90 days post Sandy

It is almost day 90 post Sandy and the world around Sandy Survivors is back to normal. NJ has returned to normal, residents have electricity, heat, hot water, and the roads are clear unless you are in the towns that were damaged by Sandy. For the towns that have suffered damage the people are not so lucky. We the people are still waiting. You ask waiting for what? We are waiting for everything.

On day one after the storm, we all surveyed our properties, our town to make sure that our family was safe. We were blessed that no one died in Union Beach. Union Beach was not blessed that our homes died a horrible death. Yet, we as a community found strength in our sadness and started the process of cleaning, getting resources and started making the calls we needed to do. Many of the home survivors (people that their homes were not damaged), opened their homes so families could get warm, have a hot shower, and  send out emails so our families and employers knew how we were doing. Others created mobile units and drove around with wifi connections so families could fill out FEMA forms, email friends and employees and transfer funds. Others families gathered their food and made meals for neighbors and people they never met. All over NJ there were wonderful individuals supporting each others. I can only speak about what the Union Beach community had done. It wasn’t about “I” but about “we”.

We are almost at day 90 of when Sandy hit, and Union Beach residents are still banded together helping each other. You know the old saying there is no I in TEAM and that is what Union Beach is a TEAM. Each of us have our roles. Some are motivators, others are gathers (donations), others are the delivery crew, and yet others play subtle roles. Whatever your role you do it well.

We are almost at day 90 and society doesn’t understand the HELL this has become. You would think that it would be an easy process. Something along the lines of you call your insurance company, you file a claim, the adjuster comes out, completes the claim and you get your report. However, that is not the case. My family files our claim with insurance and FEMA on October, 30, 2012. FEMA was quick at the trigger they were to the house within a few days to survey the damage.

The FEMA claim adjuster was an nice but nieve. He entered my home, he told us he didn’t need our help or the help of our contractor. I disregarded his no need to help and followed him into the home. I wasn’t leaving anything up to the “expert” that tried to turn on the light switch to get more light. As he came out of the house, he was making sure he had everything correct. You have a baseboard heat, no we have forced air, so you have an electric stove no we have a gas stove, you have well water no we have city water and sewer, your water mark is 4 feet (where were you measuring?) our waterline is 65 inches you measured the water mark where the house sunk down and so it goes on correcting what he didn’t need help in the first place.

Insurance we filed our claim at 5PM on October 30. We waited to hear back on scheduling an appointment. We waited 2 weeks. What did we learn after two weeks? That our claim was never filed. Why you may ask? The answer would be because they said we didn’t give them an policy number. Funny how our claim number was our policy number. So they corrected the “oversight” and sent our claim in. We wait again. Our contractor calls the insurance with the claim number and we hear “I am not your claim representative, I do autos.” So now we have to call another number to talk to another person to get the claim filed again. So we file the claim AGAIN and we wait another 2 weeks. You may wonder why we wait 2 weeks all the time. It is because we are told that it takes 2 weeks for the claim to be processed and assigned. So we are at 2 weeks again, and what do we hear when that our claim has been again sent to “auto”. By this time, we are tired of the delays but we know we are at the mercy of the insurance company. So this time, I contact the person that sold my parents their policy. Apparently, he didn’t like that I was pissed off and didn’t understand why I was upset with him. My brother even told me to stop being nasty with the person. Seriously, he is the face of the company and the person that wrote the policy. He is the person that needs to make this right. So anyway, our contractor finally gets things figured out and the insurance claim person comes out. He walks through the home and gives us a VERBAL number of damages. We are now waiting on his report which should have been here weeks ago but again we WAIT. And this is just flood insurance. Homeowners is another story.

Now let me tell you something that may come as a shock to you. Our foundation and pilings under the home were damaged by the water from Sandy. Shocked I know. Do you want the real shock? According to our insurance adjuster he will not cover the damage to the foundation and pilings because they are OLD. Tell me how many homes that are 70-80 years old that have replaced their foundations? Is this in a homeowners guide that I wasn’t handed? Can someone tell me how often you are to replace your pilings and foundation?

So the shocking piece is this. My family home had a compromised foundation, pilings which makes the left wall push in which affects the roof.  The flood insurance adjuster says he doesn’t deal with second story because it wasn’t affected by the flood. OMG seriously you said that with a straight face? Let me make an argument. The foundation and pilings hold up the house. Both of these are compromised. If those are compromised and we both can agree on this, those are what SUPPORTS the second floor. Yes, the flood waters did not reach the second floor but don’t tell me that the flood did not damage my second floor. My roof is a ramp that a skateboarder would enjoy riding. So he suggests that we speak to homeowners.

Funny thing about homeowners, once the area is determined to be a flood area. They put their hands up in the air and say “NOT IT”. They back off in such speed that your head would spin if it wasn’t already. Three days after the storm, we received a phone call from the lady that wasn’t handling our claim (car insurance lady) and she informed my parents that they would receive a check for $250 for loss of food and that is all they would cover, good luck and your next insurance premium is due in November.

