利用技术让有学习障碍的学生投入到学习中Corwin Connected Educators Series Billy Krakower Sharon LePage Plante - Using Technolog

Using TechnologytoEngag Students㊀With LearningDisabilitiesBilly Krakower@wkrakowerSharon LePagePlante©iplantePrefaceMy bestfriend is a high school mathteacher.When Istarted workingon the CorwinConnected Educators series,I excitedlytold herabout the power of using socialmedia toconnectwith othereducators.I passedon whatI learnedfrom the authors inthis series:thatthe greatestresource educatorshave iseach other.At aconference,she heardJennieMagiera speakand finallymade theleap to getting on Twitter.Although I wasn;t sureshewould continuetweeting,she did,and evenjoined Twitterchats like#connectedtl and#slowmathchat.A fewdays later,she textedme saying“I seriouslycannot thankyou enough.You havechanged mylife.”Being“connected seemsdeceptively simple:Just getonTwitter,right Butthats reallynotenough.For thosewho trulyembrace connectedness,its alifestyle change,an opennesstosharing and learning in an entirelynew environment.Were seeingthe impactof thisshift inmindsetworldwide.Policies arechanging,new jobsin education are beingcreated,hithertoimpossible collaborationsare happening,pedagogy isevolving,and theresa heightenedawarenessof eachpersons individualimpact.All of these changesare exploredin theConnected Educators series.While you can seethe fulllist ofbooks on the seriespage,were introducingseveral newbooksto theseries;they will be publishedin thefall of2015and springof

2016.Thesebooks eachcontribute somethingunique andnecessary notonly foreducators who are newto the worldof connected education,but also for thosewho have been immersedin itforsome time.The RelevantEducator,The EducatorsGuide toCreatingTom Whitby,coauthor ofhas broughttogether agroup ofConnections.experienced connected educators inhis newbook,Contributors PamMoran,George Couros,Kyle Pace,Adam Bellow,Lisa Nielsen,Kristen Swanson,Steven Anderson,and ShannonMcClintock Millerdiscuss the ways thatconnectednesshas impactedthem and the benefitsit can have for all educators—policymakers,school anddistrict leaders,and teachers.Breaking OutofWhile allconnectededucatorsare evangelistsfor beingconnected,connectedness doesnotIsolation,necessarily preventcommon problems,such asisolation inleadership.InSpike Cook,Jessica Johnson,and TheresaStager explainhow connectednesscanalleviate theloneliness leaderscan feelin theirposition and also,when usedeffectively,helpleaders maintainbalance in their livesand staymotivated.Digital Citizenship,For districtsand schoolsembracing theconnected mindset and empoweringall of theirlearners to use technology,a solidplan fordigital citizenshipis a must.InSusan Beardenprovides alook athow leaderscan prepareteachers and students for thenew responsibilitiesof usingtechnology andinteracting withothers on a trulyglobalplatform.Standing in the Gap,Connected educationprovides uniqueopportunities for teachers in their classroomsas well.In LisaDabbs andNicol R.Howard explorethe ways that socialmediacan specificallyhelp newteachers findresources,connect tomentors,and encourageeachother in their careers.Erin Klein,Tom Murray,A.J.Juliani,and BenGilpin showhowRedesigning LearningSpaces.teachers canpurposefully integrate technology andempower theirstudents inboth physicalanddigital classroomsinConfident Voices,One of the mostpowerful impactsconnectededucationcanhaveis inreaching marginalizedpopulations.In JohnSpencer showshow socialmedia and other technologytoolscan empowerEnglish languagelearners.BillyKrakowerand Sharon LePage Plantehave also discoveredthat technology can reachspecial andgifted learnersas well.The books in theCorwin Connected Educatorsseriesare supportedby acompanion websitefeaturingvideos,articles,downloadable forms,and otherresources to help youas youstartand continueyour journey.Best of all,theauthorsin theseries wantto connectwith you/Weve providedtheir Twitterhandles and other contactinformation on the companionwebsite.Once youvetaken thestep tojoining anetwork,dont stopthere.Share whatyoure doing;Peter DeWitt,Series Editoryounever knowwhen itwill helpsomeone else!一@—PAertieelrMBaDretlWetitt,tAcquisitions Editor@arielkbartlettAbout theAuthorsBilly Krakower@wkrakower is a full-time teacherat WoodlandPark PublicSchools inWoodlandPark,New Jersey,where hehas taughtcomputers andspecial educationto Grades3and4for more than eightyears.He is the chieffinancial andevent officerfor EvolvingEducators,LLC www.evolvingeducators.com.Billy co-moderates twoweekly Twitterchats,#NJed chat and#satchat foreducational leaders.He cohosts“SatChat Radio/a weeklyshow interviewingeducators onBAM!Radio Network and available oniTunes.Billy is one of the leadorganizers ofEdCampNJ andEdCamp LeadershipNorthNJ.He ison theteacher advisoryboard forReadWorks.Billy is a2014ASCD EmergingLeader,he is a memberof theNJASCD ExecutiveBoard,and heserves as theTechnology CommitteeChair.He alsoserved asco-director ofNJ-ASCD NorthernRegion[Fall2013-June2015].He haspresented atmore than20local andnationaltechnology conferenceson topicsincluding Twitterand You,The ScienceBehind aMysteryLocation Call,and ConnectingBeyond theClassroom.Billy has an AdvancedCertificate inEducational Leadershipandadual MastersDegreein SpecialEducation andElementary Education from LongIsland University.Billy is a GoogleCertified Educatorand anEdmodo CertifiedTrainer.You canreadmore aboutBilly,his awards,and hispresentations atwww.billykrakower.com.He ispassionateabout helpingevery childand adultenjoy andlearn usingtechnology toolsineasy,fun,and empoweringways.Sharon LePagePlante,an educatorwith morethan19years teachingexperience inspecial education,hasbeen an educator atEagle Hill Southport formorethan11years,as well as currentlyservingas Directorof Technology.She holdsa BAin ChildDevelopment fromConnecticutCollege,an MEdin SpecialEducationfromGeorge MasonUniversity,and aCertificatein Administrationand Leadershipfrom SacredHeart University.Sharonutilizes hereducational trainingand loveof technologyto engage students withlearning disabilities inbuilding theirskills and finding success.She haspresented atEveryoneReading,EdRev,Edscape,ATIA Assistive Technology IndustryAssociation,IDA InternationalDyslexia Association,and theNew YorkChapter ofALTAAcademic LanguageTrainers Association,as wellas atseveral EdCamps,on usingtechnologyto empowerthe dyslexic/LD learner.Sharon isthe2015-2017chair of theConnecticut Associationof IndependentSchools Commissionon Technology,as wellasa memberof theBoard forSmart Kidswith LearningDisabilities.Additionally,shehosts apodcast forBAM!Radio Networkcalled LearningDifferently,bringing togetherthe voices of those working with the many aspects of special education andblogs at;iplantes.com.Sharon is a cofounderof#edtechchat aweekly Twitterchatandpodcast.She is also theco-organizer ofEdCampSWCT andEdCampCAIS.IntroductionSpecial educationis oftenpushed to the side,yet thesestudents needour supportthe most.As educatorsin thefield ofspecial education,we believethat this isavery important topicthat needsto becovered in theCorwinConnectedEducatorsseries.All thenew andemergingtechnologies that are nowavailable for special educationc，an trulyimpact learnerengagementand helplevel theplaying fieldforspecialeducation students.Assistivetechnologies,such astext-to-speech TTS and speech-to-text STThavebeenaround foryears,but thefact that almost everystudent nowhas a device inhand thathas thesevaluablefeatures built in takesaway thestigma ofutilizing technology in learning.We havecollaboratedwith specialeducation teachersand assistive technology expertsto introducethepossibilities that exist for any learner,but mostespecially forlearners with learning[We referto learningdisabilitiesLD,to capitalizeon strengthswhile supportingweaknesses throughthe use ofdisabilities throughoutthis bookas perthe federaldefinition forSpecific LearningDisability asthetechnologies thatcurrently existin thelearning landscape.defined in the Appendix.CHAPTER1What,How,and WhyLights,Camera,Action.■.How WeGot StartedBackin2014,Sharon and Billy werediscussing variousways in which wedifferentiate withtechnologyand other tools inour classrooms.We bothwere teachingspecial educationstudentsin a small groupsetting inGrades3and

