The article and video, Disabled Bodies, Able Minds:  Giving Voice, Movement, and Independence to the Physically Challenged, demonstrate that whereas technology is an aid for most in learning and in easing their daily functioning and lives, technology can be  absolutely critical for some to be mobile, complete work or to communicate.  As technology progresses and is constantly being updated or improved, assistive or adaptive technology is also improving.  The video asserted that adaptive technology is not always being used in the planning process or in the classroom, despite the benefits due to various reasons, including unawareness, lack of confidence in using these technologies.  

The article and video assert that adaptive and assistive technology can help to increase independence and self-sufficiency.  Alternately, according to Adapting Classrooms for AT Users:  Challenges and Solutions, it is important to also note that sometimes students need to be given the freedom to ‘adapt themselves’ and to have opportunities to succeed - the dignity of risk.  This idea is echoed in Disabled Bodies, Able Minds.  Adaptive devices can increase independence and self-sufficiency and helps to allow students like Lukas to realize their dreams.  It is important to allow for student input and suggestions, as seen in Adapting Classrooms for AT Users:  Challenges and Solutions, when the student received an adapted, low-tech device to help open the classroom door. It is equally important to remember that low tech can be as effective as high tech.

The Dr. Keller Interview also highlighted the importance of changing opinion from reactive to proactive using UDL as guidelines to increase access and the inclusion of all. The main premise that all three pieces advocate for is that all people deserve equal access.  They should not be excluded, especially based on perceived restrictions.  Although full participation is expected and hoped for, even partial participation is better than none, and educators and society should focus on abilities rather than limitations.  A full-time aide can not substitute technology that can provide students with access and the ability to move and act independently.  When using adaptive technologies it is necessary that we remember that individuals are individuals and the adaptive technologies that are used should reflect that.  What are some strategies that you have used in your classrooms to effectively identify student needs?  How do you determine which tools or strategies will be most effective in meeting student needs?

Interactive whiteboards have the capacity of bringing content to more students.  In my classroom, I have an interactive whiteboard, but I have only marginally used it to increase accessibility and engagement.  I have relied heavily on the document camera without taking advantage of the smart Board.  Much of this is because of my own hesitation to use technology that I am not familiar with and also because of a lack of time to explore and create presentations.  As I become increasingly digital I hope to use the Smart Board in lessons and to create activities and resources that can be used in consecutive years.  

The Smart Board allows for information to be displayed both visually and in writing.  Many of my students need explicit instruction and multiple representations of information.  Smart Board provides a resource that can help to accomplish this.  Many of my students require repetition and multiple opportunities to practice, and Smart Board presentations, can also help to accomplish this in the creation of interactive presentations.  I teach a large English Language Learner population and know that understanding is aided by providing multiple representations and points of access to curriculum and activities as well as a varied opportunity to apply and practice new skills.

How do you as educators find additional 'tricks' or tools when creating Smartboard presentations?Do your schools offer professional development around Smartboard use?  Do you meet with colleagues to share presentations or strategies?

Diigo: I like the idea of being able to create or insert comments, highlights and sticky notes directly onto web pages. What a great way to offer step-by-step instruction, or to encourage discussion and questions about the content. I wonder what would happen to those pages should you change computers. Do they save automatically to your account, or does the 'master' copy have to be 'edited' on the computer you are using. I have yet to open a page I modified on another computer, but am interested in trying tomorrow to see what happens if you log into your account on another computer. One of my initial questions was how students log on if they do not have an e-mail address, but that was answered in the video. I am a little confused as to how to create groups, without students e-mail addresses. Do they all have to create an account? Do they share an account? Once again, I think this will just require a little exploration, on at least two computers. Regardless I like this site for setting up websites or articles that I plan on reading with my students. Since we don't have laptops available for student use, I would primarily use this to prepare and modify content that I am sharing with the whole class during lessons.


Little Bird Tales: The video noted that there is a long lead time before the 'Tale' begins, but I think that the use of images would allow us to ask students to predict what this tale will be about or think of their own stories. As I was on the site playing, I thought that it would be a great idea to combine Little Bird Tales and Diigo and use both simultaneously. Out of all of the sites, I found this one to be the most appealing. It would be hard to create individual tales for all of the students in my class, but I do think that it would be great to use with students that need extra support or are English Language Learners. Since my students don't have tablets, I would maybe ask them to think of a story beforehand so that images can be downloaded previous to the meeting that they could then choose from. Or their own drawings could be uploaded and used. I really liked that the stories could be embedded to other sites. This allows for sharing to be done with even more ease.


Stixy: I would use this site more for planning and sharing information or ideas, rather than as an instructional tool. It could be a great outlet to create a site for parents and students to visit and leave notes or comments, although I wonder about the visibility and challenges in keeping track of all the notes. I picture it being a place for a parent to post a quick question and then the teacher can post a quick answer. Then the information is there for others to also refer to. It can be used for class announcements or suggestions as well.


Popplet: This was a cool way to present information and to show connections, that also allows for comments and questions, but I'm not sure that my fourth graders would benefit greatly from this site. I have to really think about when and in what context I would use this.

Voice Thread: This site and program is pretty incredible. I like their commitment to universal access. It is a great way to facilitate discussion, critiques, debates, presentations. I also think it can be used as a tool for fluency and for focusing on how to improve our ability to read fluency which is critical for comprehension.


Prezi: This program can be used to present information or to collaborate with others. I like that it gives more flexibility than your standard powerpoint. The zoom feature makes it much easier to easily highlight important information or tasks. 

Titan Pad: Very similar to google docs, as long as you remember (in both) to select colors. We use Google docs frequently at my school during meetings or after meetings to comment on meeting notes, pose new questions, request modifications to the agenda, etc. This type of document is pretty incredible in general. Titan Pad seems to offer the same great benefits, but I think it would be hard to leave Google Docs as that has already become my primary, go-to site for sharing documents. I did like the timed aspect of Titan Pad though.

What did you think? What were potential accessibility issues? How would you change it?

After reviewing the Bookshare website, I was blown away by the variety and number of titles they have available.  Sometimes I wonder if they will offer the books that students are currently interested in and reading, but most of the texts that seem to be continual favorites for my students are indeed on the site.  I am however still disappointed that this program is limited in terms of free access to only certain disabilities.  I do believe that this program would be so beneficial to so many students, that I only wish that it could be made available to a wider audience.  Of course, even if it was available to my students I would still have to consider how many of my students would actually have access to the program.  I teach at a Title I school and many of my students do not have computer or internet access at home. Whereas I have a relatively rich classroom in terms of materials and resources, we do not have spare computers for student use.  I hope that as Bookshare grows and as technology becomes increasingly available and affordable, perhaps we will see more equity in the future in terms of access and use of technology.

How is Bookshare funded?  How much would it cost to make this a service that is free to all students?  Would schools be willing to spend a portion of their budget on maintaining this program to subsidize the cost of receiving the services offered through the program?