Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers

Transcription

1 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers GUIDE on the introduction of technologies to special needs students TIC-EHDAA Regional Development Committee Mauricie and Centre-du-Québec Page 1 of 53

2 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers PRECISIONS This guide is intended for complementary educational services advisors, educational consultants, administrators and teachers. Its main purpose is to better address students learning needs with respect to reading and writing in the various subjects. As such, it is an essential tool in the development or review of the case plan. All documents produced by the TIC-EHDAA Regional Development Committee/Mauricie and Centre-du-Québec are protected by a Creative Commons license under the terms of the Creative Commons license Attribution-Noncommercial- ShareAlike 2.5 Canada. You are free: to share to copy, distribute and transmit the work to remix to adapt the work Under the following conditions: Attribution You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Noncommercial You may not use this work for commercial purposes. Courtesy: If you amend or adapt one of these documents, the TIC-EHDAA Regional Development Committee/Mauricie and Centre-du-Québec would appreciate receiving a copy, in the spirit of sharing and provincial development. comite-tic-ehdaa-04-17@googlegroups.com Page 2 of 53

3 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers MEMBERS OF THE TIC-EHDAA REGIONAL DEVELOPMENT COMMITTEE COMMITTEE COORDINATOR Sophie Genest, regional resource for learning difficulties, primary level REGIONAL RESOURCES FOR STUDENTS WITH HANDICAPS, SOCIAL MALADJUSTMENTS OR LEARNING DIFFICULTIES (EHDAA) Diane Bacon, learning difficulties, secondary level Annie Cloutier, vision disorders Mariane Dumas, vision disorders Sophie Genest, learning difficulties, primary level Diane Lefebvre, intellectual disabilities and pervasive development disorders (PDD) Johanne Valois, language disorders Patricia Vincent, hearing disorders EDUCATIONAL CONSULTANTS (SCHOOL ADAPTATION) France Bourassa, Commission scolaire de l Énergie Carole Cossette, Commission scolaire du Chemin-du-Roy Lise Goulet, Commission scolaire des Bois-Francs Aglaé Perreault, Commission scolaire de la Riveraine Claudine Robert, Commission scolaire des Chênes LOCAL RÉCIT FACILITATORS Danielle Beauséjour, Commission scolaire de l Énergie Josiane Deshaies, Commission scolaire de la Riveraine Mario Roy, Commission scolaire du Chemin-du-Roy in conjunction with Jean Chouinard, Service national de RÉCIT en adaptation scolaire Page 3 of 53

4 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers ACKNOWLEDGEMENTS To the complementary educational services departments of the Mauricie and Centre-du-Québec school boards that authorized their educational consultants to participate in the process of developing the regional expertise of the TIC-EHDAA. To the teachers and professionals in the Mauricie and Centre-du-Québec regions who attended the TIC-EHDAA retreat, for their comments and contributions. Veronique Beaulieu, remedial teacher, Commission scolaire des Bois-Francs Manon Bruneau, teacher, Commission scolaire des Chênes Dominique Côté, remedial teacher, Commission scolaire du Chemin-du-Roy Isabel Coulombe, speech-language pathologist, Commission scolaire de l Énergie Mélanie Doyon, remedial teacher, Commission scolaire des Bois-Francs Marie-Noëlle Gamelin, teacher, Commission scolaire de la Riveraine Sophie Lajoie, remedial teacher, Commission scolaire de l Énergie Mélanie Leblanc, adaptation teacher, Commission scolaire de la Riveraine Chantal Légaré, teacher, Commission scolaire du Chemin-du-Roy Christine Pruneau, remedial teacher, Commission scolaire de la Riveraine Maryse Sullivan, remedial teacher, Commission scolaire des Chênes To Suzanne Tremblay, School adaptation department, Ministère de l'éducation, du loisir et du sport (MELS), for her input and recommendations on this document. To Dany Hammond, secretary, Service suprarégional de soutien et d expertise en déficience visuelle de l Est du Québec, for her formatting work. Page 4 of 53

5 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers FOREWORD Over the past several years, we have noticed teachers beginning to incorporate information and communications technologies (ICT) into their teaching practices. Students growing interest in technologies is encouraging us, as professionals, to use them more often and more extensively to motivate students and keep them interested in school. For special-needs students, not only are ICTs one of the methods that could help them to achieve their full potential in terms of skills development, they can also be essential to their academic success. A multi-disciplinary regional development committee has been created to consider the various technologies proposed in the professional reports, which contain definitions, test results and analyses for the technologies most recommended by various professionals. As a team, we hope to gain a better understanding of these ICTs and, through our recommendations, better address the specific needs of students with handicaps, social maladjustments or learning difficulties. Our goal is to identify the added value and limitations of these products. We understand that the ICTs must be considered as assistive technology (AT) first and foremost. We will now discuss assistive technology and technical aids as they relate to students needs. Based on the premise that we must first do no harm to the students, we also had to work around the various government restrictions (frames of reference, certification of studies, differentiation, etc.) on the use of assistive technology and technical aids. When a student is floundering and failing a grade, the team of academic professionals assigned to his case needs to take action. Assistive technology and technical aids can sometimes be vital in helping the student to succeed. Considering that no technology is perfect, it is important to understand that a student who uses assistive technology still needs to think and make decisions for himself. Assistive technology simply gives him a different way to demonstrate his potential. Therefore, it is crucial that we emphasize the invaluable nature of assistive technology in the individualized education plan (IEP). Page 5 of 53