4.Through thisdiscussion,we decidedtodevelop atechnology-based collaborativewriting projectfor ourstudents,since webothhad alarge number of boysin the class whowere thesame age.Sharon suggestedthat weuseLEGOS StoryStarterKit to have the students create a story,as shefound itto behighlymotivating with her elementary-aged writingstudents.Being able to motivatestudents withlearning disabilities isimportant tokeep themfocused and on trackduring theday.Not onlydidthe students enjoy it,but wefound theLEGO StoryStarterKit helpfulfor improvingmanyskills,such as:；•Literacy skills,including writinglanguage,and readingcomprehensionabilities.•Communication skills,including speaking,listening,and presentationcapabilities.•Collaboration andteamwork skills.Story Visualizer•Digital literacyskills viathe uniquesoftware.”1Sharon sharedhow herstudents lovedcreating storiesusing LEGOs,andBillyagreed thatthiswould be a greatway to get his students engagedin writingas well.We decidedthat thestudentswould createstories basedon MoWillemss Pigeonbooks.We firstintroduced theclasses,one；in Connecticutand onein NewJersey,via aGoogleHangout.Students enjoyedseeing andfinding outmore abouteach other.We thenconnectedthe studentsvia Edmodoproviding clearguidelines forinteractions onthatplatform.The creationensued,and asthe students created theirLEGO scenesand stories,we connectedthem periodicallyvia GoogleHangout tocheck in.The projectculminatedwith storiesbeing sharedon Edmodofor students to commentas was appropriate andthrougha series of GoogleHangouts for students to present theircreations andexplain ortelltheir stories.Students cameaway withnot justa broaderaudience forstorytelling butan understandingofhow audienceplays arole in their writing.Additionally,they realizedthe connectivityandcollaboration that can occurwith todaystechnology.Most importantlyof all,they found amultimodal engagementin writingthat wasbeyond words onapage.Its NotAbout theTech,but forSome StudentsIt Is〉Technology hasinfiltrated educationin so many differentways,yet onekey pointconsistentlyreiterated by educators is that Itsnot about the technologybut about thepedagogy/In the inclusion of technology,it iskey tofocus on the purposeit playsto theendgoal ofstudent learning.In anyclassroom,technologycan be verypowerful inclass lessons,yet itshould onlybeconsidered as a tool,similar toother educational tools,that providesa meansto anend.Technology canmake iteasier foreducators to differentiate fordiverse learningstrengthsand weaknesses,particularly underthe idealsof Universal Design for Learning UDL,Evenso,this canalso bedone withouttechnology.So again,its notabout the technology,butabout thepurpose of and plan for the lesson orskill instruction.However...For some students・・・It ISaboutthetech!When consideringstudents identifiedas havinga learningdisability[LD],technology takesona wholenew focusand importance.It goesfrom beingsimply a tool,to becomingthepathway to access content and demonstrateknowledge inwaysthatprovide ascaffoldingaround the students learning needs.It is just asimportant asglasses tosee and hearing aidstohear.Todays technologyfor theseLD studentsbecomes the reader,the scribe,and theorganizer.What isnow everyday technology has the powerto be the pathto successfullearning,not for the endof goalof the lesson,but forits startingpoint asa wayto engage inand understandlearning asa whole.Technology for the LDlearner becomesabout fosteringindependence anda successfulpathto bepart of thelesson.LD studentsneed permissionto show the powerthey havewithin.The techis justthe glassesand hearingaid that their brainneeds.When thesestudentsgrow to be independentlearners with the aidof technology,they can then becomepart oftheactive lessonalongside theirpeers.Technology doesntrequire them to bepulled out;itdoesnt requirethem to be theone with a dedicatedprofessional assupport;it doesntmakethe differencestand out.Training themto use thepowerin thesedevices putstheselearners in the driversseat of their education.So yes,theinclusionof technology is justatool,but consideryour learnersand forwhomthis toolcan bethe startingpoint tosuccess inour classrooms,not justthe meanstomeeting thelesson purpose.The keyto addressinglearning differencesin the classroom isthe incorporationof twoAssistivetechnologyconcepts:differentiation andassistive technology.While closelyrelated,there aresomedifferences.is definedas“any item,piece ofequipment,or productsystem,whether acquiredcommercially offthe shelf,modified,or customized,that isusedto increase,maintain,or improvethe functionalcapabilities of a childwith adisability.Theterm doesnot includea medicaldevice that is surgicallyimplanted,orthereplacement ofsuchdevice.These are the tools that areamustforastudent to complete atask ie,speech-to-text because of dysgraphiaor motorissues,text-to-speech due to readingdifficulties.differentiated instructionIncontrast,isaprocess to approach teachingandlearningforstudents ofdiffering abilitiesin thesame classi.e,completing amulti-media presentationratherthan afive-page report,provide anarticle in a variety of lexilelevels].Differentiationembraces theframework ofUniversalDesignforLearningUDL in that itconsiders all thelearners inthe classroom,whereas assistivetechnology maybethetool neededfor somelearnersto accesscontentanddemonstrate theirknowledge dueto theirdisability.Bothaspects are incorporated to address thevariability of learners intheclassroom.The keyisto considerthe learnersneeds and the levelof supportthat mayneed to be engagedtoprovide opportunitiesfor engagement,remediation,and compensation,but mostlyforsuccess.Todays tools and technologiesare primedto meetthe needs ofthose with learningdifferenceswho arestruggling intraditional classrooms;however,the lackof awarenessandunderstanding of these toolsmeans they are notbeing implemented.Special educationhas reached a wonderful pointin that the toolsthat existtoday to differentiate areineveryday technology that students are eagerto use.While the tools arereadily available,thewidespread knowledgeof andand how to utilize them islacking.The range of tools,apps,and websitesentering theeducational landscapeare everchanging,and there are noone-size-fits-all solutionsfor those with learning disabilities.As with the constructof UDL,differentiation of the implementationof technologyto provide assistance inlearning isjustas key.Throughout therest of the book,a variety of toolswillbeintroduced anddiscussedfor possibleways to incorporate for LD students;however,the informationprovided can beapplied to any learner.The technologiesdiscussed areby nomeans theonly onesthat existbutare examplesof onesthat representways to provideassistanceand differentiationin avariety of subject areas.They representthe possibilityto provideforLD students theopportunityto findtheir ownacademic successes.Additionally,the examplesprovided arejustsuggested waysto incorporatetechnologythatwe havefound beneficialwith ourlearnersand withinour environments.Thought toPonderDo youknow thedifference betweendifferentiation and the use of assistivetechnology Whydoes itmatterStop,Drop,and ReflectWhatdifferent types of technologydo wehave access to everyday that can helpLD studentsConsider whatcapabilitiesexist inthetechnologyand the tools you are alreadyusing.What canyou orthestudentincorporate to make learningmoreattainableLEG0,com Elementary-StoryStarter.

