>>Patty Ring: I'm Patty Ring, Occupational Therapist at Mecklenburg County Public Schools. The student with a simple white board and one dry erase marker could write down the word that they are having trouble spelling for their assignment. It could be spelling words. It could be something within an assignment. After they've got it down here, they could even have a couple variations of spelling down here. Then they could use the... >>Jennifer Vella: I'm Jennifer Vella, Occupational Therapist as well. Using the spell check, Franklin spell check. This particular one that you gave us today was neat because it had less functions on it. A lot of my kids get overwhelmed with the ones we have because there's additional functions; thesaurus and stuff. So they could take their sample spelling words and plug them in here and try it. Another thing we learned about today was Franklin Spellers with auditory output and I think for a lot of my students, that's going to be the thing I'm looking for because even given the list of choices, they don't recognize the correct word. So by the auditory output one they can pick it, look back at their samples that they have on their whiteboard, and make the correct decision. >>Patty Ring: And then practice writing it the right way. >>Meg Lumpkin: Hi, I'm Meg Lumpkin from Greensville County Public Schools, Greensville Elementary School. And this is... >>Angela Bennet: Angela Bennet [assumed spelling] from Greensville Elementary Schools. >>Met Lumpkin: We have decided to use our voice recorder photo picture frame for our ESL children. I teach Pre K and I have several children that do not speak English so we have decided that we would have pictures in here and then record it to help build vocabulary. And once the child had used the voice recorder photo frame, then... >>Angela Bennet: They can use the VoiceOver to reinforce or put their own versions of how to pronounce the words to reinforce the word with that picture voice. >>Starr Hargrove: ...Starr Hargrove [assumed spelling]. I'm a Special Education teacher at Brunswick County Public Schools. >>Janice Fletcher: My name is Janice Fletcher, I teach second grade at Meherrin Powellton Elementary School in Brunswick County. Here we have two great assistive technology tools for you. And this VoiceOver as well as this would be two great tools to use for redirection. They would be great to leave at centers for children to give them directions of what they're supposed to do at that specific center. It would also be a great tool for ESL learners that may need extra directions a second time. It can provide clear or very precise directions for them just for repetition in the classroom. >>Starr Hargrove: And it also helps to provide directions; instead of the teacher having to say it over and over, they could go to the learning centers and just push the play button and it will re-give the directions. [ Pause ] >>Christa: Hi, I'm Christa [assumed spelling] and I'm from Dinwiddie County Public Schools. >>Barbara: Hi, I'm Barbara and I'm also from Dinwiddie and we're here today with a Visual Timer. >>Christa: This one fits on your desktop and it is different from just your regular timer. Barbara's going to show you what you can do. >>Barbara: All you do is pull the knob down to the time that the child has to complete the task or how long they need to stay on task. And this one provides visual feedback; as time is elapsing, the red area gets smaller and smaller so the child can see the time is going away without much knowledge of time itself. You also have the option of auditory feedback. With this, when the time ends you can have it go "ding." >>Christa: Ok, and it helps with transitions from one activity to the next. It helps with helping a student stay on task and they can visually see how much time they have left and... >>...from Powhatan County. >>Alison Harding: I'm Alison Harding from Powhatan. Ok, today class we're going to be working on subtraction. We have two problems in front of us and instead of writing today our numbers, we're going to be saying our numbers. [ Inaudible Individual Instruction with Students ] I've given you two problems that you're going to write down on your paper. For the first problem, I've shown you what it's going to look like after you stamp it. So I want you to go ahead and look at my example and stamp the first problem. [ Pause ] Great job! Now I want you to look at the second problem and see if you can go ahead and stamp that for me. [ Pause ] Great Job! Now I'm going to give you your pencil and you have 5 minutes and you're going to compute the answers. [ Pause ] >>Amy Leonard: Hi, Amy Leonard and I am a third grade general education teacher at Watkins Elementary in New Kent County. >>I'm Scott [inaudible] special education teacher at the same school. And today what we have is we have these graphing squares which we decided we would use in our math class. We can create a 10 by 10 grid with them and we would use it to review our multiples for multiplications... [ Inaudible ] >>Amy Leonard: ...some of the numbers in the chart and then have [inaudible] or place them and see you know for skip counting and the other mathematical operations that could go with it. [ Pause ] >>Leanne Beard: Hi, I'm Leanne Beard. I teach first grade in Hanover County. >>Sarah Kidd: And I'm Sarah Kidd and I teach special education with Lea [phonetic] in first grade and I also teach kindergarten in Hanover County. >>Leanne Beard: And we decided to talk about the wonderful use of "hostess" [assumed spelling] today. We were able to think of lots of great ideas across the curricula. >>Sarah Kidd: The first one we talked about was during reading, we could use them on the sides of the paper. Just flip through the pages in case children have a hard time taking the pages apart as they're reading. >>Leanne Beard: We also use them a lot for whole class activities and graphic organizers, or collecting data that kids can put some information on a post-it and then stick it right there up above the graph organizers; good visual. >>Sarah Kidd: We use it a lot during our reading groups. We taught them daily 5 activities, like making connections as they're reading. So they post-it on the page when they made a connection or also asking questions for the higher level thinkers as they're reading through the book. And last, they're awesome visual reminders for the students who might have poor attention spans or just