6 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers THE ESSENTIALS for the optimal introduction of assistive technology and technical aids Any school planning to introduce technical aids to its special-needs students is highly encouraged to consider the following essentials. 1. Be aware of the LEGAL BASES and GOVERNMENT GUIDELINES on the use of assistive technology or technical aids for students with difficultly reading and writing: Reference documents Politique de l adaptation scolaire Politique d évaluation des apprentissages Guide de gestion de la sanction des etudes secondaires en formation générales des jeunes Chapitre 5 et Annexe 2 (Balises en vue de l adaptation des conditions passation des épreuves ministérielles Formation générale des jeunes) L évaluation des apprentissages au secondaire Cadre de reference, Chapitre 2 Le plan d intervention au service de la réussite de l éléve Cadre de reference pour l établissement des plans d intervention Considérations pour établir les mesures d adaptation à metre en place en situation d évaluation (document de soutien) 2. INFORM all relevant parents, teachers and complementary educational services advisors of: the student s problem, his specific learning needs, strengths, weaknesses, interests, and level of motivation the assistive technology needed to support the learning process Suggested reading Information brochure for parents on the individualized education plan, assistive technology and technical aids Dans les Bottines de Benoît kit Le journal de Benoît Page 6 of 53

7 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers 3. Establish an INDIVIDUALIZED EDUCATION PLAN in which the stated objectives and technologies are consistent with the student s learning needs. The essential need for the use of assistive technology and technical aids must be clearly stated in the plan. Quality indicators in the assessment of technology needs 1 o The team working on the student s IEP is familiar and comfortable with assistive technology. When technological needs exceed the team members abilities, they seek external help. 2 o The team working on the IEP uses a collaborative decision-making process to identify the student s needs and the tasks that require the use of assistive technology. o Decisions on the student s technology needs are made based on the curriculum and the objectives stated in the IEP. Suggested reading La planification des aides technologiques se fait dans le cadre d un plan d intervention Table of TIC-EHDAA needs Guide de gestion de la sanction des etudes secondaires en formation générale des jeunes, chapitre 5 et Annexe 2 (Balises en vue de l adaptation des conditions de passation des épreuves ministérielles Formation générale des jeunes) 1 Rousseau, N. (2010), p Resources from the school board or other partners, as needed. Page 7 of 53

8 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers 4. Plan a structured INTRODUCTION OF ICTs FOR STUDENTS WITH HANDICAPS, SOCIAL MALADJUSTMENTS OR LEARNING DIFFICULTIES and enter it in the IEP (Who does what? Where? When? etc.), thus avoiding any delays. Careful planning of ICT initiatives Close monitoring of each step Suggested reading La planification des aides technologiques se fait dans le cadre d un plan d intervention Checklist: Introducing technical aids Steps Definitions of assistive technology and technical aids in relation to suggested products Table of TIC-EHDAA needs ICT initiatives 5. Maintain a TECHNOLOGY-TEACHING BALANCE with respect to the technological and organizational aspects, to determine if the technical aid is meeting the student s needs appropriately. Observe the student in a learning and test environment to validate his progress; record all observations in order to quickly readjust the intervention to his needs and to adjust the methods during the IEP review. Teacher s observations Remedial teacher s observations Checklist Steps Testing analysis tool Customized adaptation measures plan Customized modification measures plan Technical details Follow-up and evaluation Suggested reading Page 8 of 53

9 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers 6. Provide SUPPORT for the student, teacher, workers and parents, as needed, with: developing basic technological skills setting up a user profile for assistive technology that requires parameterization (voice, speed, etc.) learning the technical applications of the assistive technology using assistive technology or technical aids in a learning and test environment Suggested reading Definitions of assistive technology and technical aids in relation to suggested products ICT booklet for primary students ICT booklet for secondary students User guide/downloading guide Observation of required ICT skills Teacher s observations Remedial teacher s observations 7. Provide TRAINING and SUPPORT for staff members on the use of technical aids in partnership with resources at the school board or regional level. Factor in a training budget and learning time, which will depend on the complexity of the assistive technology or technical aid. Examples of TIC-EHDAA training and support: Awareness of the learning needs of a dyslexic student Awareness of assistive technology to help with reading skills Learning of the various tools Different classroom management methods, etc. Resources available School adaptation advisor, school board RÉCIT facilitator Resources from the Services régionaux de soutien et d expertise for students with handicaps, social maladjustments or learning difficulties Page 9 of 53