1.Education.lego.com.

2015.Retrieved June7,2015,from https://education.leignoE.cdoumca/tcino-nu-s/Dleefsiin/ietiloenmsentLaergya/lsRtoerqyusitraermteernts.21,

2.Atp.ne.gov.

2015.AT RetrievedFebruary2015D,firffoemrenhttitapt:e/d/winwstwru.acttpio.nne.gov/techassist/def-legaLhtml〃

3.Hall,T.

2002.[Online],Wakefield,MA:CAST.Available fromhttp:www.cast.org/system/gaHeries/download/ncac/DiflnslTucpdfCHAPTER2Rocking Reading and WritingThefield of assistivetechnologyhasreacheda turningpoint becausesomanytools areavailable intheeveryday technologythat studentsare eagerto use.However,we oftenfindthat despitestudents enthusiasm,their teachersare oftenunsure howto maximizethesetools forlearning.This chapterwill outlinethe built-in accessibilityfeatures inmany oftodays technologies,along with add-ons,for purchase,and web-based toolsthatexisttosupport andenhance learningforarangeoflearners.Readingand writing aretwo majorareas ofeducation,being thebuilding blocksforaccessing andproducing informationin allacademic areas.The tools and technologiesthatexist to support anddifferentiate foreach of these areasare ever growing.Today/stechnologiesmake providingaccessibility tothosewith learning disabilitiessomuch easier.We canliterally putthe toolsin studentshands andbuild independencewithinminutes.No matter the platformor device,the ability to usetext-to-speech TTSorspeech-to-text STTisa few settingsor appinstallations away.Whats more,the utilizationof these toolshas becomemainstream,thus makingusage of thetoolsless differentandmore desired.Apple,Android,Chrome Apps,and Extensions,Oh My!Built-in accessibility options areawonderfulplace tostart for many learnersbefore movingtopaid programsor apps.For many,the features that comealready loadedonto deviceswillbe enoughsupport andprovide thegreatest easefor buy-in fromreluctant users.Why EagleHillSouthportChose iOSas ItsGo-To PlatformforTheir Students With Language-Based LearningDisabilities.When Sharonsschool decidedto goone-to-one meaningone devicefor everystudent,theiPad wasthe immediatego-to dueto thereadily availablebuilt-in accessibilityand widevariety of apps.Additionally,the implementationof aBring YourOwn Deviceprogram ledtothe majorityof studentsentering theclassroom withiPads thatthey alreadyowned.Thiswas a great opportunityto addinstruction ofthe accessibilityfeatures thatApple continuestohone inits iOSplatform.Apple reallyknocks it out ofthe parkasauser-friendly,student-Table ofContentsPrefaceAbout theAuthorsIntroduction

1.What,How,and Why

2.Rocking Readingand Writing

3.Mastering Mathematics

4.Becoming aStudy SkillsStar

5.Show WhatThey Know:Creation

6.Technology andUDLConclusionAppendix:The Languageof SpecialEducationOvercomingengaging,assistive device.The seriesof optionsandtheease ofusage ofthem hasmade aDyslexia%marked impactformanyusers.As notedby Dr.Sally Shaywitzin herbookstudies havefound thatlearningdisabilitiessuch as dyslexia anddysgraphia arehereditary,andthebenefits ofusing thesetechnologies canextend beyondthestudent tothe entirefamily.The introductionoftheiPhone4S broughtSiri to the subsequentiPhones andiPadsbeyond the iPad

2.Siri firstentertained userswith answeringquestions ofall kindsfrom,Whats theweather toWhat doesthe foxsay”Yet italso allowediOS users to dictatetheirwriting into any app or website.While it isnt alwayscompletely accurateand requiresthe user to be somewhatarticulate,it continuesto growand improvethrough updates.WithiOS8,Siri immediatelypopulates thewordson the screenas youspeak,a key featurestudents readilyembraced.Students oftenneed direct instruction topractice usingSiri todictate their work within wordprocessing apps,as wellas formessages andemails orinsearches inSafari.Many featuresneed to be turnedon,as they are notnatively activated.Users canfind theseoptions under Settings—General—Accessibility.We willnot addressall thesettings butwilldiscuss afew thatstand outfor considerationfor thosewith learningdisabilities.

1.Invert Colors:This optionswitches fromblack text on whiteto whitetext onblack.This visualdifference has been shownto supportsome with readingdifficulties such asdyslexia.

