neurodivergent/special needs

8 Principles for Supporting Students with ADHD [Gonzalez]

On 04/26/2022, in education, education reform, K-12 related, Learning Experience Design, neurodivergent/special needs, productivity / tips and tricks, professional development, research, student-related, teachers, teaching & learning, using teams, youth, by Daniel Christian

8 Principles for Supporting Students with ADHD — from cultofpedagogy.com by Jennifer Gonzalez

Excerpt:

Regardless of the subject area or age you teach, you’re likely to have at least a few students with ADHD in your classroom every school year, so a good working knowledge of it should be part of any teacher’s professional training.
…
This slim book is not meant to be comprehensive or in-depth. Barkley states outright that he’s not going to spend time on narrative prose and extensive research citations; his goal is to simply explain ADHD so that busy teachers can understand it, and tell them what they can do to help students who have it. His message is “Trust me, I know this stuff. Do this, not that.” And while this obviously leaves him open to criticism, the book certainly delivers on its promises, and it’s a great starting point for any teacher who wants a crash course on ADHD.

For all the learners who have horrible, painful memories of school, I’m sorry the systems weren’t different for you. [Christian]

On 04/25/2022, in assistive technologies, Bias | Diversity Equity & Inclusion (DE&I), dangers of the status quo, Daniel S. Christian, education, education reform, Emotion, engagement / engaging students, face-to-face, future, homeschooling/homeschoolers, ideas, innovation, instructional design, K-12 related, leadership, learner profiles, learning, learning ecosystem, Learning Experience Design, learning preferences, love of learning, more voice more choice more control, motivation, neurodivergent/special needs, parents/guardians, participation, passions, reinvent, society, strategy, student teaching/teacher education, student-related, teachers, teaching & learning, United States, user experience (UX), vision/possibilities, youth, by Daniel Christian

K-12 education in America is like quickly moving trains that stop for no one.

K-12 education in America is like quickly moving trains that stop for no one.

From DSC:
A family member struggles with spelling — big time. This causes her major amounts of anxiety in school.

Another family member had some learning disabilities and reflects back on school with some bad memories.

Another family member struggles with social graces and learns at a much different pace than her peers — the move to her education being (predominantly) done via homeschooling has helped significantly.

A friend of mine has Dyslexia. He recently said that school was hell for him.

Another person I know doesn’t understand his daughter’s learning disabilities — at all. He’s asking a fish to climb the tree and yells at his daughter when she doesn’t produce like the other kids do. Her school is for college-bound learners, and there’s always pressure to maintain the school’s “blue-ribbon” status (i.e., sorry if you don’t fit in…but please board the train anyway, as it’s about to depart).

These people and stories about their educations got me to reflect on all the people who went through the school systems in the United States (over the last few decades) that didn’t work well for them. In fact, not only did the systems not work well for them, they were the sources of a great deal of pain, anxiety, depression, anger, frustration, and embarrassment. Instead of being a place of wonder or joy, school was a painful, constant struggle to get through.

For those who can keep up or even excel at the pace that the trains travel at, school isn’t that much of a problem. There are likely different levels of engagement involved here, but school is manageable and it doesn’t cause nearly the stress for someone who struggles with it.

For those with learning disabilities, I’d like to apologize to you on behalf of all the people who legislated or created rigid, one-size-fits-all school systems that didn’t understand and/or meet your needs. (Why we allow legislators — who aren’t the ones on the front lines — to control so much of what happens in our school systems is beyond me.) I’d like to apologize on behalf of all of the teachers, administrators, and staff who just accept the systems as they are.

Please help us reinvent our school systems. Help us develop the future of education. Help us develop a more personalized, customized approach. For those who are working to provide that, thank you! Thank you! Thank you!

To everyone working within Pre-K through 12th grade, help us offer: More voice. More choice. More control. The status quo has to go. School should not be a constant source of pain and anxiety.

Learners need: More voice. More choice. More control. -- this image was created by Daniel Christian

What Educators Need to Know About Assistive Tech Tools: Q&A with Texthelp CEO — from thejournal.com by Kristal Kuykendall and Texthelp CEO Martin McKay

Excerpts (emphasis DSC):

THE Journal: What are some examples of the types of assistive technology tools now available for K–12 schools?
McKay: There are a broad range of disabilities, and accordingly, a broad range of learning and access difficulties that assistive technology can help with. Just considering students with dyslexia — since that is the largest group among students who can benefit from assistive tech tools — the main problems they have are around reading comprehension and writing. Assistive technology can provide text-to-speech, talking dictionaries, picture dictionaries, and text simplification tools to help with comprehension.
…
It’s important that these tools need to work everywhere — not just in their word processor. Assistive technology must work in their learning management systems, and must work in their online assessment environment, so that the student can use the assistive tech tools not only in class, but at home as they work on their homework, and perhaps most importantly on test day when they are using a secure assessment environment.