10 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers 8. Partner with school board IT RESOURCES for: Technical support Installations and development, etc. IT technicians IT departments at the school boards Local and provincial Récit services Resources available 9. Ensure ACCESS to technical aids in and out of the classroom so that the student can use them whenever necessary. Checklist: Introducing technical aids Suggested reading DON T FORGET Promote TEAMWORK and INTERDISCIPLINARY COOPERATION between the teachers and professionals assigned to the student s case. Encourage MUTUAL AID by asking peers, parents or other school staff members to help the student or teacher with certain technological tasks, e.g. scanning, typing, etc. Stay informed of NEWS in the field of technical aids and government guidelines. Ensure CONTINUITY from year to year to avoid disruptions. Sharing quality information with colleagues on the technology-related actions taken with a specific special-needs student will help ensure a smooth transition. Page 10 of 53

11 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers WARNING Assistive technology is not a substitute for in-class explanations and elaboration. Effective teaching and remedial teaching methods are still relevant. Assistive technology and technical aids do not aim to give the student an edge over other students his age or grade level, but rather to level the playing field. These tools are intended to give the student choices and to encourage him to make decisions independently. The more skilled the student becomes, the more independent he becomes. The school needs to develop a procedure for the installation and maintenance of technical aids, by appointing someone responsible for day-to-day technical support. Page 11 of 53

12 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers HOW TO USE the table of TIC-EHDAA needs The top section contains: Reading in all subjects Writing in all subjects 1. The student's need serves as the starting point. 2. Assistive technology and technical aids are suggested to address this need. Note: The letters appearing in the Assistive technology and technical aids column correspond to the letters appearing in the subsequent columns. 3. Added values for the learner and the teacher are listed for each assistive technology. 4. Certain limitations observed during testing are listed for each assistive technology. 5 To support the introduction of ICTs into day-to-day teaching practices, examples of teaching applications are listed to inspire the professionals working with the special-needs student. 6. To encourage the optimal use of ICTs in teaching and learning, certain organizational methods are presented in the form of a checklist. 7. Products are suggested for each assistive technology listed. Page 12 of 53

13 Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers The tables have been designed such that the previous points are used as a basis for reflection. Here is an example of a possible reflection process. Example The student has significant difficulty recognizing and identifying the words in a text (student s needs) Speech synthesis and word highlighting (assistive technology) would help him meet the identified needs, i.e. recognizing and identifying the words in a text. This assistive technology would allow him to read at his own pace, to receive both auditory and visual inputs, and to develop his autonomy (added value). For example, the student could use speech synthesis to have a social sciences text read aloud to him (teaching application). To provide this adaptation measure, we obviously need texts in electronic format, and we need to purchase an optical character recognition (OCR) software (limitation observed and organizational method) as well as WordQ (suggested product). Chapter 5 of the Guide de gestion de la sanction des etudes secondaires, specifically info-sanction , considers this reading aid to be an adaptation designed to meet the student s specific needs. The process focuses primarily on identifying needs and on the added value of the assistive technology or technical aid selected, thus avoiding focusing mainly on the product itself. Note the importance of clearly distinguishing between the three levels of differentiation, as mentioned in Chapter 2 of L évaluation des apprentissage au secondaire Cadre de reference. In fact, we must always consider that an assistive technology can be applied for either adaptation or modification purposes. As such, each of the needs listed is followed by a table illustrating examples of potential measures. The purpose of this information is to help professionals identify the appropriate assistive technology, while taking into account the educational requirements and avoiding causing any harm to the student. In our opinion, the examples listed are those that are used most often. Page 13 of 53

14 Needs 1. Recognizing and identifying words in a text (instant recognition or decoding) Assistive technology and technical aids Assistive technology A) Voice recording B) Speech synthesis 3 C) Word highlighting 3 D) Document camera 3 Technical aids E) Optical character recognition (OCR) software F) Pen scanner Added value For the learner: Overcoming obstacles related to decoding and that are hindering comprehension (A-B-C-D-F) Calling on both auditory and visual inputs (B-C-F) Developing autonomy Reading at his own pace (A-B-C-D) Reading and rereading the text as many times as required (A-B-C-D) Developing an awareness of the TIC-EHDAA READING-RELATED NEEDS Learning to read and reading in all subjects Limitations observed A scanner may be required if texts are not available on CD or in electronic format (B) Reading of tables (B) Word highlighting not an option in OpenOffice or PDF format (B-C-D-E) Reading in OCR language only (B) Handwriting not read (E-F) Does not work if the characters are too small or too stylized (F) Possible applications (in learning and test environment) Allow the student to use speech synthesis to access information in a math problem (A-B-C-E-F) Assist the student while reading on the Internet for a school assignment (B-C-D) Suggest that the student reread his texts written in French class and other subjects (A-B-C-D-E) Use speech synthesis to read math problems (B) Highlight certain Organizational methods Allow access to a room for scanning texts (E) Help the student to scan texts in order to develop autonomy (E-F) Provide the student with a headset (A-B) Provide a headset with built-in microphone so that the student can listen to voice recordings without disrupting the class (A) Save the file on a USB key or the school board portal (A-B-E) Suggested products A. Audacity ( ) Portable MP3 player Windows Media Player B. Balabolka ( ) DSpeech ( ) WordQ ($) WoDy ($) SpeakQ ($) Natural Reader ($) Kurzweil ($$) Médialexie ($$) C. WordQ ($) WoDy ($) Natural Reader ($) SpeackQ ($) (requires WordQ) Claro Read ($) Médialexie ($$) Kurzweil ($$) D. Médialexie ($$) E. Omnipage ($) Read Iris OCR ($) Kurzweil ($$) 3 Assistive technology require the use of an OCR software. Page 14 of 53