So off to homeowner insurance. Did you know that Sandy had no serious winds? That the national weather service said winds were below 80 MPH and so since there was no wind the damage to the roof is minimal. So let me explain something, there were wind. Without wind we wouldn’t have had water pushed into Union Beach with 20+ high waves. Without wind those trees that toppled over would still be standing. Without the wind debris wouldn’t have picked up pieces of debris and shattered glass. So back to homeowners. They take their sweet time to come out and visit as well. When they came out they said they would cover the roof shingles and the upstairs drywall but nothing else. So apparently, we should suspend the roof shingles on an invisible roof and hang the drywall on an invisible wall.  

Here is a thought and maybe I am crazy, I feel that when there is a disaster that your homeowners, flood, FEMA and your mortgage company should have to visit all on the same day. They should have to sit together after each tour the home and discuss what is covered and what isn’t. Your mortgage company should be your advocate, it is in their best interest that you get every dime from insurance and other funders so that your home is livable and can be sold in the future.

As 90 days approach, my family and many others are in limbo. Our homes are becoming MOLD colonies. You can treat the mold until pigs fly but if you don’t fix the problem mold will continue to grow. As 90 days approach, my family waits for answers. We realize the government isn’t going to give us answers beyond how high our home has to go. We don’t expect to get a single red, white and blue dime for what we have lost. The money is never earmarked for families directly. They are for government business like infrastructure and migration of water away from the homes and beach replenishment. Those topics are for another day.

As 90 days approach there are families without a place to live. They are in hotels if they are lucky. Others are blessed that they found apartments. And others like my family we are split apart and living with relatives. Then there are others that are living in their cars, sleeping on friends couches and for the unlucky that have fallen through the cracks they are sleeping in shelters. You don’t hear about this on the news. We are no longer newsworthy in general. There are a few wonderful journalist that check in to see how things are going. And they will follow up on how life is progressing.

When I am talking to them, I stress that we need to keep the language person centered. We are not victims. We are survivors. A victim is about a crime. There is no court of law that will take charges about Mother Nature's child Sandy. A victim is someone that gives up and doesn’t fight. NJ homeowners are fighting and fighting hard. We want to be heard. We are telling our stories. A victim is someone that isn’t standing up and telling their story. Someone that says this was done to me. With this storm and other natural disasters it isn’t about what was done to an individual but what the aftermath is about.

90 days later I still have hope that things are going to improve. I still have hope that my parents and the older generation are not forgotten. My parents are 71 and 72, they have worked their entire life to have the home that they raised their children, grandchildren and their great grandchildren. The home is gone but the memories are still strong. They still have a love for their community. However, my parents are in jeopardy of not being able to rebuild because of the height requirements that the governor just accepted for the state of NJ. It leaves you wondering if NJ is going to fund those requirements. They are left wondering if they will have the money to rebuild. They aren’t looking for the anything fancy. Just a small home that they can see their children, grandchildren and great grandchildren make new memories. Then they worry will they be able to afford the taxes because they will increase. My parents are already spending a fortune on taxes. If 10% of the families make a choice not to return to the town to rebuild that means Union Beach taxes will increase further because even 100 homes not being rebuilt spells disaster for the town.

So 90 days what does it bring? It brings more questions than answers. Answers to questions you never asked and more red tape. We are left to wonder why aren’t things easier. This isn’t the first natural disaster and yet the same questions are asked every time. We are 12 years past the worst storm ever Katrina and New Orleans is still rebuilding. We are 90 days past Sandy and we can’t rebuild without the answers and money.

90 days feel no different than day 2. 90 days is warmer for some and just as cold as others. 90 days still makes you feel like someone stomped on your glasses because you can’t see straight. 90 days is just the start of the mess of survival. Survival is never easy and it is an overwhelming task.

90 days later, I know my friends are tired of my saying what I don’t have, what is going on and what is needed. I am tired too. I am tired of asking for help. I am tired needing to tell the story. I refuse to back down. I refuse to pretend like life is normal.  90 days later my life isn’t normal. I don’t know what normal is. There are no two days that are the same. I lose time from work. I lose sleep. And I lose track of who what and when things should be done because everything blends together.

Well it is almost 90 days later and the best I can offer is this. Life will be what it will be. We maybe able to rebuild, we may not be able to rebuild. We may get answers from insurance in the next 30 days but maybe we won’t. We may understand what the hell FEMA wants in the next 30 days but maybe not for another year. There are many if but and what if’s. In the end we will still be holding our heads high and making things possible for some and not for others.

90 days later, I am starting to understand why people throw their hands in the air and just don’t care.  But my hands are in the air and saying tell me what needs to be done and we will get it done.

90 days later I just want to be home. So I can start having a normal life once again. I want to my life returned to me. I don’t expect the old life. I know it must start new and fresh. But I want the chance to start.

90 days and it is just yesterday that our lives were turned upside down and around again.

90 days.....