need those non-verbal reminders. And especially because those come in different colors you could use with them for the reminders for different things. >>Elizabeth Edens: Hi, I'm Elizabeth Edens. I'm a Speech Language Pathologist at Colonial Heights Public Schools. >>Ruth Stewart: I'm Ruth Stewart, I'm an occupational therapist for Colonial Heights Public Schools. >>Elizabeth Edens: Ok and our idea for our AT [assumed spelling] technology is to use the page-ups. For kids to kind of arrange site words, including that core vocabulary that we've all heard so much about. To put them in the page-ups and arrange them into a grammatically correct sentence. Or you could put them in the page-ups and have them scrambled up and have the child arrange them or they could pick them off the table and then you could go over each word and... >>Ruth Stewart: You could read their sentence. >>Elizabeth Edens: Exactly, and reinforcing that whole vocabulary. >>Ruth Stewart: And then if we were also working on visual motor integration, that could write their sentence. >>Elizabeth Edens: Yes, and fine motor skills for OT, they can also put the post-it notes, another AT strategy words into the page-up or moving them around for fine and gross motor skills. [ Pause ] >>Zoe Parrish: I'm Zoe Parrish and I work for Goochland County Public Schools. Today in our workshop we learned about a variety of low tech devices to help support learning. You teachers can use these devices as assistive technology. And one device that I particularly like was the VoiceOver. This is a transportable recording device. It captures up to 10 seconds of sound and my teaching partner and I thought we could use this to help our students with learning disabilities to spell more accurately. We are hoping that they will be able to record the word, for example they will record the word "cat" and they will play it back as they spell it so that they can hear the sound out loud. That's how we will use the VoiceOver as an assistive technology device in our classroom. [ Pause ] >>Dani Rogers: I'm Dani [assumed spelling] Rogers from Richmond City Public Schools, Elkhardt Middle School. >>Hello I'm Beverly [inaudible] from Elkhardt. >>Dani Rogers: And today we're going to present some of the materials that we thought would ideally suit one of our students who has trouble with his writing and translating his text messages down onto paper. So we first came up with a writing prompt that we would like him to use these dry erase boards so that he has the confidence now that he can come in, quickly erase something that you could see he does struggle with his handwriting, and put his ideas down without the pressure of it being on paper. So he can just move forward and it's a confidence building exercise for him. Once he's got his ideas down, we wanted to have him translate this over using the raised ruled paper so that he can get the tactile quality to help him with the legibility of his writing which is pretty poor right now. And finally added support working with his spelling, the Children's Dictionary, and also we really like this function because you can enter something phonetically and it will come up with the proper word so it can give him the options so he'll be able to tell what he's actually looking for versus going to your standard dictionary. >>That's good. >>Dani Rogers: We're thinking these three things will very much support him in his efforts to write. >>And spell. >>Dani Rogers: And spell [laughter]. [ Pause ] >>Cheryl Allard: I'm Cheryl Allard for Carter G. Woodson Middle School in Hopewell. >>And my name is [inaudible] O'Hara [assumed spelling] and I'm also from Carter G. Woodson in Hopewell. And we chose the Franklin Children's Dictionary with Spell Corrector as our AT favorite item. [ Pause ] I thought that this was one of the best things that I have ever seen, the Franklin Children's Dictionary. >>Cheryl Allard: And it could be used to access over 44,000 words and their definitions. >>And it has a kenotic spell correction which means that you can enter a word the way it sounds. The dictionary will provide the student with alternatives. >>Cheryl Allard: And several of our students have decoding issues. >>Although another unique feature is there is a handwriting guide that will show how to form letters in print or in cursive. >>Cheryl Allard: And you can play word games, build vocabulary through your own personal spelling lists. >>Finally, just when you think that it can't possibly do anything else, there's also a homophone guide and a calculator. >>Cheryl Allard: And it's like a small handheld game which our middle schoolers love. [ Pause ] >>Jamila Mack: Hello, my name is Jamila Mack and I'm from Charles City High School and I teach English. >>Becky Conti: Hello, my name is Becky Conti [assumed spelling] and I'm from [inaudible] school and I'm an occupational therapist. >>Jamila Mack: Today we're going to be highlighting the font [assumed spelling] magnifier. >>Becky Conti: And it's great for helping students to track while they're reading, they can use it to go down the page. >>Jamila Mack: Also another thing it's great for is for students who are having trouble reading those small parts in copy, like an article or a novel. The font will increase in size so it can help them really follow along with the rest of the class. >>Becky Conti: And it's also very lightweight which is nice and durable so it lasts a long time. >>Jamila Mack: An added bonus with this that it's a ruler so all the math students, they'll be able to follow along too. [ Pause ] >>Mia Smith: I'm Mia Smith [assumed spelling]. >>I'm [inaudible] Brown and we're from [inaudible]. And the assistive technology we have selected is a personal dry erase board. >>Mia Smith: The dry erase board can be used for any subject. It could be used to answer oral questions [inaudible], and it could be used in writing to brainstorm ideas for a topic or for visual spelling. I personally am a visual speller; I have to see it to know if it's spelled right. Or you can do [inaudible] on the dry erase board. And reading, you can have somebody jot down the main idea as they're reading or if they have questions about the reading, they could just jot those down. For math, they could work out equations on the dry erase board. >>And that could work in science too. >>Mia Smith: It can also help for organizational skills with a visual scheduler or writing down like a "things to do" list.