15 act of reading (A-B-C-D) Actively engaging in the task of reading (A-B-C-D) Having access to a text written at his age level and improving his self-esteem (A-B-C-D-F) Increasing his control over the task of reading (A) For the teacher: Scans one line at a time and requires a great deal of precision (F) Scanning takes time and resulting text needs to be reformatted (tables, accents, etc.) (E) Scan quality will influence accuracy of reading by speech synthesis (flow and punctuation) (B-E) letters that can hinder comprehension (e.g. confusion between F and V) (D) Scan questions and long texts so that the student can work independently using speech synthesis (E) Install the software on a designated workstation (B-E-F) Use the electronic version of texts whenever possible (B-C-D) F. C-Pen ($) Reducing the number of interventions with the special-needs student (A-B-C-D) Having all students do the same task (A-B-C-D) Differentiating between processes Page 15 of 53

16 (A-B-C-D) Highlighting the word with the cursor to attract the students attention (modeling) (A-B-C-D) Page 16 of 53

17 1. Recognizing and identifying words in a text Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers Differentiation methods for the use of assistive technology and technical aids Adaptation MODIFICATION during learning and testing during learning and testing The student will have access to a recorded text via a voice recording. He can then apply his skills to process the information rather than to cope with common confusions. The student can use speech synthesis to read a math problem. The student can use the document camera during a test, since he still confuses graphemes and phonemes when reading. No modification required in relation to the assistive technology and the need identified. However, the individualized education plan must illustrate the essential nature of the assistive technology or technical aids, in relation to the student s significant difficulties so as to enable him to achieve the minimum skill level required. When drafting the individualized education plan, you must illustrate the essential nature of the student s use of assistive technology and technical aids. To facilitate your analysis, you must specify the link between the adaptation measure and the specific need, as recognized by the school staff. Certification of studies To confirm that the measures are for adaptation purposes, it is important to refer to Chapter 5 of the Guide de sanction des études throughout the student's academic career. For a student with significant difficulties, and for whom the essential nature of the measures used have been demonstrated, the assistive technology or technical aids listed in his individualized education plan must also be used during Ministry tests. Since October 2010, reading aids Certification of studies It is always important to refer to Chapter 5 of the Guide de sanction des études throughout the student s academic career. Page 17 of 53

18 have been authorized during Ministry tests (speech synthesis). Adaptation measures must in no way lower the set requirements or modify the elements tested. Page 18 of 53

19 Needs 2. Graphemephoneme correspondence Assistive technology and technical aids Assistive technology A. Voice recording 4 B. Speech synthesis 5 C. Document camera 5 Technical aids D. Optical character recognition (OCR) software Added value For the learner: Recognizing words and reading fluidly (A-B-C) Ability to quickly verify a word: incentive to correct or check a word (A-B) Ability to conduct Internet searches (B) Ability to read a text written at his age level (A-B-C) Calling on visual and auditory inputs (B) TIC-EHDAA READING-RELATED NEEDS Learning to read and reading in all subjects Limitations observed Reading of tables (B) Reading in OCR language only (B) Handwriting not read (B-D) Scanning takes time and resulting text needs to be reformatted (D) Scan quality will influence accuracy of reading by speech synthesis (flow and punctuation) (D) Possible applications (in learning and test environment) Using the document camera, identify letters that cause confusion for the student (C) Using speech synthesis, the student listens to a sentence he has difficulty decoding (B) Using the teacher's voice recording, the student listens to the text and follows with his finger, sitting alone at his desk (A) Organizational methods Allow access to a room for scanning texts (D) Provide the student with a headset (A-B) Provide a headset with built-in microphone so that the student can listen to voice recordings without disrupting the class (A) Save the file on a USB key or the school board portal (A-B-D) Install the software on a Suggested products A. Audacity ( ) Portable MP3 player Windows Media Player B. Balabolka ( ) DSpeech ( ) WordQ ($) WoDy ($) SpeakQ ($) Natural Reader ($) Kurzweil ($$) Médialexie ($$) C. Médialexie ($$) D. Omnipage ($) Read Iris OCR ($) Kurzweil ($$) 4 Voice recordings can be used with another assistive technology, depending on the student s needs. 5 Assistive technology require the use of an OCR software. Page 19 of 53

20 For the teacher: Having all students do the same task (A-B-C-D) Differentiating between processes and outputs (A-B-C-D) designated workstation (B-C-D) Use the electronic version of texts whenever possible (B) Page 20 of 53