Day in the Life: Blind or Visually Impaired Professionals [Howard]

On 04/19/2022, in accessibility / UDL, assistive technologies, Bias | Diversity Equity & Inclusion (DE&I), business, corporate / business world, neurodivergent/special needs, productivity / tips and tricks, tools, workplace, by Daniel Christian

Day in the Life: Blind or Visually Impaired Professionals — from inclusionhub.com by Jeffrey Howard
While blind or visually impaired professionals still encounter inaccessibility and exclusionary hiring practices, some companies are adopting more inclusive protocols including remote work options and other accommodations.

Excerpt:

“It’s the same as someone asking for a second or third monitor,” continues Preston-Watson. “I’m asking for a screen reader. You’re asking for these accommodations. I’m just asking for the tools to do my job. People in different roles need different tools to do their jobs. And that’s the same thing for disabled workers.”

Is the End of Hybrid Learning Leaving Disabled and High-Risk Students Behind? [Lu]

On 04/14/2022, in accessibility / UDL, colleges, community colleges, distance education, higher education, Hyflex learning, law schools, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, neurodivergent/special needs, strategy, student-related, universities, by Daniel Christian

Some Colleges Are Ending Hybrid Learning. Students Are Pushing Back. — from chronicle.com by Adrienne Lu
Daily Briefing: Is the End of Hybrid Learning Leaving Disabled and High-Risk Students Behind?

Excerpt:

Some students, though, want their colleges to make hybrid learning permanent. They argue that scaling up remote learning during the pandemic made higher education more accessible — not only for students with disabilities and the immunocompromised, but also commuter students, those balancing schoolwork with jobs, and students with caregiving responsibilities — and helped to protect vulnerable faculty members.

Learning Disorders and Law School: Strategies and Resources — from onlinemasteroflegalstudies.com with thanks to Allegra Balmadier for these resources

Excerpt:

Law schools across the country with all kinds of students and faculty could fairly be described by a single word: rigor. Juris Doctor (J.D.) degree programs are traditionally known for copious amounts of required reading and semester-end exams that count for a student’s whole grade. A legal education is an intensive course of study that would challenge any student.

A student with a learning disorder or disability (LD) may struggle for a particular reason—not for lack of effort but because of the conventional structure of class, assignments and tests. LDs can cause difficulty with processing information, a problem that is exacerbated when universities and colleges fail to offer support.

However, with appropriate strategies, students with LDs can succeed in law school and in the legal profession. Learn more about learning disorders and find resources below.

Best Deaf Awareness Lessons & Activities [Restifo]

On 03/26/2022, in art, assistive technologies, Bias | Diversity Equity & Inclusion (DE&I), education, education technology, legislatures / government / legal, music, neurodivergent/special needs, science, by Daniel Christian

Best Deaf Awareness Lessons & Activities — from techlearning.com by Diana Restifo
The following free deaf history and awareness lessons and activities highlight the accomplishments of deaf people in the arts, education, sports, law, science, and music.

The 20 best dyslexia resources for homeschoolers [Kessler]

On 03/26/2022, in accessibility / UDL, Apple, education, homeschooling/homeschoolers, Microsoft, neurodivergent/special needs, parents/guardians, platforms, student-related, youth, by Daniel Christian

The 20 best dyslexia resources for homeschoolers — from raisinglifelonglearners.com Colleen Kessler

Excerpt:

Homeschooling a child with dyslexia can be a challenge, especially when you are struggling to find resources. I believe homeschooling is the best possible educational choice for your dyslexic child. You just need to right education and support. These are 20 of the best dyslexia resources out there for homeschoolers.

Also relevant/see:

Accessibility in Microsoft’s products — especially check out their Immersive Reader
Accessibility in Apple’s products

How Virtual Reality Can Be More Accessible with WalkinVR [Evans ] + Which Types of Colleges Have the Most Undergraduates With Disabilities? [chronicle.com]

On 03/17/2022, in accessibility / UDL, assistive technologies, Bias | Diversity Equity & Inclusion (DE&I), colleges, community colleges, educational games / serious games, higher education, neurodivergent/special needs, personalized/customized learning, United States, universities, vendors, Virtual Reality (VR) / worlds / learning, by Daniel Christian

How Virtual Reality Can Be More Accessible with WalkinVR — from equalentry.com by Meryl Evans

Excerpt:

In another scenario, you can’t reach up high. Or maybe you can’t hold the virtual reality controllers or press the buttons.

