The Role of Technology in Special Education

Purpose

To examine and explore the role of technology in special education and education in general.

Task

Assistive Technology is any technology that helps a student with special learning needs maintain or improve his/her academic performance, by access to the curriculum and to demonstrate knowledge and understanding. This technology is often an accommodation consideration including hardware, software and other specific applications. The greater goal of independence is achieved as accommodations build on individual strengths, often increase motivation, and accomplish improved achievement. (Excerpt is taken from ETFO ABQ Spec. Ed)

The Overview of Assistive Technology 
Assistive Technology (AT) can come in the form of a device such as a smartphone, tablet or laptop. Or in the form of an app or software. Either form, assistive technology is designed to give people the opportunity to learn and ease the experience. An insert taken from www.understood.org, they say "These tools can help people work around their challenges, while also playing to their strengths. This is especially important for kids who struggle with learning—whether in reading, writing, math, or another subject. AT can help these kids thrive in school and in life. And that can help grow their confidence and independence." 


Focus on Special Equipment Amount (SEA)- 5 Critical Ideas

What is it and who qualifies?
-"SEA funding can be used to assist boards with the costs of equipment essential to support students with special needs where the need for specific equipment is recommended by a qualified professional and this equipment is necessary to provide students with accommodations to access the Ontario curriculum and/or a board-determined alternative program." From Waterloo District School Board

Cost
Taken from the Ministry of Education SEA report, "The SEA Per Pupil Amount component will be calculated using the following formula: Base Amount ($10,000) + ($36.101 x ADE)."
How is this formula justified and where are the numbers taken from?

Advantages
- Student engagement is increased as learning becomes harmonious and streamlined for the students.

- "Students do not have to be identified as exceptional pupils through the Identification, Placement, and Review Committee (IPRC) process for boards to apply for SEA funding but their need for equipment must be recommended by a qualified professional." Excerpt from the Ministry of Education SEA

-"The types of equipment that are eligible for SEA funding can include any items that are recommended by a qualified professional that is not available through the board’s regular day school supply and/or computer purchasing budget." Excerpt from the Ministry of Education SEA

-The equipment is constantly upgraded as the means of technology increase along with the needs of the student.

Challenges
-Some equipment does not qualify.

Costs associated with SEA also include: • the $800 per pupil deductible (for claims); • insurance costs; and • staff costs for managing and purchasing equipment, set-up and repairs.

Overall Thoughts
Boards have a responsibility to meet the special education needs of their students. SEA funding assists with the equipment and training costs associated with meeting these needs.

The Final Wrap Up

Week 6

We finally approached the last week of classes. As I look back at my six weeks of the intense math class, I see that I am leaving with a new mentality of math.

After this week I can discuss with my future students, the topic of math in nature and in life. Students should be able to see and make the connection that math is all around them. It can be found organically in nature even to their daily tasks whether they are cooking, baking, counting, measuring...math is everywhere!

Image sourced from SlideShare

Looking at math and nature, what I found most interesting was the explanation that a snowflake follows maths principles and its hexagon shape basic on its molecules. Similar to that, spiders follow algorithms when creating their webs. Dolphins calculate with distance and time to find each other. Those are all facts that students will find interesting and may spark their curiosity when it comes to math. It may even persuade them to look into it further just by mere curiosity. 

After introducing students to math in nature, I think it would be compelling to make students realize that they use math on a daily basis without even knowing it. For example, when they are playing sports, they might be analyzing time, distance and angles when trying to hit a soccer ball or baseball. Or they could be using math when they are baking or helping to cook. These are are simple tasks that require math without even knowing it. 

Image sourced from SlideShare

Another topic that I have discussed extensively in my blog is the idea of understanding the math problem and why you are using a certain formula instead of relying on memorizing the formula. That is a concept that I strongly feel for and know that I will be stressing it in my future classrooms. 

Lastly, the concept that surprisingly was brought to my attention was the idea of drawing and representing math problems. Even though I came from an art background, I never really drew out math problems simply because it was not encouraged when I was in school. Which in turn, made it hard for me to internalise the question and really understand what the question was asking because it was hard for me to grasp it. Looking forward, I can see the benefits of representing problems as it helps students visualize and internalise the question. It could also help with chunking the problem and breaking it down into simple steps. 

As a wrap up, these are 3 concepts that I have learned and will be implementing in to my future classroom. 

Thank you for tuning in, 

Until next time readers!

Developing An Understanding

Week 5

After having some time to reflect on the past few weeks, I have come to see the importance of some strategies and topics in math that I would like to share. 

Image sourced from Luminous Learning

Drawing & Representation

The first strategy is the importance of using visual representations and drawing out problems when needed. This can benefit students by getting students to break down the question into simple steps. It can also help some with taking abstract concepts and making them real by physically having it drawn out. For others, drawing out the math problem can help with memory recall as they can remember the time when they were drawing out the solution. Having a visual background, I was never really taught to draw out the math problem to help me out. After this week, I can see how it would benefit students. Looking back, I wish that I had drawn out math problems, it would have made things so much easier. 

Ideas vs. Memorization

This was an interesting topic that was brought up during our online session as it discussed the idea of understanding the big idea vs. memorizing. This is a recurring topic in math education as we move from the old school way of learning which is memorizing, to the new school and the concept of understanding the formula and getting a big idea. We need to get our students to see the value of understanding math formulas rather than resorting to memorizing. Understanding the big ideas will ensure that students can apply the formula when needed and appropriate. 