2.Speech:There areafewoptionsunderthis categorytobe explored.The firstisSpeak Selection,which shouldbe turnedon immediately.This providestheability tohighlight anytext,in anyapporwebsite,and have the optiontohave itread aloud.This can be froma wordto anentire page.The ratewith whichthedevice readsaloud issetalittle fartherdown thatscreen with the movingbarunder SpeakingRate.When usingSpeak Selection,the SpeakingRate canonly beadjustedfrom thislocation.The Voicesoption onlyadjusts forlanguages,not forvariationsin maleversus femaleor dialects.OptionsCLHCDHMCw*«rVbce«QDDMMXUGV*«A-M4M，M5rt■/CcrMftnw^p«»Q9om4«O Z“MIf you can seeit,iOS8can speakit withSpeak Screen.With SpeakSelection,the userhad tohighlightthe entirepage tohaveitread,which can be atedious processat times.With SpeakScreenactivated,a two-finger swipedown fromthe topofthe screen startsreading rightaway,with atoolbar appearingto pause,rewind,fast forward,and adjustthe speechrateright on the screenyouarehaving read.On thetop leftofthetoolbar is an arrowto minimizeandon thetop rightis anx toquit theoption.The onechallenge tousing thisoption isthat itreadsall the textonthe screen,which meansif oneisona web page,all menusand sidebarswillbe spokenas well.The wayto workaround theissue ofhaving allthe textofthescreenread outloud is to changethe viewoftheweb page.When aweb pageloads inSafari,thereare a seriesoffour linesintheleft-hand sideoftheaddress bar.Selecting thoselines willbringthe contextoftheweb pageforth,eliminating pictures,captions,and extraneoustext.This is not availablefor everyweb page,but ifit is,it makesthe useof Speak Screen muchmoreuser friendly.In iBooks,SpeakScreenmagic canalso turnany printedbook into anaudiobook,including automaticallymoving tothe nextpage.Farther downintheSpeech optionsis HighlightContent.Activating thisoption highlightseachword as it isread,which cansupport trackingand visualand auditorysupport tounfamiliarwords.There aremany otheraccessibilityoptionsto meetthe needsof otherdisabilitiesthatcan beexplored.Can iOS8read yourmind Anadditional featureadded iniOS8is word prediction.For anyuserusing theon-screen keyboard,words arepredicted asthe usertypes,which cansupportthose withspelling difficultiesas wellas aidin wordchoice andretrieval.This isautomaticallybuiltinand doesnot need tobeactivated.Its likethe deviceknows whatyouare trying to say!Eyes orEars:With WhichDo YouPrefer toReadNo matter what subjectarea ofschool,reading isrequired insome shapeor form.For thosewithreading disabilities,this createsa dailychallenge,whether itbe withdecoding and/orcomprehension.Providing informationin audioformat isnot novel;books ontape andtheIntel Readerhave longprovided studentsaccesstoinformation.However,these alsocarriedthe stigmaof difference.Today theeverydaytechnologycarried inpockets andbackpackscan providesupport withoutthe shamethat oftencame withusing earlierresources.BenFoss,a successfulentrepreneur andinventor ofthe IntelReader,who alsohappens tobedyslexic,even usesan iPhonenow to do his reading for him.Wheres theMaterialTwo keyresources forfamilies toaccess booksin audio/visual formatare Bookshare.org andLearningAlly.org.Both organizationscan beutilized byindividuals,families,and schools.Bookshare isfree for all qualifyingU.S.students.Qualifying individualswhoare not studentscanutilize the service fora minimalfee.Bookshare hasover300,000titles that are availableindigital-voice text format.Books can be readright within Bookshares freeweb readerorwith a variety of othertools for smartphones,tablets,or computers.Each ofthereadertoolshas variousdigitized voicesand readingfeatures.Android iOSLaptops/Desktops:Windows[W]Macintosh M,Bookshare WebReader WMVoice Dream ReaderRead:OutLoud BookshareEdition W’MGo ReadRead2GoCapti Narrator[W,M]DarwinCapti NarratorReaderReadand WriteGold W,MKurzweil FireflyK3000Kurzweil10003000W,MLearning Allyisasubscription-based servicethat provideshuman-narrated booksforqualifying persons.Educators mayalso utilizetheserviceintheclassroom.Learning Allycurrentlyhas morethan80,000textbooks andliterature bookswith freeapps availableforMac,PC,iOS,and Androiddevices.Technology TimeoutKarenJanowski—AssistiveTechnologyStoriesIn myrole as an Assistiveand EducationalTechnology Consultant,I havethe opportunityto work with anumber of studentswho strugglewithreading and writtenexpression tasks.I wasasked to workwith a fifthgrade studentwho desperatelywanted to read.She struggledto decodegrade leveltext andtold meit tookher fourmonths to read onebook.We exploredan appcalled Voice DreamReaderon myiPad.VoiceDreamReader isa readingsupport app with manycustomizablefeatures,including customizedvisual presentationchanges infont,font size,white space,and colorchoices,highlighted text-to-speech,and customizedreading voicesand readingrate.We set up the appwith the choicesSarah feltworked best forher.Then weenrolled herinBookshare,a digitaltext repositoryof over350,000books,which works withVoice DreamReader.She wasallowed totake the iPad home.One monthlater,her motherexcitedly calledto tellme aboutthe successSarah wasexperiencing with the iPad.She readFOURbooksinone monthand for the firsttime wasable torecommend booksto herfriends.Sarah desperatelywanted toreadwhat herfriends werereadingandparticipate inconversations aboutwhat theyread.With the useoftechnology,sheexperienced successand independence.She washooked!I oftenreceive referralstoworkwith students who strugglewith writtenexpression.It isnot unusualfor somestudents toexperience“meltdowns“when askedto composetext.This couldbe duetoavarietyofreasons:handwriting challenges,difficulty withfine motortasks,problems withspelling,difficulty organizingideas,awareness thattheyarestruggling whentheirpeers arenot.Chris wasone suchstudent.He hadgreat ideas,but hejust couldntget themdown onpaper.He wasinthird gradeand workedwith a1:1paraprofessionaL asdocumented inhis IEP.One ofhis accommodationswas todictate toanadult whoscribed forhim.Fortunately,his1:1paraprofessional recognizedhe wasbecoming dependentupon herand shehopedthere wereother optionsto considerthat promotedindependence.She askedfor anAssistive TechnologyConsultation.Together,we exploredthe useof audio recording toolsas analternative forChris.Two weekslater,we metagain andshereported thatChris quicklylearned howto recordhis thoughtsand alsoused anaudio recordingtool totake atestindependently.The paraprofessionalwas thrilledbecause Chrissmeltdowns weredecreasing