WalkinVR Driver fills in the gap. It’s a free driver that enhances virtual reality to work with the person’s abilities and preferences. One option is the Xbox Controller Move , which allows you to connect a standard Xbox video game controller to the game.

Also relevant/see:

Which Types of Colleges Have the Most Undergraduates With Disabilities? — from chronicle.com

Excerpt:

Here’s a sector-by-sector look at the percentage of undergraduates who reported a disability to the campus’s office of disability services, or a similar office, in the academic years 2016-17 to 2019-20. Undergraduate students with disabilities are those who reported that they had one or more of the following conditions: a specific learning disability, a visual impairment, a hearing difficulty or deafness, a speech impairment, an orthopedic impairment, or another health impairment. The diversity and related offices provide these students with such services as note-takers and American Sign Language interpreters.

Addendum later on 3/17/22:

Assistive technology personalizes the learning environment — from thetechedvocate.org by Matthew Lynch

Excerpt:

We talk a lot about personalized learning and how it can benefit learners by providing them with more detailed instruction catered to their needs. It helps them overcome learning challenges and achieve their educational goals.

We’ve also discussed assistive technologies – technologies designed to aid students with learning difficulties and other disabilities, understand and retain knowledge to improve their learning outcomes. The two can go hand-in-hand, as assistive technology can help all students receive a more personalized learning experience.

Let’s take a look at some of the ways that AT is used in the classroom and its personalized learning.

Nurturing Non-STEM Gifted Kids and Meeting Their Needs — from raisinglifelonglearners.com by Colleen Kessler

Excerpt:

But what about that kid who doesn’t want a new chemistry set or microscope for Christmas? What about the gifted kid who doesn’t really get your science puns? What about the brilliant child who isn’t into STEM at all?

They’re rare, but they’re out there. Artists, chefs, readers, writers, dancers, musicians, linguists, all of the above. Kids who like space just fine, but like nature even more. Gifted kids who can crush their math work but would rather crush pigments. Gifted kids who can learn to code, but whose heart swells when guitar strings strum. Brilliant babes who appreciate the arts, the stories, or are just filled with curiosity that isn’t subject-specific. You see, intelligence isn’t a stereotype. An IQ score isn’t like a horoscope. Scoring a few standard deviations above the norm doesn’t dictate your personality, your likes, dislikes, talents, passions, or hobbies. It means your brain processes information differently than the majority of the population. That’s really it. Intelligence and brilliance are as likely to be found on a stage as they are in a lab. For every Einstein there is a Beethoven, for every Musk there’s a Spielberg.

What Can You Recommend For Students Who Finish Their Work Early? — from teachthought.com

Excerpt:

How to respond when students finish their work early is a classic teacher challenge.

Most of it boils down to lesson design–creating learning opportunities where students are naturally funneled toward extending, improving, and sharing their work so that ‘stopping points’ are more of a matter of scheduling than learning itself.

Motivating your child with ADHD: 7 tips for your homeschool — from raisinglifelonglearners.com by Colleen Kessler

Excerpt:

This series is all about homeschooling a child with ADHD. Today, we are discussing 7 of our best tips for motivating a child with ADHD.

Preparing Kids With Real-World Skills via Ed-Tech — from emergingedtech.com by Kelly Walsh

Excerpt:

Educational technologies enable children to learn things on a whole new level, broadening their minds and their capabilities. The practical applications alone make ed-tech a highly valuable tool in the classroom setting, but these technologies also can enhance kids’ skills as well as their emotional and cultural awareness and intelligence, which can better prepare them for real-world situations and scenarios.

Edumilestones Has Launched Career Lab™ For Progressive Schools — from edtechreview.in

Excerpt:

Edumilestones, a pioneer in career guidance platform has now launched a next-generation Career Lab™ for schools. Based on 11 years of experience in career counselling industry, this technology is set to help students to identify and execute their career goals with clarity and confidence.

“Vastly improving the life quality of the visually impaired” — a couple from Barcelona creates a solution that leverages AI and AR

On 03/02/2022, in 5G, Artificial Intelligence/Agents/LLMs/and Related, assistive technologies, Augmented Reality (AR), emerging technologies, engineering, entrepreneurship, Europe, experimentation, future, health, ideas, innovation, neurodivergent/special needs, society, youth, by Daniel Christian

A couple from Barcelona built A.I. smart glasses to help their son see — from interestingengineering.com by Chris Young
Showing visually impaired people the way with their A.I. smart glasses.