Should I ATEval2Go Or Should I just say No

A disclaimer: I know the authors of this product. Chris Bugaj is someone that I admire professionally. He is a person that I trust for suggestions. Sean Sweeney from Smarty Ears, I had the pleasure of meeting him last year at ATIA and follow him professionally. Knowing the authors of this app will not bias my review. Because they are friends, my guess is that I maybe too critical. To know me is to love me. :0)

I didn't even know Chris and Sean were working on an AT Evaluation app until I saw something on twitter mentioning it. It is something that is has been needed to assist individuals that are doing assessments. There is not a person working in AT that loves writing reports. And we all know that there are things that repeat. This is a tool that allows you to have those key descriptions of products, strategies and student files right at your finger tips. If you are like me, you have either created macros for this in MS Word or used abbreviation expansion so these are directly in hand and you don’t have to cut and paste from paste reports. But maybe you aren't like me and you are constantly reinventing, cutting and pasting the text. The app allows you to work smarter not harder. Isn't that what we want for our students. Why not for us, writing reports and summaries.

As soon as you open the app it is very clean looking and intuitive to use. First you add a new student or scroll the list to the right to find a client. If you click to add a new client you are presented with a form to fill in. These are the field evaluation, student or teacher name, date of observation, time of assessment, date of birth, id#, grade level, case manager name, school, participants present, type of observation, additional information. The participants' field that is not my favorite.  You move across the field and pressing enter does not allow you to move the line down. If you print directly out of the iPad you get this lovely horizontal list (Case manager : Jane Doe, Parent: Joe Doe, Speech Therapist: Sammy Smith). For professional reports that I have seen it is always presented one person directly under the other left side persons name, right side their role.

File review and background information

This is the tab that you add the reason for referral, target domains and goals and current accommodations, notes on progress and additional information.   

The reason for the evaluation is an open field that you can type the reason for the referral. The goal field is either click from a previous subset of goals or you can create the goals.  It is very easy to do by clicking on the plus, type what you wish to add and click save.

If you are doing a follow-up assessment you are able to create notes of progress. If you are someone that returns weekly or monthly notes of progress is a wonderful tool to have access too. I have been using it to document my students progress on a specific program. I return weekly to check her progress and then introduce her to 2 new keystrokes.  I can then send the report directly the the case manager and teacher so they know what is happening. This is the area that I also record the students perspective of how they are doing and the problems they are having.

I feel this tab is missing two things. What reports and information you have reviewed prior to completing the assessment. When I do an assessment, I review the IEP, Neuro-psychology reports, occupational reports, physical therapy reports, speech therapy reports, monthly student progress reports, if I am the second option I may review the first assistive technology assessment (only after performing my assessment). This information should not be listed under other information. You need to be able to add the type of report, who wrote it, and the year it was completed. This can be specific to outside evaluators, not sure what school staff review prior to evaluation.

The other piece is outcomes instead of goals. I wasn’t sure if this meant goals that are listed in the students IEP that he/she may need technology supports or the goals that the team determine for the AT assessment.

Most people confuse outcomes and goals. The goals are the solitary step to reach the outcome. For example, if you are playing soccer the outcome you wish to have as a team is to win. There will be many goals (no pun intended) to make that happen on offense and defense. For an assistive technology assessment the person performing the assessment would discuss what outcomes the team would like to see happen and then develop the goals to achieve the outcome. For example, the Outcome: would be that the student is able to write a complete paragraph with no spelling errors or grammar errors. The goals would breaking this down into smaller units: The student will write a sentence with no spelling errors 4 out of 5 opportunities. The student will check his grammar on the computer grammar tool independently prior to submitting the paper to the teacher 4 out of 5 opportunities. Remember the goals are stepping stones to the ultimate outcome of INDEPENDENCE.

Under current accommodation you can use the existing tab or add your own. I personally do not like to list generic accommodations in this area. I know this is a difference of opinions but if the student is already using the item why do I need to use professional jargon. I want to list exactly what the name of the tools that the student has access for reading, writing, math or strategies. The tool is already in place, no harm, no foul. It is important not to only list the items the student currently has access too but how often the student uses the tool. Just because it is there doesn't mean the student uses it. 

Observations and assessments

This is where you write your observational notes. I enjoyed using the add media feature in this section, it allowed me to have everything in one spot. You can take a photo, video or just audio. This is something that also has to be used with caution. You have to make sure your camera is only getting the student in question, that your video camera is only pointed to the student you are working with and the audio is only used when the teacher is talking or student is responding unless you are doing a complete classroom observation and you have waivers for all students to be recorded.

Something that school teams will have to do when using this app is determine how the media files will be secured in the student educational folder. Photos are easy, they can be printed but the audio and video files need to be secured as part of the educational file. Wonder how others are managing these types of files? In the past I only shot video when working on mounting, positioning or demonstrating a skill that is newly acquired.