infrequency.As Chrisexperiencedsuccess withtheuseof iPadand computeraudiorecordingtools,he wasintroduced totheuseof wordpredictiontools,which providedkeyboarding andspelling supportto promotehis ability to wordprocess hiswork.By theendoftheschool year,he waswriting paragraphsonacomputer,independently.Technology madeallthedifference.Technology TimeoutDifferentiatedReading PassagesWith Newselaby MonicaBurns・Finding”just right“reading materialsfor students can bea challengeinadifferentiated classroom.One of my favoriteonlineresources forleveled textis Newsela.With Newsela,teachers can choose anarticle ona topicinthenews.With afew clicks,they canchange thatarticle tofit indifferent Lexilebands—altering theword count,title,captions,and structure.1Im abig fanofusingcurrent eventsarticles asshort passagesof informational text.It grabsstudents attention,connects tothereal world,and itpiques theircuriosity.With Newsela,youcanfind acompelling newsarticle andtailor ittotheneeds ofyour whole class.Students canread aversion ofthe articlethat ison theirlevel butonthesame topicastherest of theirpeers.All ofyour studentswill engagewiththesame contentbut witha text thatisattheirindependent orinstructionallevel.One thingthat Ilove aboutthis particularsite isthat eachversion ofthe articlehas aunique weblink.That meansthat I canconnect theindividual articlesto QR codes.Icanmake agreen QRcode forone group of readersto scan,a blueQRcodeforanother group,and soon.When Isend studentsoff tolocate thetextthatisjust right for them,they canscan andaccess atext toreadoff ofa tablet.・Newsela hasbecome mygo-to websitewhen preparingfor readinglessons.Whether youare lookingfor”justright”resources foryourwholeclass orasmallgroupofstudents,Newsela isworth checkingout.Its free,easy tonavigate,and agreatsite forlocating qualityinformationaltext.Shining WithChromeThe landscapeofassistivetechnologyinChrome isevergrowing,yet requiresinstallingapps andextensions tobuild thetoolbox.One keyfeature isthat theseapps andextensionsare tiedtothe user/s Googlelogin,so nomatterwhatdevice theyare on,once installed,apps andextensions followtheuser,not thedevice.Users canfind freeand paidapps andTextHelp DonJohnston,Inc,extensions tofit their needs,and luckilyfor users,two recognizableassistive technologysoftwarecompanies,and arecompeting forrecognition asthegToe-xttoHteolopls inthe Chromeplatform,just asthey RuseeaddtoWinrtihteeGdeosldktop landscapRe.eadWritefor Googlehasbrought featuresof theirrobust toChrome.isakey toolavailable,asitworkswith any textualwebpage,but itsfull-featured versionisnotfree.It providesmultimodal accessto pdfs,docs,and anyonline textwithTTSandSTT,along withaseriesofotherfeaturesthatcan benefitany learner.Wordprediction isbuilt into the floatingtoolbar alongwithadictionary,while alsoincludingpicture dictionarytosupportyounger users.Gone arethe daysof color-coded notecards andhighlighters withthis tool.Users canhighlightkey points,words,and/or ideas and exportthemtotheir ownGoogle Doc.Once inthenew document,the highlightsare editableso students can rewritethose importantdetailsin theirown words.Educators whoare part ofaGoogle Appsfor Educationschoolcan getthe premiumversion forfree.Student singlelicenses are$100per year,or schoolscDaonneJxophlnosrteona,sIcnhco,ol/district-wSindaepsubRsecardiptUionnivmerosdaell.introduced thatisatext reader,text leveler,andcan alsobeatranslator.It caneasily adjustcomplex passagesfor decoding and vocabularywithoutchanging the meanings workingwiththerobust freetool Rewordify.com,whileSnapReadalso trackingdata forteachers tosee whatlevel studentsare readingand howmuch timetheyspend onarticles.can workwithavarietyofplatforms includingPDFs,Co:Writer UniversalBookshare.org,images,and regulartext filesand canalso workoffline.They alsohave theirCo:Writer,available asan extension.The wordprediction isvery robustinCo:Writerincorporating the abilitytobuild topicaldictionaries thatenhance thewordsbeing providedto flowwithastudents focus.Additionally,has automaticspeech-to-textforuserstocontinuously beable toassess theirwriting visuallyandauditorily.The challengewiththeever-growing numberof options,apps,and sitesavailable isthatchoosing the“right toolcan beoverwhelming.Technology integrationand implementationshouldbegin withthe LDstudents strengthsand areasof needin mind.Working withaneducator whohas anunderstanding ofthetoolsavailable canguide thisprocess tobe moresuccessful,and forsomestudents,just learninghowto use thebuilt-in accessibilityfeaturesmay beenough tosupport text-to-speech andspeech-to-text needs.Technology TimeoutSpeaklt!Chrome ExtensionWith NatalieFranziAs aSupervisor ofCurriculum andInstruction,I oftengo intoclassrooms toconsult andworkwithstruggling students.Coming fromthe specialeducation world,one ofmy passionsistointegratetechnologyintotheclassroom toprovide equalaccessfor strugglinglearners.During oneofmy consult times,Iwasworkingwitha boywho wastrying toresearch seaanimals.Although theinternetsites thatwere providedwere ata firstgrade readinglevel,Evan couldnot accessthe information.He wasfrustrated by thetask oftryingtodecode thetext andtake awaythemeaningtocompletethe assignment.I noticedthat Evanwas adeptwithusing aChromebook,and weinstalled theSpeaklt!extension.The Speaklt!extension convertstext tospeech andallows fortheuser tocustomize thevoice andspeed.Evans facelit upas helistened tohowtheextension readthetextto himby simplyhighlighting itwith hismouse.He playedwiththevoicespeed to find asetting thatworkedbestforhim.With theinstallation of this freetool,Evans readingdisabilitywould notstand inthewayof accessinggrade leveltexts.We alsogave Evanearbuds that he wasproud tokeep inhisdesk becauseit madehim feelspecial tohave atool towhich hisclassmates didnot haveaccess.The saying“fair isntalwaysequal“holds truefor studentslike Evan.He nowhasthe abilitytoindependently accesstexts onhis ownthat areabovehis readinglevel.Evan cannow confidentlycomplete researchassignments withouthisreadingdisability becomingahurdle.Stop,Drop,and ReflectAsaneducator,do youplanforthelessonor forthe learneritisso easy togetcaught upin ensuringcontent istaught,wedont askourselves what,why,and how.Think ofthe lastlesson youtaught—in whatform wasit presentedWhy were youteaching itand wasthat madeclear Anddid studentshaveachoice inthe ways they showed how they connected with thematerialOvercoming Dyslexia:A Newand CompleteScience-BasedProgram forReading Problemsat AnyLevel.