Excerpt:

He and his wife, Constanza Lucero designed a pair of smart glasses that use artificial intelligence and augmented reality to indicate oncoming obstacles to wearers.
…
The couple drew from their respective fields — Puig is an electrical engineer and Lucero a doctor — to build smart glasses that overlay text and graphics over the real-time video feed of their users’ surroundings. They use A.I. algorithms that detect obstacles, signaling them to the wearer as they approach. Users gain added independence, and parents’ and loved ones’ peace of mind.

A Podpourri of Learning Options: Pods, Hubs, and Microschools in the Wake of the Pandemic [Vander Ark]

On 03/01/2022, in Alternatives, education, education reform, homeschooling/homeschoolers, innovation, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning preferences, learning spaces, neurodivergent/special needs, parents/guardians, personalized/customized learning, by Daniel Christian

A Podpourri of Learning Options: Pods, Hubs, and Microschools in the Wake of the Pandemic — from gettingsmart.com by Tom Vander Ark

Excerpts:

The Center on Reinventing Public Education (CRPE) recently published a report, Pandemic Pods and the Future of Education, based on a survey of families and educators who organized or participated in a pandemic pod. While it was challenging to collect representative data on pods, CRPE concluded that pods were an important pandemic response with long-term implications for education.
…
The CRPE defines pods as an in person or intensive virtual support that meets multiple times per week. While a broad definition, it is more narrowly defined than many of the previous attempts at categorizing small group learning experiences.
…
Despite the “moment” that pods had during the pandemic, once in-person learning became more available there was a snapback of about 85%, with the numbers of students shifting from pods to classroom attendance. Those students remaining in pods, typically counted as homeschooled, are part of what is likely to be a 1-2% long-term enrollment shift (perhaps 1 million students) away from traditional public schools.

Addendum on 3/2/22:

Along the lines of learning options, see:

The Changing Landscape: Opportunities for Independent School Transformation — from nais.org; with thanks to the Big Questions Institute for this resource

Universal Dyslexia Screening: What You Need to Know [Ofgang]

On 02/27/2022, in accessibility / UDL, neurodivergent/special needs, reading, writing, by Daniel Christian

Universal Dyslexia Screening: What You Need to Know — from techlearning.com by Erik Ofgang
Universal dyslexia screening can help school districts identify students who are at risk and provide additional support, even though it is not required in every state.

Excerpt:

Dyslexia affects approximately 20 percent of the population and accounts for 80 to 90 percent of learning disabilities, according to the Yale Center for Dyslexia & Creativity. Early recognition of the risk for dyslexia and other word-level disabilities through universal screening in kindergarten, and then providing those students with intensive intervention, is a key early literacy strategy, says the National Center on Improving Literacy in a white paper.

What Do We Mean by Accessibility, Inclusion & Belonging? [Howard]

On 02/27/2022, in accessibility / UDL, assistive technologies, Bias | Diversity Equity & Inclusion (DE&I), collaboration, communities of practice, Emotion, neurodivergent/special needs, participation, by Daniel Christian

What Do We Mean by Accessibility, Inclusion & Belonging? — from inclusionhub.com by Jeffrey Howard
Accessibility, also referred to as a11y, is about ensuring systems are designed so everyone can fully participate in public or professional life, while inclusion means everyone has the resources and opportunities they need to realize that. Belonging goes one step further, fostering a culture where everyone feels accepted and supported.

Excerpts:

In this spirit, “a11y” has become a globally recognized rallying cry for greater accessibility—the 11 referring to the software engineering convention of shortening long words to the number of letters they use. A11y has transformed into a symbol for increased accessibility, inclusion, and belonging.

So, if accessibility ensures everybody has the means or tools to reach the table, and inclusion guarantees a seat and relevant opportunities, belonging encourages an emotionally and socially supportive space where each person feels welcome and valued.

It’s easy to tell the difference between when you feel merely tolerated and when you belong.

Learning Ecosystems

Day in the Life: Blind or Visually Impaired Professionals [Howard]

Best Deaf Awareness Lessons & Activities [Restifo]

How Virtual Reality Can Be More Accessible with WalkinVR [Evans ] + Which Types of Colleges Have the Most Undergraduates With Disabilities? [chronicle.com]

Universal Dyslexia Screening: What You Need to Know [Ofgang]

What Do We Mean by Accessibility, Inclusion & Belonging? [Howard]

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