Recommendation strategies and tools tab

This is my favorite part of the app. It gives you the categories reading, communication, vision, composition, math, organization/ learning/studying, computer access, recreation/daily living, hearing and other. It gives generic AT descriptions of the tools. For schools this is wonderful. Schools love generic terms (talking word processor) so they can either use what is on hand. As an outside evaluator I list the features that I found beneficial then name the 2-3 products that were tried and then make the suggestion of what product meets the criteria. My job is to guide the team to the tools that are possible not send them on a scavenger hunt by listing clues to prize.  As with any report that is written, school can accept in whole, reject the report in whole, reject the recommendations or accept the recommendations by picking and choosing. 

You click on the tools you may want to suggest for the team to consider. I have to be honest, I had to look up what Amorphous visual schedules. If I had to look it up, I am guessing the individuals I am writing the report for would also need a dictionary on hand to understand that an Amorphous visual schedule is a non- linear or shapeless visual schedule. Great tool but that word is way to professional jargon. You can add a photo to demonstrate what you are suggesting for the team to try with the student so the team has better understanding of the concept.

Summary

Overall I did enjoy using this app for my assessments. It takes some getting used to because if you only have one iPad and the student is using for evaluation, you are left to going old school and writing your notes in later. For me, I don’t carry an iPhone, I am a Droid girl.  I love my Gnotes which allows me to take photos, video, audio and write notes all in one spot. When the student is using the iPad, I use Gnotes and they are automatically saved to my gmail account.

The app gives you a way to record information all in one location when working with the student then supplying the team with initial findings before you finalize the report or when doing an observation you have the ability to email all interested pares about the observation. You do have to have internet access to do this. If not, you can wait until you get to a free wifi spot ( Panera, McDonalds, Dunkin Donuts or the public library).

As a report writing tool for me personally I had a difficult time getting adjusted to writing within the structure given. I have developed a format and style over the past 12 years that allows me to write my reports with customization. Years of creating macros and shortcuts. With ATEval2go some tweaking, adding information (still adding) my report writing was cut by a ½ hour for a full report. For observation, I was done by the time I left the session.  I am positive as I add more customized items to the tool the amount of time it takes me will continue to decrease for full reports.

Overall, I like the app for individuals that are working with school level students. It gives you a uniformed format for reports and a fast way to select what tools you are suggesting. You are able to customize the banks quickly so you can add your own wording or special strategy. The tool allows you to capture all the information in one place and share the material with the parties that need the information in a timely manner.

Should I ATEval2Go or I should say No? I am saying Yes, to the App.

This is a tool that I am going to suggest to my Supervisor to approve for use by our team. There are many possibilities that have yet to be explored. 

Below are my suggestion of things that I would like to see added if possible:

1. That you can hide the delete button. I had a student delete his file by accident or maybe he did it on purpose because you do have to say yes or no. Either way would love the delete button hidden.
2. Be able to upload the report after you finalized it from the computer back to the device. I would not see the reports on the Eval2GoApp as final as it does not allow company letterhead, or original signature or a way to create a signature. I was able to move it another app, create my signature and save it to that app but couldn’t get it to come back into the app.
3. Participants present field changes it to a drop down like recommendations check off who was present and allow the person's name to be added. 
4. Be able to save the report as an RTF Vs a PDF file when it is moved to Dropbox.  Since there are things that I still need to add to the report such as letterhead, adding missing pieces and so forth.
5.  Would like a way for individuals to be able to secure the individual files with a password. If the iPad is stolen, lost or someone is able to access the device, the confidential information of the student is available.  Not sure about others but HIPPA and Family Educational Rights and Privacy Act (FERPA) are one of the reasons I don’t like carrying client information with me no matter how safe one thinks it is.
6.  The ability to save your name as the author. Why would you have a second line for your qualifications? Typically your qualifications follow your name Jeannette Van Houten, M,Ed, ATP. They don’t typically go directly under your name. I made mine read Jeannette Van Houten, M,Ed, ATP then directly under my job title Assistive technology practitioner and Curriculum Specialist. 

An APP for Google Chrome that a two switch student can use

I am working with a young man that is a two switch scanner. We have developed customized access to websites via PowerPoint, Clicker, SD Pro and other programs just to have the sites no longer available, no one is updating the sites of interest for the student or when the student made a transition to another classroom the programming was left behind and the IT department wiped the system. Sound familiar. And you are probably saying but I am sure you backed it up. Yes, I will assure you that I have backed it up but since I am a consultant and things change or should change, I wouldn’t have the latest information.

So the other day, I was bored and when I am bored I just start randomly searching places and things. My target was the Google Chrome store. I carry an Android phone, tablet and I use Chrome to access the internet but I really don’t spend as much time in the store as I do the iTunes store. Work vs. Personal time. Most of the information that is shared is about Apple apps although there are more Android phones on the market. If you don’t believe me read: http://www.phonesreview.co.uk/2012/09/05/android-vs-iphone-market-share-52-against-33-percent/

I had no real goal in mind which can always be dangerous for time management and getting lost in the details of the web. Today was my lucky day. You know one of those days that the sun shines, the birds are singing and all the right music is playing on the radio.  I found SpeedDial2 (http://speeddial2.com/) for Google Chrome. And I believe I might be in a friendship not ready for love just yet as you know there are some flaws.

