likely replace paper textbooks at some point - and it's really easy to see that coming for graduate schools (maybe even colleges). But, one commentator rightly asked "are these things really suitable for elementary school kids?" Good question: after all, one of Siobhan's therapists is adamant that we *not* use the iPad as her AAC because of the potential for breakage.
We've seen how young kids - even as young as 3 years old - have an amazingly intuitive ability to use tablet computers to play games and watch videos. But is there really any learning value?
We've seen how young kids - even as young as 3 years old - have an amazingly intuitive ability to use tablet computers to play games and watch videos. But is there really any learning value?
Tuesday, April 12, 2011
Thinking out of the (Classroom) Box
I am excited by any kind of educational technology that (a) individualizes a child's education, (b) maximizes teacher resources, and (c) saves schools money that they can deploy to other uses. Imagine my delight when I found an article in last weekend's Wall Street Journal about one entrepreneur who accidentally launched a fabulous way to teach math and other topics through YouTube videos.
Hopefully this link will work, but since WSJ is a paid subscription, it might not - Turning the Classroom Upside Down. Here's a quick summary: Salman Khan noticed that his 12 year old niece - a smart, engaged girl - was struggling in her 7th grade math class and was, in fact, tracked in a slower class. Because Khan was in Boston and Nadia in New Orleans, they started with remote, 30 minute tutorials via Yahoo Doodle. Soon, interest from other students inspired Kahn to create YouTube tutorials that Nadia and the other students could access on-demand.
Hopefully this link will work, but since WSJ is a paid subscription, it might not - Turning the Classroom Upside Down. Here's a quick summary: Salman Khan noticed that his 12 year old niece - a smart, engaged girl - was struggling in her 7th grade math class and was, in fact, tracked in a slower class. Because Khan was in Boston and Nadia in New Orleans, they started with remote, 30 minute tutorials via Yahoo Doodle. Soon, interest from other students inspired Kahn to create YouTube tutorials that Nadia and the other students could access on-demand.
Saturday, April 9, 2011
News Roundup: iPads in the Classroom (Round II)
No, I don't work for Apple. But, yes, I do think that the iPad is revolutionizing education - and has the potential to bridge general ed and special ed services like no other technology has done thus far.
I don't think an iPad is ever going to be a substitute for hands-on, individualized teaching. But, it can really help kids with special needs access the general curriculum, and support their inclusion. Picture this: a group of 5th readers is studying the solar system. As part of that unit, the class gets to use the school-owned iPads for the after-lunch hour. Instead of snoozing through the lesson, a couple of gifted and talented kids are using a star map, and calculating how long it takes light to get from one star to another. A couple of other kids are tasked with the "general" assignment researching stars in the Milky Way. One kiddo is using his iPad as a talker to ask the teacher questions about comets. Another kiddo with cognitive disabilities using his iPad to read the chapter in his e-book that's based on the standard curriculum but targeted to his reading level. Everyone is engaged, and productively learning at his or her own level.
I've recently read a couple of articles showing a continued interest in tablet computing (generally), and the iPad (specifically) in elementary and middle schools. Here's an article about a Scottish school that deployed iPads throughout their middle school and high schools programs: iPads in the School. What I liked about that article is how the author observed kids taking more risks, and trying things that they wouldn't try on paper - all because of the "undo" button.
Another article, Schools using iPads to help Kids with Autism, focuses more on the special needs side of the iPad. Embedded in the article is the point that's so critical: the iPad costs *so* much less than the traditional AAC devices. When our schools are faced with such funding shortages, let's spend the money wisely. When IDEA was reauthorized in 2004,Congress added a section clarifying that school districts could use IDEA funds for assistive technology, even if one or more "non-disabled" kids would benefit from the use of those funds. That was a great change. A school can buy a few iPads to support kids with special needs, but can also use the iPads to offer all kids an interactive, challenging experience in the general curriculum. Everybody wins. Awesome.
I don't think an iPad is ever going to be a substitute for hands-on, individualized teaching. But, it can really help kids with special needs access the general curriculum, and support their inclusion. Picture this: a group of 5th readers is studying the solar system. As part of that unit, the class gets to use the school-owned iPads for the after-lunch hour. Instead of snoozing through the lesson, a couple of gifted and talented kids are using a star map, and calculating how long it takes light to get from one star to another. A couple of other kids are tasked with the "general" assignment researching stars in the Milky Way. One kiddo is using his iPad as a talker to ask the teacher questions about comets. Another kiddo with cognitive disabilities using his iPad to read the chapter in his e-book that's based on the standard curriculum but targeted to his reading level. Everyone is engaged, and productively learning at his or her own level.
I've recently read a couple of articles showing a continued interest in tablet computing (generally), and the iPad (specifically) in elementary and middle schools. Here's an article about a Scottish school that deployed iPads throughout their middle school and high schools programs: iPads in the School. What I liked about that article is how the author observed kids taking more risks, and trying things that they wouldn't try on paper - all because of the "undo" button.
Another article, Schools using iPads to help Kids with Autism, focuses more on the special needs side of the iPad. Embedded in the article is the point that's so critical: the iPad costs *so* much less than the traditional AAC devices. When our schools are faced with such funding shortages, let's spend the money wisely. When IDEA was reauthorized in 2004,Congress added a section clarifying that school districts could use IDEA funds for assistive technology, even if one or more "non-disabled" kids would benefit from the use of those funds. That was a great change. A school can buy a few iPads to support kids with special needs, but can also use the iPads to offer all kids an interactive, challenging experience in the general curriculum. Everybody wins. Awesome.
Tuesday, April 5, 2011
Increasing 911 Accessibility
What happens if you are - or your child is - nonverbal and there is an emergency?
I think about this a lot. If my daughter were lost, she wouldn't be able to tell anyone her name, let alone where she lives or any other identifying information. And what about others in a similar situation - perhaps with more life-threatening conditions - where minutes count, but are lost because of communication gaps?
I think about this a lot. If my daughter were lost, she wouldn't be able to tell anyone her name, let alone where she lives or any other identifying information. And what about others in a similar situation - perhaps with more life-threatening conditions - where minutes count, but are lost because of communication gaps?
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