21 2. Grapheme-phoneme correspondence Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers Differentiation methods for the use of assistive technology and technical aids Adaptation MODIFICATION during learning and testing during learning and testing Audio recording of a text will enable the special-needs student to make grapheme-phoneme correspondences and to focus his resources in order to avoid cognitive overload. The student can use speech synthesis to read a math problem. The student can use the document camera, combined with speech synthesis during a test, since he still confuses graphemes and phonemes when reading. No modification required in relation to the assistive technology and the need identified. However, the individualized education plan must illustrate the essential nature of the assistive technology or technical aids, in relation to the student s significant difficulties so as to enable him to achieve the minimum skill level required. When drafting the individualized education plan, you must illustrate the essential nature of the student s use of assistive technology and technical aids. To facilitate your analysis, you must specify the link between the adaptation measure and the specific need, as recognized by the school staff. Certification of studies To confirm that the measures are for adaptation purposes, it is important to refer to Chapter 5 of the Guide de sanction des études throughout the student's academic career. For a student with significant difficulties, and for whom the essential nature of the measures used have been demonstrated, the assistive technology or technical aids listed in his individualized education plan must also be used during Ministry Certification of studies It is always important to refer to Chapter 5 of the Guide de sanction des études throughout the student s academic career. Page 21 of 53

22 tests. Since October 2010, reading aids have been authorized during Ministry tests (speech synthesis). Adaptation measures must in no way lower the set requirements or modify the elements tested. Page 22 of 53

23 Needs 3. Understanding the meaning of a sentence or a text Assistive technology and technical aids Assistive technology A. Voice recording 6 B. Speech synthesis 7 C. Word processing features D. Summarizer E. Word highlighting F. Corrector and reviser lexical syntactical and grammatical G. Built-in dictionary H. Illustrated dictionary Technical aids I. Optical character recognition (OCR) software AND scanner J. Electronic dictionary K. Digital voice TIC-EHDAA READING-RELATED NEEDS Learning to read and reading in all subjects Added value For the learner: Developing accuracy and fluidity during reading (A-B-E) Ability to use the dictionary feature to look up the definition of a word (C-F) Improving reading comprehension (A-B-C-F-G-H) Calling on metacognition (knowing about knowing) (A-B-C-J-L) Identifying the main idea in a paragraph Limitations observed Some dictionaries contain overly complicated or long definitions (C-F-G-J) Antidote dictionary recommended for high school, less so for elementary school (F) Must be aware of words used in giving explanations when the digital voice recorder pen is used (I) Technical aids Scan quality will influence Possible applications (in learning and test environment) Allow the use of the electronic dictionary, if the other students are allowed to use a dictionary (J) Develop strategies to identify the main idea in a paragraph or text (C-I) Focus on the more difficult parts of the text as the computer reads it aloud (C-L) Organizational methods Provide the student with a headset (A-B) Provide a headset with built-in microphone so that the student can listen to voice recordings without disrupting the class (A) Suggested products A. Audacity ( ) Portable MP3 player Windows Media Player B. Balabolka ( ) DSpeech ($) WordQ ($) WoDy ($) Natural Reader ($) Kurzweil ($$) Médialexie ($$) C. Word ($$) Allow access to a room for D. Médialexie ($$) scanning texts (I) E. WordQ ($) Save F. the file on a WoDy ($) USB G. key or the Natural Reader ($) school H. board Kurzweil ($$) portal I. Médialexie ($$) (A-B-E-K-L) F. Bon Patron ( ) Install J. the Antidote ($) software K. on a Cordial ($) 6 Voice recording can be used with another assistive technology depending on the student s needs. 7 Assistive technology require the use of an OCR software. Page 23 of 53

24 recorder pen 8 L. Pen scanner (D-I-J) Accessing the thesaurus (C-F-G) accuracy of reading by speech synthesis (flow and punctuation) (B-I) Does not work if the characters are too small or too stylized (L) designated L. WoDy ($) workstation M. Kurzweil ($$) (A-B-F-G-H-J- N. Médialexie ($$) K-I) G. WordQ ($) WoDy ($) Word ($$) Use the electronic version of texts whenever possible (B) Use speech synthesis with the pen scanner (B-K) H. Visuel junior Québec Amérique ($) I. Omnipage ($) Read Iris OCR ($) Kurzweil ($$) J. Lexibook ($) Franklin ($) K. Smart-Pen ($) L. C-Pen ($) 8 Plan to purchase an interactive dot-enabled workbook with DPS (dot positioning system). Page 24 of 53

25 3. Understanding the meaning of a sentence or a text Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers Differentiation methods for the use of assistive technology and technical aids Adaptation MODIFICATION during learning and testing during learning and testing There is modification: The student will use an electronic dictionary in subjects other than French and English to look up unfamiliar words to help him understand their meaning, just as other students would use a traditional dictionary. After reading a social sciences text, the student will use voice recording to repeat in his own words what he has just read. The student will use speech synthesis to listen to certain passages several times. when the individualized education plan does not illustrate the essential nature of the assistive technology or technical aids, in relation to the student s significant difficulties so as to enable him to achieve the minimum skill level required. The student uses the electronic dictionary to look up the definition of a math term. The student uses the summarizer function in all subjects. This assistive technology makes the selection for the student. When drafting the individualized education plan, you must illustrate the essential nature of the student s use of assistive technology and technical aids. To facilitate your analysis, you must specify the link between the adaptation measure and the specific need, as recognized by the school staff. Certification of studies To confirm that the measures are for adaptation purposes, it is important to refer to Chapter 5 of the Guide de sanction des études throughout the student's academic career. Certification of studies To confirm that the measures are for modification purposes, it is always important to refer to Chapter 5 of the Guide de sanction des études throughout the student s academic career. For a student with significant difficulties, and for whom the essential nature of the measures used have been demonstrated, the assistive technology or technical aids Page 25 of 53