Speeddial2 is similar to big picture speed dial except that this is for websites. You can customize the number of row and columns (less on the page the bigger the button). The biggest you can go is 2 columns 2 rows (4x4 squares). The smallest is 20 columns (about the size of a stamp). You also have the ability to add space between the icons (10 point to 50 points). To visualize that it is about the width of matchstick (10 point) and a plastic knife handle (50 point).

You can change the background color. I have come to like sea green. It is comforting to the eyes. Not too bright just enough to pop the icons from the page. There are other options that you can let the student make a choice. For students that love YouTube, you can even make a page of music for the week.

Of course you know that that I must let you down, right. You knew it had to happen.  For students that are using switches and tabbing, there is no way to get back to home in Chrome. This isn’t SpeedDial2 (http://speeddial2.com/) issue but more of a Google Chrome issue. It isn’t a perfect solution but it is better than nothing and better than hours of programming for a few minutes of play. There is an upside if you turn on the side tab and you have a savvy user you can tab through applications, bookmarks and frequently used items.   

For two switch user all you need to do is have your switch interface set up to Tab and one switch to enter. When the student uses enter their page will open in a separate tab.  Once the student opens the website they will need a way to navigate the website. Not all websites work with a tab/enter.  

 You can also get this app as an add-in for Firefox. As I don’t use firefox, I cannot tell you how good it works within the Firefox browser. 

Thinking Caps on -- Professional Development is one type of learning

Welcome back to the school year 2012-2013. Your students are ready to learn what you have to offer them. But are you ready to learn about the opportunities that you are offering? 

As I sit and wonder why my school year will look like, I also begin to wonder what my learning opportunities will be. Each year, I pick a topic, subject, disability, service, or something that I want to learn about. During that year, I expand my knowledge on the content material. For this school year, I am struggling with what I would like to expand my knowledge on. For me to learn I need to be passionate about the topic or at least have my interest peaked.

Then I realized something, how often do we remind others that learning about something is a forever process. There are times that we forget some things that we once knew like the back of our hand because we don’t use it often. Or we have progressed in our skills think “I got that”.  So this year, I am dedicating myself to refreshing the old brain and going back over skills that are rusty.

I am signed up for three sessions with AbleNet University http://www.ablenetinc.com/Professional-Development.

The first session: Course 2 - Switch Mounting: I've found a Location, Now How Do I Keep It There? I have been doing switch access for about 20 years. I know my switches and what each one does however, it doesn’t mean that I can’t learn about mounting techniques that I have never considered. New tools, a different point of view on mounting and learning from others experiences is extremely important to me. 

Second session: All About Computer Access: Adaptations and Alternatives to the Standard Keyboard and Mouse. This is a session I have taught and one that I continue to explore because new tools come out all the time.  Again, someone can refresh my memory of a tool that is still available but I have forgotten about because I am using a tool that I have access all the time too. It is also great to see how others present the material. Sometimes taking a course is about learning from your presenters about timing, or how they work the room via a new medium (webinars).

Third session: Course 3 - Positioning for Optimal Access to Assistive Technology. Just because you have the switch access doesn’t mean you have optimal access to the tools. I struggle with access of devices especially for my students and adults that spend the majority of their day in one flat position. So it will be great to see/hear how others resolve the issues that they have encountered especially on limited budgets.

I also signed up for Webinars from Cambium Learning Technologies (CLT). Cambium is home to Kurzweil 3000 and Intellitools software.  http://www.cambiumtech.com/special/webinars/

I am taking a session called: The SETT Framework: Straight From the Horse's Mouth. The SETT framework is a core value in my evaluation process for the clients that I interact with. As time passes you begin to modify and adapt what you are doing while following the process that Dr. Joy Zabala developed. It is important to always come back to the root of the design and be reminded of something that you may have forgotten about. Dr. Zabala has also added to the SETT framework so it will be wonderful to hear how the process has developed over the years.

 

I signed up for a workshop on Kurzweil 3000: Tips and Tricks. I use Kurzweil 3000 on a daily basis in one fashion or another. But there are so many things that Kurzweil 3000 can do that sometimes you just need that fast shortcut to get you through something. So I signed up for this course because I have students that I am asking them to sign up for it. It is important for me as an AT person to encourage my students to seek support beyond myself. My job is to make others independent so sharing resources are part of that.

 

These are just a few webinars that I have signed up for September and October. I have made it a goal to sign up and attend at least 3 webinars a month.  If I am going to be the best AT specialist I can be. I also know that I need to ground myself on the principals of AT. As the year progresses my training may change because of different skill sets needed. But the important thing is to always make sure that you not only focus on teaching others but that you take the moments and be the student. We are all forever learners. Being forever learners we need to move back and forth in our roles as mentors, facilitators and student. Your professional development should not be one dimensional. You should embraces special education, general education, Speech, Occupational and Physical therapy course but also go to a session on sports, art, language arts, and reading.