1.Shaywitz,Sally E.

2003.New York,NY:A.A.Knopf.CHAPTER3Mastering MathematicsWiththemanymathematics conceptscovered inelementary throughhighschool,manychallenges incomprehension andassignment completioncanbeencountered bylearnerswith dyscalculia.They mayneed extrapractice andreview ortoolsthat help themworkthrough various problems and concepts.This chapterwill addresstoolsandtechnologiesfor manyaspects of mathematics forteacher instruction andstudent interaction thatcanbenefit all learners.Technology Toolsto EnhanceLessonsBilly doesnot havea lotof accessto iPadsor otherdevices butteaches witha Smartboardanda PCcomputer.He hasfoundanumberofwebsites tobe veryuseful for students withlearningdisabilities.These websiteswere chosenbecause theyallow students to practicearithmeticfacts.There aremany websitesthatcanbe usedtohelpreinforce basicmath skillswith whichstudents with learningdisabilities canpractice.When Billyfirst startedteaching aboutnineyears ago,he decidedto curatemathematical websitesthathewas usingwith hisstudents.You canfind linksto theseresources on our companion website.Students wantedtobeableto usethe websitesat hometo reinforcetheir learning.One favoritewebsite for students topractice addition,subtraction,multiplication,anddivision factsis Multiplication.com.Another favoriteofstudentsarethemath gamesonFunBrain.com.Both ofthese sites are freebut dohave advertisementson them.Recently,Billy hasbeen usingsumdog.com inhis classroom;he allowshisstudents to playfor15to20minutes.What isgreat aboutsumdog.com isthat Billycanchoosethe levelsandskills hewants hisstudents topractice,andhealso getsreports on how hisstudents aredoingwith theirskills.The studentscan eitherplay oneanother inclass orplay againstotherstudents aroundthe world.Common Coreand testingonline isalways difficultfor students withlearningdisabilities.Anumber ofsitesarecoming outthathelpprepare studentsfor Partnershipfor AssessmentofReadiness forCollege andCareers[PARCC]andotheronline tests.Edcite iseasy tonavigateand isuser friendly.As theteacher,youcanalso choosethe levelof difficultyyouwant for students.As mentionedin Chapter2on readingand writing,therearemany built-in accessibilityoptionsthatarealready available to students.Options fortext-to-speech TTSor speech-to-text STTcanbejust asimportanttomathematics astheyareto readingand writing.Students withlearningdisabilitiesoften struggledecodingandcomprehending wordproblems.Dyslexic students might havea greatgrasp onthe conceptofmath,but iftheycannot readit,then theyare leftto struggle.In workingwithhermath students,Sharon foundshe oftenwantedtocatch theirliveprocess ofproblem solving.One waytodothisisto utilizea screencastingapp such asEduCreations orExplain Everything.She wouldwrite aproblem uponthewhiteboard,thenstudents wouldcopy itdown onthescreenof theirown deviceand recordtheir solvingofthe problem.She couldthen havestudents sharethosewithher privatelyor shareviaprojection totheclass.In math,its notalways theanswer thatisthefocus,but theproblem-solving methodsthat needfocus forLDstudents.Explain Everythingnow holdstheadded benefitthatateacher canset upproblems aheadof timeand sharethe filetostudents throughGoogle Classroomasanassignment tobe completedand submitted.Apps availableon iOSforstudentsforalldifferent grade levels arevast andvaried.A fewfavoritesfor elementarystudentsareSushi Monster,Math Ninja,and MonsterMath.Fluency in math isvery importantforstudentswithlearningdisabilities toachieve.Oftentimes parentsask what their childcan doat hometo make sure theyare practicingtheirfacts,andthevarietyofengaging,fact-based appsis suretoprovidepractice whilebeinginteresting.Dyscalculia anddyslexia arenot alonein theirimpact onstudent engagementinmath.Forthose withdysgraphia,simply havingto writeabout mathproblems canlead toerrors justdueto handwriting.Parents ofa LDchild sawthis asan opportunityand createdModMath,an iOSapp thatallows thestudenttoutilizethetouchscreen tosetupproblems forsolvingwithout paperand pencil.This appis designedas graphpaper onadevicewithanin-appkeypad toinput the problem.ModMath doesnot solvetheproblemor incorporateacalculator,putting thecomputation workonthestudent whileaccommodating forhandwritingchallenges thatlead tomisaligned problemsand computationalerrors.Thesolved workcanthenbe emailedtoateacher ortoaparent whocan printitout.Thecreators oftheappareinthe worksof buildingModMath2toincorporatefeedback fromuNsoetres:ofthefirst version.Parents oftenask forrecommendations forapps.Graphite.org isa sitethat hascrosscurricularapp recommendationsfor varioussubject areasand age/gradelevels,withauthentic userreviews.Technology TimeoutBrainPOPWith TameraMusiowsky-BornemanFor severalyears Itaught inan IntegratedCo-Teaching ICTmodel classroomatthethird gradelevel.The classcompositionwasa60/40general tospecialeducationpopulation,which includedstudents diagnosedwith varyinglearningor social/emotional disabilities,beginner tointermediate EnglishLanguage LearnersELL,and acceleratedlearners.To engageall levelsoflearners,myco-teacher andI useda coupleof devicesand numerousapplications.We usedseveralapplications onthe iPads,but therewere ahandful ofapps weused veryfrequently.One ofthe appsavailable tostudentswas theNumber Piecesapp availablefrom MathLearning Center.Sometimes theuseofmath manipulativessuchasbase-ten blockscanbemore ofa hindranceor distractiontoalesson thanan enhancementof conceptuallearning,sofor my verytactilelearners,theiPadwas availableforthemtousethe virtualbase-ten manipulatives.The virtualbase-ten blockswere agreattool forstudentswhostruggled withthe understandingofthe base-ten systemand placevalue,and thisapp allowsstudents to manipulatethebase-ten blockswithout anypieces fallingonthefloor.When studentsneeded additional support ona mathtopic,they hadthe opportunityto login tothe BrainPOPapp towatchvideos onthe dayslesson topic.BrainPOP Jr.grades2-3and BrainPOPgrades4-6both havevast librariesof videosonmath topics,quadrilaterals,orthecommutative propertyof multiplication,as wellas othercontent area topics,that allowstudentsto learnmore aboutatopicin whichthey needadditionalsupport.The starsofthe