26 listed in his individualized education plan must also be used during Ministry tests. Since October 2010, reading aids have been authorized during Ministry tests (speech synthesis). Adaptation measures must in no way lower the set requirements or modify the elements tested. Page 26 of 53

27 Needs 4. Identifying the message of the text Assistive technology and technical aids Assistive technology A. Summarizer B. Speech synthesis 9 C. Outliner D. Word processing features (highlighter) Technical aids E. Optical character recognition (OCR) software AND scanner F. Pen scanner Added value For the learner: Quickly identifying the message of the text (A) Processing the information (A-C-D) Focusing on understanding and not just identifying words (B-E) Promoting recall by organizing the main points in graphic form (C) Selecting the key information (D-E) Sorting and selecting key TIC-EHDAA READING-RELATED NEEDS Learning to read and reading in all subjects Limitations observed Risk of relevant information being collapsed (A) Outliners are less suited to students in grades 1 and 2 (C) Line-by-line scanning ignores document formatting, tables, images and pagination (E) Scanning takes time and resulting text needs to be reformatted (tables, accents, etc.) (E) The student s penmanship must Possible applications (in learning and test environment) Identify the main idea or key information in a text (A) Allow the student to create an idea board while reading (C) Extract the main and secondary ideas while creating a meanings map (C) Use scanned selections to complete the task (E) Use different colours to Organizational methods Provide the student with a headset (A) Allow access to a room for scanning texts (B-E) Save the file on a USB key or the school board portal (B-E) Install the software on a designated workstation (A-B-E-F) The pen scanner requires a computer with a USB port (E) Suggested products A. Médialexie ($$) B. Balabolka ( ) DSpeech ( ) WordQ ($) WoDy ($) Natural Reader ($) Kurzweil ($$) Médialexie ($$) C. Freeminds ( ) C-Map ( ) Wordle ( ) Inspiration ($) D. Word ($$) E. Omnipage ($) Read Iris OCR ($) Kurzweil ($$) F. C-Pen ($) 9 Assistive technology require the use of an OCR software. Page 27 of 53

28 sentences to summarize a text (A-D-E-F) be excellent in order for digital note-taking to work properly (F) Requires accuracy (F) Does not work if the characters are too small or too stylized (F) organize the selected information by importance or other criteria (D) Page 28 of 53

29 4. Identifying the message of the text Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers Differentiation methods for the use of assistive technology and technical aids Adaptation MODIFICATION during learning and testing during learning and testing There is modification: The student uses the outliner to extract the main ideas in the text read and to associate secondary ideas. The student uses speech synthesis to listen to the text several times, in order to better identify the key information. When reading different texts on same subject, the student uses the pen scanner to select the key information in each text; he then listens to the texts using speech synthesis. when the individualized education plan does not illustrate the essential nature of the assistive technology or technical aids, in relation to the student s significant difficulties so as to enable him to achieve the minimum skill level required. The student can use the summarizer feature in all subjects. This assistive technology makes a selection for the student. When drafting the individualized education plan, you must illustrate the essential nature of the student s use of assistive technology and technical aids. To facilitate your analysis, you must specify the link between the adaptation measure and the specific need, as recognized by the school staff. Certification of studies To confirm that the measures are for adaptation purposes, it is important to refer to Chapter 5 of the Guide de sanction des études throughout the student's academic career. Certification of studies To confirm that the measures are for modification purposes, it is always important to refer to Chapter 5 of the Guide de sanction des études throughout the student s academic career. For a student with significant difficulties, and for whom the essential nature of the measures used have been demonstrated, Page 29 of 53

30 the assistive technology or technical aids listed in his individualized education plan must also be used during Ministry tests. Since October 2010, reading aids have been authorized during Ministry tests (speech synthesis). Adaptation measures must in no way lower the set requirements or modify the elements tested. Page 30 of 53

31 Needs 5. Identify key words or titles to plan reading strategy Assistive technology and technical aids Assistive technology A. Word processing features (highlighter) Added value For the learner: Highlight key words or sentences in colour while reading (A) Highlight different passages of a text in colour (A) TIC-EHDAA READING-RELATED NEEDS Learning to read and reading in all subjects Limitations observed Possible applications (in learning and test environment) Demonstrate how to use the highlighter to select key words (A) Organizational methods Suggested products A. Word ($$) Page 31 of 53

32 5. Identify key words or titles to plan reading strategy Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers Differentiation methods for the use of assistive technology and technical aids Adaptation MODIFICATION during learning and testing during learning and testing There is modification: The student uses the highlighter in Word to highlight titles and sub-titles, helping him to retrieve existing knowledge and better plan his reading strategy. when the individualized education plan does not illustrate the essential nature of the assistive technology or technical aids, in relation to the student s significant difficulties so as to enable him to achieve the minimum skill level required. In English, if the translator feature is activated on the pen scanner. When drafting the individualized education plan, you must illustrate the essential nature of the student s use of assistive technology and technical aids. To facilitate your analysis, you must specify the link between the adaptation measure and the specific need, as recognized by the school staff. Certification of studies To confirm that the measures are for adaptation purposes, it is important to refer to Chapter 5 of the Guide de sanction des études throughout the student's academic career. For a student with significant difficulties, and for whom the essential nature of the measures used have been demonstrated, the assistive technology or technical aids listed in his individualized education plan must also be used during Ministry Certification of studies To confirm that the measures are for modification purposes, it is always important to refer to Chapter 5 of the Guide de sanction des études throughout the student s academic career. Page 32 of 53