 

Places to look for professional development:

 

Software vendors often give Webinars on their products. Go to their websites and look under their training possibilities.

 

ATIA - www.atia.org/webinars

 

RESNA: http://www.resna.org/professionalDevelopment/index.dot

 

Atomic Learning: www.atomiclearning.com

 

Even Podcast are considered professional development. Remember learning takes place everywhere and in different formats. The important thing to think of is what you intentions of learning and what a gem(s) of information you have walked away with.

 

A.T. Tipscast is one that I enjoy listening and learning from. Chris has a way of addressing concepts from a common sense nature and doesn’t make you feel like you should have known that already.  http://itunes.apple.com/us/podcast/a.t.tipscast/id272223032

 

Find them on Facebook also: https://www.facebook.com/attipscast

 

EdCeptional this is a hosted chat. Each session you get to hear from other professionals and knowledgeable individuals on different topics.  http://itunes.apple.com/us/podcast/edceptional/id452869249

 

Also look at Twitter. Twitter had turned to be one of the best places to learn about professional development. Learn what general education is doing. The hottest trends in education are. And you get your hands on some amazing blogs and tips from others.

 

Check with your state colleges. There are some wonderful stuff out there. And branch out. AT is not always about the tools but about learning about reading strategies, math courses or science curriculum.

 

Check your state museums. You would be surprised at what they offer. Yes, it may not be related to AT however you never know what you might learn about art and how to encourage students to explore possibilities.

Take that writing course at the adult school. Or how about that knitting class that you want to take but you can't find a reason. Who needs a reason to learn? Who needs a reason to find time for themselves? 

 

Learning possibilities are all around us. You have to be willing to take a class that you have no idea why you are there other than it might come in handy later. OK, must go, I am off to my class at the local hardware store. My session PVC and projects around your home.

The conversation of Assistive Technology in the IEP

I am asked on a regular basis about “How do I get AT for my Child” actually the question more sounds like “How can I get a laptop for my child?” Or  “I want an iPad for my child”. The answer is simple, it is a conversation at an IEP meeting. Consideration is part of the IEP meeting. Under IDEA, the team must consider assistive technology for every child on an IEP and for students with a 504 plan. You also have to remember that consideration is not equal to evaluation, it is a conversation.  Which means as a member of the team, you can ask is Assistive technology going to be considered.

In the conversation for consideration, you have to have your specific points in mind. You are working on persuading your team that AT is something that needs to be considered for your child for specific tasks. Often I hear from parents and the line is “I know there has to be something that will make it easier and better.” Honestly, often AT can enhance a child’s learning and ability for output but it is not the magic key that is needed to make it easier and better. The reason that it may not be easier because every intervention brings its own barrier. A new tool means that something needs to be learned and implemented and if the individual that needs to use the tool does not feel like using something NO one can make them use it.

The first thing you need to do is make  sure you have specific needs that you see as a concern.  Your child is lacking access to literature because he/she can’t turn a page, isn’t reading at grade level but is in mainstream classes or reading comprehension is poor not because of a language deficit.  You need to articulate how this impacts on your child's ability to participate in his/her education.  It is important to point out that these are concerns and not point out the tools you feel will work for your child. Even though you know your child better than anyone sitting at the table, you may not be aware of the tools used in the district already and since this is a conversation, no one dictates what tools are needed. This is an opportunity to brainstorm ideas and no one is wrong. Everyone has an equal say even if it sounds off the wall. Yes, there are times it is hard to sit with a straight face when someone recommends something from out in left field. There are times those left field comments have validity. It is important to note, if your child has had AT tools in their IEP previously this does not mean that you don’t perform consideration at the IEP meeting.


Follow up for understanding

The second step is always making the request in writing. I often  tell parents to either have the ready to present at the IEP meeting so it is very clear that you expect assistive technology to be seriously considered and that the consideration process is conducted in a timely manner. Or I suggest digest what you heard at the IEP meeting, the discussion you had and send a letter of understanding on what the school is going to do about assistive technology consideration be it a school based assessment or an “expert” model assessment. You have to remember if it is not written, it is not real.


The assessment

The third is to make certain that you as a team member are clear on what model the district follows. There are very few schools based assessment teams in NJ. So often you land up with an “expert model”. This means your child is seen 1 time which is typically a document review, observation, and hands on with technology then a report is generated. Since you know your child best it is best to advocate for your child before the district contacts the vendors. If you feel your child would benefit from multiple visits for the assessments lay that out with your justifications. For instance, “The team expressed at the IEP meeting and in the PLEPS, Ryan often is very alert and can coordinate his movements in the AM but by the afternoon his coordination changes. I feel would benefit Ryan to see the AT consultant on multiple days (3 times) so  he/she can see his abilities throughout the day. This will allow the consultant to see the student 3 periods of the day and see different environments and the supports in those environments as well as seeing the changes that are happening physically and cognitive changes.  It is also important for the parent to ask the district to supply the name of the agency conducting the assessment and asking if you can interview the person who will be responsible for the assessment. Ask the evaluation their procedures, timeline for report and what should be the next step. Parents need to remember an outside evaluator being independent of the school so if the parent wants the evaluator at the IEP meeting to discuss the result then they need to request that. And just because recommendations are made in the report doesn’t mean the district has to follow the recommendations. Recommendations are merely suggestions for the team to consider.