videos arecartoon characterswithsenses ofhumor thatexplain thetopic usinggraphics andexamples,and bythe endofthevideo,they havesummarizedthe bigidea.Subsequent tothevideoare quizzes,interactive vocabularyactivities,and additionalhands-on activitiesthatstudents canengageinat schoolor athome.Stop,Drop,and ReflectMathisa great areainwhichtousevarious tools todifferentiatematerial andpractice.Think ofthe lastmath lessonyoutaught;in whatform wasit presentedWhat manipulativeswere youusing Howwereyouengaging thestudents Didstudentshave choices inthewaystheyshowedhowtheyconnectedwiththematerialUsing Technologyto EngageStudentsWithLearningDisabilitiesCHAPTER4Becoming aStudy SkillsStarOftentimes socialstudies,science,andothersubject areasare forgottenor pushedto thesideforstudentswith disabilities.Sometimes studentswith disabilitieswho aremainstreamedinto thesesubjects strugglebecause theydo nothavethedirect skillset toapplyduetotheir learningchallenges andexecutive dysfunction.Study skillsare importantforstudentstolearn andmaster inthese“other”subject areas.Students mayneed moretimeor extrareview andtools tohelp themwork throughvariousproblemsandconcepts inscience.Students shouldbe givennote-taking andtest-preparation skillsin orderto helpthemlearn andretain information.Establishing routineswill helpstudents developstudyskills thatwill stickwiththem.This chapterwill addresstoolsandtechnologies formany・aspectsofthe forgottensubject areasforteacherinstructionandstudentinteractionthatcan benefitalllearners.Remember,technologyisas diverseas children;there isno”onensize-fits-all solutionfor studyskills.Technology TimeoutToolsto Differentiatein ProjectsWith MeghanEveretteTechnology toolshelp notonly to engagestudentsbut alsotodifferentiateinstruction whenreading,writing,andresearching.My firstand fourthgraders useseveral simpletoolstoexplore vocabulary.Students researchinthe1:1iPad environmentusing avarietyofsearch methods.When studyingdinosaurs,studentsneeded toresearch and write specificfacts aboutwhattheirdinosaur ate,his size,and hisappearance.Some studentswereable touse DiscoveryEducation tosearch videoclips,meaning theydidnt havetobeabletoread welltogetthe informationneeded.Other studentsused KidRex.com tomakesureresults wouldbe focusedand appropriate.Advanced studentsused“adult“search methodswith ease.All studentsthen foundimages andused ChatterPixtomaketalking dinosaursthatrelated theirfacts.Students withpoor spellingandwritingskills couldmake afinished presentationthat lookedlike thoseoftheir higher-achieving counterparts.Educreations,a freecreation tool,offers awide varietyof opportunitiesformystudents.One oftheir favoriteactivities istakingvocabulary words andfindingrelated images.Students mustwrite or type theword,find anappropriate illustrativeimage,andwriteortypea sentenceusing theword.It isinteresting tosee studentswho confidentlyagreed theyknew wordmeaningsin wholegroup struggletofindappropriate images.Inclusion studentsusethespell-check featurefrequently andtypicallyuse veryconcrete images,while moreadvanced studentscompose complexsentences anduse abstractor doublemeaningsin theirillustrations.Students learnfrom eachother whenthey watchthe finalrecordings ofwordsandsentences.ABC Vocabularyisanactivity forreview thatstudentsenjoy.Each studentor grouptries toidentify aword foreach letterofthe alphabetthat workswith ourtopic ofstudy.For example,if weare reviewinggrammar terms,studentsmightwriteA-abbreviation,B-because,C-comma,etc.Students thensubmit theirlists viaAirDrop,Google Docs,or usinga Neo2thisexercise workswell nomattertheplatform.I copyand pastethe listsintoaWordle orTagxedo to createaword cloud.Themost popularand prevalentterms arerepeated and,therefore,larger.Students seemany wordsthey couldhave usedbutalso spendtime reviewingand searchingtext andnotes forwords thatfit eachletter.The resultingcloud isnot onlyattractive,it servesasagreat studytool thatstudentscreatedthemselves.Mapping theMindGraphic organizersalso knownas mindmaps andwebs]arenotnew tothe landscapeofeducation.They arestaples acrossmany facetsof curriculum.They servegreat purposesforall learners,yet forstudentswithlearning differences,they canbe lifeor death”forassignments andtests.Graphic organizerslay outinformation foressays,provide aframeworkfor keydetails forclass andtextbook notes,and connectideasandconceptsinaformat thatcanbedesigned bythe learner.Students canmaster concepts,structureinformation,and planout evidence.Keep inmind thatdirectinstructionon howto utilizethemeffectively isimportant,just aswith anyeducationaltool.Jerry Blumengartenswebsite,Cybraryman.com,has manygreat resourcesfor mindmapping.[You canfind thelinkonourcompanionwebsite.Using graphic organizers,the wonderoftechnologyhas raisedthe bartoamulti-sensorylevel,which isagreatbonus toLD learners.These toolscanbe used forstudentstotakenotes ina visualformat andorganize informationinalayout thatfits theirlearningneeds.Using electronicgraphic organizersgives studentschoicesinformatting theinformation tomeettheirneeds,unlike thestatic paperversion.Differentiation isinthehands ofthestudent to create withchoice.Additionally,studentscanuse typing,wordprediction,and/or speech-to-texttoinput information.There areavarietyof electronicgraphic organizersavailable thatcan fitstudents needs.Some meetthe simplerneedsofyounger ordistractible students,while othershave morerobustfeatures to enable studentstocreatewith morecustomization andcreativity.Getting InspiredWith InspirationInspirationSoftware[Inspiration andKidspiration]hasbeenaround forquite sometimeand continuestobea poignanttool,if notincreasingly sowith itsaddition ofiPad apps.Inspiration doesneedtobe purchasedfortheoperating system.Students canmanipulatepre-made templatesfor varioussubjectareasor formulatefrom scratch,customizing maplayoutswith；color,shapes,and images.Inspiration canbeusedto mapterms anddefinitions,take chapternotes forstudy guides,or layout topicalconcepts oranalyses.Additionally studentscan addaudio notesto individualbubbles.Once aweb hasbeencreated,studentscan,with theclickofanicon,turn itdirectlyinto atraditional outline.Figure