33 tests. Since October 2010, reading aids have been authorized during Ministry tests (speech synthesis). Adaptation measures must in no way lower the set requirements or modify the elements tested. Page 33 of 53

34 Needs 6. Answering questions about a text read Assistive technology and technical aids Assistive technology A. Voice recording 10 B. Speech recognition C. Speech synthesis 11 Technical aids D. Optical character recognition (OCR) software AND scanner E. Pen scanner 12 Added value For the learner: Compile answers without regard to penmanship (A-B) Answer aloud and document his thought process (drawings, graphs) (E) Read the questions (C) TIC-EHDAA READING-RELATED NEEDS Learning to read and reading in all subjects Limitations observed The importance of clear diction (A-B) The importance of dictating in a structured manner (A) The need to respect sentence structure (B) The need to calibrate to the user s voice (B) Scanning takes time and resulting text needs to be reformatted (tables, accents, etc.) (D) Possible applications (in learning and test environment) After reading a text, the student records his answers (A) Demonstrate how to answer questions about a text (strategies) (E) Reread the questions using speech synthesis (C) Organizational methods Save the file on a USB key or the school board portal (A-B-C-D) Install the software on a designated workstation (A-B-C-D-E) Provide a headset with built-in microphone so that the student can listen to voice recordings without disrupting the class (A-B) Provide the student with a Suggested products A. Audacity ( ) Portable MP3 player Windows Media Player B. Dragon Naturally Speaking ($) SpeakQ ($) Médialexie ($$) C. Balabolka ( ) DSpeech ( ) WordQ ($) WoDy ($) Natural Reader ($) Kurzweil ($$) Médialexie ($$) D. Omnipage ($) Read Iris OCR ($) Kurzweil ($$) E. Smart-Pen ($) 10 Voice recording can be used with another assistive technology depending on the student s needs. 11 Assistive technology require the use of an OCR software. 12 Plan to purchase an interactive dot-enabled workbook with DPS (dot positioning system). Page 34 of 53

35 Line-by-line scanning ignores document formatting, tables, images and pagination (D) headset (C) Transfer the information on the pen to a computer, via USB connection (E) Allow access to a room for scanning questions (D) Page 35 of 53

36 6. Answering questions about a text read Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers Differentiation methods for the use of assistive technology and technical aids Adaptation MODIFICATION during learning and testing during learning and testing The student records his answers to the questions using voice recording. No modification required in relation to the assistive technology and the need identified. The student dictates his answers using speech recognition. His answers are converted into written text (electronic format). The student listens to his answers read back to him using speech synthesis. However, the individualized education plan must illustrate the essential nature of the assistive technology or technical aids, in relation to the student s significant difficulties so as to enable him to achieve the minimum skill level required. When drafting the individualized education plan, you must illustrate the essential nature of the student s use of assistive technology and technical aids. To facilitate your analysis, you must specify the link between the adaptation measure and the specific need, as recognized by the school staff. Certification of studies To confirm that the measures are for adaptation purposes, it is important to refer to Chapter 5 of the Guide de sanction des études throughout the student's academic career. For a student with significant difficulties, and for whom the essential nature of the measures used have been demonstrated, the assistive technology or technical aids listed in his individualized education plan must also be used during Ministry tests. Since October 2010, reading aids Certification of studies To confirm that the measures are for modification purposes, it is always important to refer to Chapter 5 of the Guide de sanction des études throughout the student s academic career. Page 36 of 53

37 have been authorized during Ministry tests (speech synthesis). Adaptation measures must in no way lower the set requirements or modify the elements tested. Page 37 of 53

38 Needs 1. Organizing thoughts according to an outline Assistive technology and technical aids Assistive technology A. Outliner B. Voice recording 13 C. Speech recognition D. Word processing features E. Speech synthesis 14 Technical aids F. Digital voice recorder pen 15 Added value For the learner: Avoid writer s block (A-B-C-D) Draw up an outline for the written text in the form of a map (A-D-F) Preserve the intention to write (show work) (A-B-C-D-F) Identify links between ideas and concepts (A-B-C-D-F) Possibility of inserting images or using stock photos (A-D-F) TIC-EHDAA WRITING-RELATED NEEDS Learning to write and writing in all subjects Limitations observed The importance of clear diction (B-C) The importance of dictating in a structured manner (B-C) The need to respect sentence structure (C) The need to calibrate to the user s voice (C) Outliners are less suited to students in grades 1 and 2 (A) Possible applications (in learning and test environment) Demonstrate the process of organizing thoughts (A-B-C-D-F) The student records his ideas and illustrates his thoughts (F) Dictate the main idea and key information to organize thoughts before beginning writing (B-C-F) The student will use speech recognition to dictate his ideas; the software then converts his Organizational methods Save the file on a USB key or the school board portal (B-C-E) Install the software on a designated workstation (A-B-C-D-E-F) Provide a headset with built-in microphone so that the student can listen to voice recordings without disrupting the class (B-C) Provide the student with a headset (E) Suggested products A. FreeMinds ( ) C-Map ( ) Wordle ( ) Inspiration ($) B. Audacity ( ) Portable MP3 player Windows Media Player C. Dragon Naturally Speaking ($) SpeakQ ($) Médialexie ($$) D. Word ($$) E. Balabolka ( ) DSpeech ( ) WordQ ($) WoDy ($) Natural Reader ($) Kurzweil ($$) Médialexie ($$) 13 Voice recording can be used with another assistive technology depending on the student s needs. 14 Assistive technology require the use of an OCR software. 15 Plan to purchase an interactive dot-enabled workbook with DPS (dot positioning system). Page 38 of 53