If the school is having district teams perform the assessment process, ask for the members of the team that will be conducting the assessment, ask to meet with the team and get a timeline of when your child will be seen and when will you reconvene for the results. You want to make sure the individuals that are doing the assessment are familiar with AT and have ongoing training (conferences, workshops, online classes). If the person has taken a certification program through the state, private agency asks to see what the curriculum was and how much time went into training the individuals. When a school team conducts the assessment they will work within the confines of the district policy and procedures. They will focus on the tools that fall within UDL and what is currently placed in the district.  Universal Design for Learning is a concept that says these tools can support all learners regardless of disability. The tools offer support that your child could and may already be benefiting from for instance, text to speech (the computer speaking as a student writes), talking dictionary (a work is typed in student hears the word and definition) or offering word prediction ( software/app  used to suggest completions of words that start with a specific letter and content). For some students it can be picture support software.

I love to perform school based assessments because I have all the disciplines (OT, PT, SLP, Classroom teacher), it also allows us to work on Goals and Outcomes for the evaluation and possible solutions. Each person brings something to the table.    With a school assessment the tools are often trialed for a period of time (2-4 weeks) so the assessment team can see if the product works for the student in real time and not in isolation of a made up activity for the individual to complete.  With a school based assessment you have on-site supports that are there when they are needed not days later.

Support and Training

Parents please be aware that a school based consideration is not the team placing AT tools in the IEP without assessment unless it is something that was determined previously.  Anyone can write supports into the IEP but can they back up those supports are being appropriate for the individual (data).  If a support tool is written into the IEP who is responsible for the use of that tool, how often and when will it be used (what activities).  Ask if the tool is a UDL or specific to your child. You don’t need to know it is going to be used on Mon-Wed- Friday but you want to know how often your child will access the tool and what type of activities (long assignments, behavior reinforcement, filling out worksheets).  I
In your child’s IEP you want to make sure you list the supports that are needed. This needs to be spelled out under related services. If the tool is new to the staff, you and the child more supports are needed until they become comfortable with the tool. Depending on the tool this can vary. For the tool word prediction, I typically will recommend 2-3 visits. One visit to go over the mechanics of the tool, one visit to go over fine tuning the tool and the third visit to make sure everyone is comfortable with the device. Included in the request I might ask for 3 consultant session that can be used sometime in the school to help with problems that the staff is having. Consultations' are session that may or may not be used. If it is a school based team most times the services are similar so many visits per week or month and consultant as needed.
It is important to remember these points:

• Consideration is what is required under the law. 
• Anyone can bring up the conversation at the IEP meeting.
• Consideration does not equal evaluate. It determines if interventions are needed and who can do the assessment.
• Don’t demand a specific tool but talk about outcomes what your child needs to be doing that he/she is not doing.
• Make sure you are clear on expectations if an “expert” evaluation is being requested. 
• Training and support are even more important than the tools. If you have a tool and no one knows how to use it, what good is the tool? 

Bullying of Students - Shocking Yes, New NO

Recently we have seen much more news coverage on educational staff bullying students with and without special needs. This week in NJ, we had the incident that took place in Cherry Hill. If you would like you can find out more about this incident on the following pages. http://www.nj.com/news/index.ssf/2012/04/cherry_hill_man_says_secret_au.html

I personally feel that these reported incidents are symptoms of a bigger issue not just in NJ but all over the country and the world. The first being that educators lack professional development especially special education teachers. I have been in the field of education for almost 20 years. I deliver professional development around NJ. I hear repeatedly that special education teachers do not feel that they receive professional development that is essential for them to educate their students. When a special education teacher is working with students with significant disabilities, I am not so sure it is important for the special education teacher to sit through training on the new reading and math programs that the district will be implementing.  It is imperative that all teachers need to be trained however districts need to evaluate their professional development to make sure they match the teachers' needs. Special education teachers that are working with students on the spectrum should be taking professional development on improving language skills, how to engineer the environment for language and learning, functional life skills training, understanding transition, the list can go on. If we are to give our students in NJ a fighting chance at a proper education the teachers need to have professional development that is meaningful, supportive and pertinent to what they are required to teach.

The second issue is that we do not give educators that work with students with challenging behaviors are difficult to teach a way to communicate their frustrations and anxieties. This does not excuse an individual that has crossed the line  there is no reason to do so. However, if we do not recognize that teaching students with disabilities and even general education students is stressful than we are being irresponsible. There are two schools for students with autism in the state that I know hire a counselor to visit with the staff each month and hire a massage therapist once a month. You are required to sit with the counselor for 30 minutes to talk about work and whatever comes to mind.  Even my employer has a program that I can call to talk to a counselor or schedule mental health sessions. We all deal with stress but when there is no outlet for that stress we have serious consequences. Staff need to feel they have a safe place to communicate their stress and frustration. 