4.1Inspiration MapFigure

4.2Inspiration OutlineFigure

4.3Kidspiration OutlineOnceinthattraditional outlineformat,an Inspirationcreation canbe exporteddirectly toPages,where notescanbeturned intosentences andparagraphs,saving thestudent fromextraworkandmaking completionofatask floweasier.Inspiration ontheiPadhas amuchmore intuitivefeel and is easierto manipulate.Students canaccess imagessaved totheircamera rollto enhancethe visualaspect oftheir diagrams.Minding MindomoAkeyfeatureof Mindomoisthatit operatesand syncson allavailable platforms.There isafree versionas wellas educationpricing togain morefeatures.Additionally,maps canbeshared withother usersto allowfor collaboration.Mindomo incorporatesthe abilityto attachlinks andfiles aswellasmedia,suchasimagesand videos,with searchtoolsforthese builtin.This toolclearly laysoutthelayers ofinformationwiththeuser addingdetails astopics orsubtopics.Each layerof subtopicscanbe hiddentemporarily forreview practice.An addedfeature notavailableinotherelectronic graphicorganizers istheabilitytopresentthe mindmap asa presentationwithzooming featuresakin toPrezi.This canbe beneficialwhen usingMindomo fora wholeclass,forstudentoral reports,or forindividual practicewith concepts.PoppletiPopplet isanother programfor creatinggraphicorganizersandisavailableonboth theiPadandonthe Web.It iseasytouse andstudent friendly,and itallows theuseoftext,images froma picturegallery,or hand-drawn illustrations.Students canuse Popplettorecord thoughts,take notes,and developideas.Microsoft WordMicrosoftWord hastheabilitytocreatecircles,squares,or othertypesofareas inwhichstudents canwrite.Many schoolsthatareWindows-based schoolshave MicrosoftWordalready installedonthecomputers.This isagreattool forstudentstotype theirnotes orforteachers tocreate blanksheets forstudentstotake notes.Microsoft productsalso havespeak-to-text features.Students canturn thisfeature onand beabletodictatetheirnotesas well.See belowonhowtoenablethe speak-to-text featurein MicrosoftWord.Add SpeaktotheQuick AccessToolbar^You canadd theSpeak commandto yourQuick AccessToolbar bydoing thefollowing:以sawCfcvrlrrif Curation:H nvtoAvoM hifoEMtlonhrrtaadBySi evenW.Andvnon tfwcbKkLMsnxxn5SkillsfortheGloba!£zvmrr W加打Ei¥7tnr NdMstoMn例StheDtxitalIWxWBy MaikBarnes«rnurkb3rn^!9TeachingtheiStikknt:4QuickGuideitr Us做MoMeDn1c«arUSodat XfnihiinfJrrk-12CUwnxvnBy MaikB4fnnWTnjrkb3fncil9DtfitalClttfemhlp AC^ntnuftf^Basai ApprMhBySu3nfivarden w^bcardennonnestedlenhip:Iti加U aCtkk人By SpikeCooktfOrSpikeCookRraikinxOut ofMatkMfaxwmrfnZ5dMiILcodaBy SpikeCookwDrSpikcCook,Jeuica€»hnwn♦PHndpaJJ.andThereSugcr fFrlncipAlSugcfAllHanJxoft!edcToolsfor ConnectinxFJucatcn,/,an7rtx anJiwr/w/rltinBy BrMlCunktrbradnkoirrie如，M%Ktnthe但p:RrsrmcfarCottnectinxMrTh^/xnThnn^CorvrAfniHnaurpBy LiuDablnwtcachwhhwulandNkol R.Howard•NkolRUowardThe MIHNWk I”LdTech:Bfh^inx OhfHpbrtuEJTeihByRafran/lavk wRafranzOavhRi削M LeadenhipJMeviZ X4twi RrlmmtfJtC如WhrrfBy PctefDeWittrrcefMIcWia TheMMPo^aln^UpProfiruional Leamtfi^Hythe4camp Fnundallan.FdcmpUSA“br岫of KtakinxArM尸ractkcfor£U4tHi而,a MahrnpaccforYow SchoolByLuraFleming«rXMHS_lmsUfinxMin^ogytnhtgagr StudnitiWithIzwrm%JMwM/kBy BillyKrjikowerrwlcrak»wef andShawnIjrPjgcPbntcwiplante£ru«/JrtxJVi^ewJowtif A/unrlnt7bu^toMnatandEnifK^rrT^KltenByThomas LMurray5bomgcmurrayand JeffreyZoul*Rff_Zoul Fiwptmrrn/Schooh.FjnprnwrdSdnb OmtinxComwtedMtdrm^sltdLewntn，ByPern HieRippspenUlEppHW，代for EJMTHE:1用顺for Pfvfc^lana!LramtnxByStarr SjckstcinwrmssokkstcinrrttKtpall*wfrsslwial IKdcf9Mit;lehngLamilnxtntheDigital AxeRyJosephSanfdkppawjoeonfdkppofcandTony MnanKwTonySInani%加Powerjf H/amflnxTdlint YourSchoctTsStoryByTony Sinanks«Hon5knanks sndJosephSanfelipporjocsanclippofcCiinfUnrtIMa;Dtgital TMtforhutxMxcActfui^titwiByJohn Spcncetwspenccfidejs77M Editutlo^sGuidetoFjditcdbyTom Whitbyirtomwhithy-TheMnxtnt EJiKMor:Huvr CunneiteiinmErnf^m LraminxByTornWhitbyHomwhltby】ndMcv,cnW.Andcfwn«rvcb20cb»roonUsing Technologyto EngageStudents WithLearningDisabilitiesBilly KrakowerCorwinConnectedEducatorsSeriesSharon LePagePlanteCORWINCQRWINFOR INFORMATION:CorwinA SAGECompany2455Teller RoadThousand Oaks,California91320800233-9936www.corwin.comSAGE PublicationsLtd.1Olivers Yard55City RoadLondonEC1Y ISPUnitedKingdomSAGE PublicationsIndia Pvt.Ltd.B1/11Mohan CooperativeIndustrial AreaMathuraRoad,New Delhi110044IndiaSAGE PublicationsAsia-Pacific Pte.Ltd.3Church Street#10-04Samsung HubSingapore049483Copyright©2016by CorwinAllrights reserved.When formsand sampledocuments are included,their useisauthorized onlybyeducators,local schoolsites,and/or noncommercialor nonprofitentitiesthat havepurchased thebook.Except forthat usage,no partofthis book maybereproduced orutilized inany formor byany means,electronic ormechanical,includingphotocopying,recording,or byany informationstorage andretrieval system,withoutpermission inwriting fromthe publisher.All trademarksdepicted withinthisbook,including trademarksappearing aspartofascreenshot,figure,or otherimage,areincl；uded solelyforthepurpose ofillustration andarethe propertyoftheirrespective holders.The useofthetrademarks inno wayindicatesany relationshipwith,or endorsementbytheholders ofsaid trademarks.Printed inthe UnitedStates ofAmericaLibrary ofCongress Cataloging-in-Publication DataNames:Krakower,Billy,author.|Plante,Sharon LePage,author.Title:Using technologytoengagestudentswithlearningdisabilities/William Krakower,SharonLePagePlante.Description:ThousandOaks,California:Corwin,A SAGECompany,

2016.|Series:Corwin connectededucators series|Includes bibliographicalreferences.Identifiers:LCCN2015035347|ISBN978-1-5063-1826-4pbk.:alk.paperSubjects:LCSH:Special education—Technological innovations.|Children withdisabilities—Education.|Educationaltechnology.〃Classification:LCC LC4024,K732016|DDC

371.9/0433—dc23LC recordavailable athttp:lccn.loc.gov/2015035347This bookis printedon acid-free paper.Acquisitions Editor:Ariel BartlettEditorialAssistant:Andrew OlsonProductionEditor:Amy SchrollerCopyEditor:Jocelyn M.RauTypesetter:CM DigitalsP Ltd.Proofreader:Carole QuandtCoverand InteriorDesigner:Janet KieselMarketingManager:Stephanie TrkayOtSCLAMEftThsboo*rrwydnayoutoICOIMthrdpartyoorMntmVMMn.ORoodaa.or tcamaM供一«*«•2“hnoio94rwhcfiarvpraEedforyourMarano*,th»3KxMCcnrtn2MnopflHjrocrttrtwlb*Mfabbteyour«nd you9twWwBam*tndooMttraottutftewtf-ptrffocxtrtCcrwrUtaBno*4wttfnwnotabMyfcryouuwdf DQfWCnor，OOMCcrwnapgrove.Kxrtxx.trdorw.wA orcarterocntantContentsPrefaceAbout theAuthorsIntroduction

1.What,How,and Why

2.Rocking Readingand Writing

3.Mastering Mathematics

4.Becoming aStudy SkillsStar

5.Show WhatThey Know:Creation

6.Technology andUDLConclusionAppendix:The Languageof SpecialEducation。