39 Write ideas free-form and organize them after (A-B-C-D-F) Produce a carefully thought out text (A-B-C-D) voice to digital format and speech synthesis reads his text back to him (C-E) Transfer the information on the pen to a computer, via USB connection (F) F. Smart-Pen ($) Record verbal comments (B-C-F) Stimulate language and enrich vocabulary (A-B-C-D-F) Refer to the image during oral communication (A-D) Self-regulate and implement metacognitive strategies (A-B-C- D-E-F) Page 39 of 53

40 1. Organizing thoughts according to an outline Translation : Document d Accompagnement pour l intégration des technologies auprès des élèves ayant des besoins particuliers Differentiation methods for the use of assistive technology and technical aids Adaptation MODIFICATION during learning and testing during learning and testing There is modification: The student uses the digital voice recorder pen to organize his thoughts. He dictates and draws his ideas to develop his outline. The student uses speech synthesis to have his outline, which he wrote with the word processing program, read back to him, enabling him to develop mental images and to self-regulate. The student completes a diagram partially designed by the teacher using the outliner. when the individualized education plan does not illustrate the essential nature of the assistive technology or technical aids, in relation to the student s significant difficulties so as to enable him to achieve the minimum skill level required. The use of speech recognition during a writing task in English or in French is not permitted. The teacher designs an outline using the outliner, which the student then uses to write his text. When drafting the individualized education plan, you must illustrate the essential nature of the student s use of assistive technology and technical aids. To facilitate your analysis, you must specify the link between the adaptation measure and the specific need, as recognized by the school staff. Certification of studies To confirm that the measures are for adaptation purposes, it is important to refer to Chapter 5 of the Guide de sanction des études throughout the student's academic career. Certification of studies To confirm that the measures are for modification purposes, it is always important to refer to Chapter 5 of the Guide de sanction des études throughout the student s academic career. For a student with significant difficulties, and for whom the essential nature of the measures used have been demonstrated, Page 40 of 53

41 the assistive technology or technical aids listed in his individualized education plan must also be used during Ministry tests. Since October 2010, reading aids have been authorized during Ministry tests (speech synthesis). Adaptation measures must in no way lower the set requirements or modify the elements tested. Page 41 of 53

42 Needs 2. Writing and structuring sentences correctly Assistive technology and technical aids Assistive technology A. Voice recording B. Speech synthesis 16 C. Word prediction software D. Corrector and reviser lexical syntactical and grammatical E. Word processing features F. Built-in dictionary G. Illustrated dictionary TIC-EHDAA WRITING-RELATED NEEDS Learning to write and writing in all subjects Added value For the learner: Be aware of sentence structure (A-B-C-E) Receive feedback in order to selfcorrect (A-B-C- E) Increase the number of words written; produce longer and more complex texts (A-B-C-E) Reduce the number of spelling mistakes (A-C-D-F) Improve flow between sentences Limitations observed Poor use of the word prediction software can lead the student to stray from his writing goal (C) The choices offered require the user to ask questions and consider the context (C-D) The importance of clear diction (A) The importance of dictating in a structured manner (A) The need to calibrate to the user s voice (A) Possible applications (in learning and test environment) Allow the student to focus on sections of the text he wants to rework (E) Allow the student to use the word prediction software during writing in order to focus more on the quality of his text and his ideas rather than on spelling (C) Record dictated sentences so that the student can write at his own pace (A) Organizational methods Save the file on a USB key or the school board portal (A) Install the software on a designated workstation (A-B-C-D-F-G) Provide a headset with built-in microphone so that the student can listen to voice recordings without disrupting the class (A) Provide the student with a headset (B) Suggested products A. Dragon Naturally Speaking ($) SpeakQ ($) Médialexie ($$) B. Balabolka ( ) DSpeech ( ) WordQ ($) WoDy ($) Natural Reader ($) Kurzweil ($$) Médialexie ($$) C. Dicom ( ) WordQ ($) WoDy ($) Kurzweil ($$) Médialexie ($$) D. Bon Patron ( ) Antidote ($) Cordial ($) WoDy ($) E. Word ($$) F. WordQ ($) 16 Assistive technology require the use of an OCR software. Page 42 of 53