KEY IDEAS TO MATH

Week 4

This week in math, we had a discussion on several topics that I will like to share with you all!

Number Flexibility

This was a concept that I struggled with a little during our online class. But once I got my "aha" moment, I came to realize that through number flexibility, students gain a deeper understanding of numbers. Number flexibility is the ability to manipulate numbers in order to solve problems. In order to do, students need to be able to have a strong understanding of how numbers work through manipulation such as multiplication, addition, division and so forth. It is the idea that there are different ways to come to the same answer because people are flexible with numbers. Take 18x5 for example. You can solve the problem by simply multiplying 18x5 or solving it by breaking down the number and multiplying 10x5=50, then 8x5=40, add 40+50=90. In the end, both strategies will get you to the same answer, but it is the idea that numbers are flexible and people can get to the same answer with fewer or quicker steps, it all depends on how the person wants to manipulate the numbers. 

Once students are able to manipulate and become flexible with numbers, they will gain a strong mathematical understanding. 

Talking About Math

Another topic that we learned this week was the notion of talking about math outside of the classroom. We watched a video that I would like to share down below. The video explains the students who are always talking about math, whether it's at the dinner table or with friends, they have improved math scores. I can personally see how students will develop their math skills when stimulated continuously by it because they are not turning off the math switch in their minds. Students will be able to make the connection between math and real-life since they are talking about math even outside the context of the classroom. Being in different settings such as the park, cafeteria, etc. can stimulate students mind to utilize their surroundings when completing math problems. 

MISTAKES...

Week 3

We are now approaching the midway point, and with that being said, I have learned one of the most significant life lesson to use towards my future students. This week was all about different learning styles and making mistakes in math. One topic that was brought up in class was the idea of different learning styles. This notion was first brought to my attention when I was in elementary school as my teachers would make the class do a test to see what our learning style was. Ever since then, I had it set in my mind that the only way I would learn best is visual. Rewind years after, in class this week we talked about that idea and that we have to steer away from the thought that our learning style is the only way we would learn. But the idea behind it is that our learning style is how we learn easiest. With students, we need to cater to all learning styles and incorporate all the senses for students to retain the content that we are teaching them. By engaging all the sense, there is a high chance that the students will remember something from the lesson by memory recall. 

Image by Punk Learning. [http://punklearning.com/blog/149660/do-learning-styles-really-exist]

The second big learning idea that was brought in our online section was the idea of making mistakes in math. I learned that it is good to make mistakes in math because you are enabling your brain to grow. By getting the answers right, you are not challenging your brain, therefore, strengthening your brain neurons. 

Image by Tang Institute. [http://tanginstitute.andover.edu/fostering-growth-mindset].

When you enable your brain to struggle, you are working your brain just as you would when you workout and strengthen your muscles. It is encouraging to make mistakes and struggle not only for brain growth but to see that there are different creative ways to solve math problems. Students need to realize that success is built on failed success and that getting things right all the time is not reality. Making mistakes and learning new strategies is much more effective and empowering for student success than getting the answers right all the time. In order to get outside of the bubble, students should first try ideas that would seem wild to others, feel comfortable being wrong, become open to new experiences and willing to challenge traditional ideas. Once you instil those practices onto your students, you are teaching your students habits that will bring them success in their future as they are adapting a growth mindset. 

Enjoy!

FACTORS

Week 2

This week in class, we are setting the stage for some high quality work! We not only started getting ideas for our unit plans but learned how to start a webinar! Be sure to check in later on in the month for that...it will be very informative!

By Ash Artistry

On the other hand, this weeks class brought forth some memorable points that I would love to share with you all. I have to say before this class, I did not connect math with card tricks, but after our professor, Mina showed us yet another trick, I knew I wanted to include those in my repertoire. The card trick taught us the important lesson of the multiples of 9. Having gone through the experience, I am sure to keep that in my memory!

We later learned the importance of making sense of math problems. This is a point that I would like to stress as it never actually crossed my mind. Yet, some students maybe approaching a math problem without even understanding what it is that they are doing regarding the application. Educators need to be aware of this and teach students the difference between knowing/doing vs. understanding math meaning. While reading, Paying Attention to Mathematics Education K-12, on pg. 4, they mention "All educators – classroom teachers, early childhood educators, school principals and other instructional leaders in the education system – use a variety of critical thinking and problem-solving strategies to engage all students in making connections between content and process as they work toward a thorough understanding of mathematics." Students knowledge will shift from being procedural to conceptual knowledge (which we all know, gets imprinted in our memory).

With that being said, there is something important to get clear, and that is math can be creative. There are many different ways that people can view math and arrive at an answer. Everyone has their own take and conceptualizes/views a math problem differently, this was brought to our attention in class during a video.

As someone with an art background, I can relate to this experience and apply it to math, seeing the beauty in it. Before having this brought to my attention, I did not think that there were multiple ways to arrive at the same answer. The mathematician needs to be creative in seeing that there are other solutions other than the usual route. Which I found to be so captivating and made me have a better appreciation towards mathematics. 

My last point is a teaching activity that I think you will find very useful when teaching math. It is.... jeopardy! I had such a fun time playing this in class as it turned learning into gamification. It did not feel like we were just solving math problems. As a teaching strategy, you can use this as either a form of diagnostic to see where the children are at, a mid-term review or even as a pre-test review. 

I hope you enjoyed today's post and plan on implementing some of the activities and strategies mentioned. 

Enjoy!