The solutions are very easy. If we do not accept student on student bullying why should we have to accept adult on child bullying. It happens every day in school across the nation. If our nation is going to take bullying seriously we need to look at solutions that have meaning.  Cameras in every classroom and public space. Then there would be no she said he said or parents having to do something like wiring their child for video or sound. There is no right to privacy in public buildings, schools are funded by public monies (Local, State and Federal). All areas of the school except locker rooms and bathrooms should have video monitoring but they should be wired for sound. Most think an invasion of privacy, from news broadcasts on students being assaulted by peers or adults it often happens in the bathroom or locker rooms.

Many will not like the suggestion of cameras for many reasons but I have a question, WHAT do you risk? I taught for 8 years in an educational setting that had cameras in every classroom and hallway or public area. It didn’t change the way I taught. It actually made me more secure in how I taught. I didn’t have to worry about being accused of something I didn’t do. If I was accused of saying something or doing something ROLL back the TAPE. It allowed parents to observe the classroom without upsetting the flow of the classroom. It allowed me to see what others saw when teaching. There are more pros for cameras in school than cons. 

Incidents are not on the rise. We are just having parents stepping up and reporting it to the news. In the past, districts were holding the cards on what will happen to their staff and even if they would believe what was being said. Now parents are becoming wiser and more savvy on how to get the proof they need to show that their child is suffering at the hands of an adult. Students are learning to use technology to outsmart their educational staff.

My challenge to districts around the nation be PROACTIVE instead of REACTTIVE. Firing the staff that are responsible for poor behavior is the right thing to do however what can you do to insure the safety of your students and staff? Firing staff is only a plug in a whole that is going to grow over time. 

To Individuals with learning differences

To Individuals with learning differences

My name is Jeannette Van Houten. I am a special education teacher. I am an assistive technology specialist. I am an individual with a learning disability. None of this makes me special, unique or exceptional. It just makes me a person that learns differently than someone else. In reality, everyone learns differently so I guess it makes me normal.

With that said, I want you to know my story. Maybe someone out there that doubts they are normal or has the ability to achieve their dream will find it helpful. I was classified early in my education career. I joke they spotted me walking up to the Kindergarten playground and said THAT ONE. I was classified in kindergarten because I was disruptive, impulsive, couldn’t tell my left from my right (still confuse it) and forgot the letters of the alphabet. The letters were just fun lines you would make with crayons and finger paints. I am writing this open letter because I want you to know things get better and you can be the person you dream to be. I will not say that this journey to where I am today didn’t come with struggles, tears and the will to just quit but I have learned that is life. Everyone struggles with something it is just a matter will that something define you or will you define the moment.

I have always been willing to discuss my learning difference especially as an adult. But I have never admitted the extent of my difficulties. This is the first time that I am going to lay it all on the line because it is important for me personally to share the struggles I have. I want others to know that having a learning disability is something that is always there but it doesn’t have to define who you are and what you want from life. There are individuals that will tell you, O, you can outgrow your dyslexia or you can outgrow your writing difficulties. I can no sooner outgrow my learning disability as I can outgrow my brown hair, eyes or being pigeon toed. I want the younger generation of individuals with learning disability know that there are others out there that have walked the path of frustration, sadness and disappointment and that path could lead to great things if you just keep doing your best and seeking out people to help you. You are never alone. There is always someone in your corner even when you feel like you are watching the world pass around you.

According to my school records, I was NI (neurologically impaired), PI (perceptually impaired), math deficits, writing difficulties in the area of composition (organization, grammar and spelling). 

In the area of reading, I have always admitted that I didn’t learn to read until I was a sophomore or junior in High School. This is when I could say the written word clicked together and it had meaning. According to the reports I have found, I was identified as being a lazy, unmotivated and not applying myself to my academics. If I just I applied myself to reading I would be a much more successful reader and learner. What the “experts” didn’t know and didn’t care to ask was, “How much time and effort to you put into reading?”

If they would have asked that I would have told them. I spend every waking moment wishing that the letters on the pages meant something to me. I wish I could look at the page and the words sang to me like my peers. I wish I didn’t have to go home every day with homework because it was taking time away from my Little Golden Books. I have been reading The Poky Little Puppy for years now trying to master the vocabulary. While my friends are outside playing, I was in the house with my books. Every day I would come home and read a sentence or a page. I would start at the first page and read until I got frustrated and cried. My favorite book that I ever received was the Richard Scarry Picture Dictionary. I would look every word I came across and prayed that it had a picture to help me understand. If it had a picture it would help me make sense of the word. I still have that dictionary. The cover has been taped and re-taped but is now completely off, the pages are worn but there are days that it brings comfort. When I need a word it doesn’t judge me because I might be looking up a word that most first graders know and understand.

Those same reports also identified my areas of weakness in reading:

I struggled with reading (decoding and fluency), reading comprehension (vocabulary skills, making connections, omission of details, difficulty with the identification of important information) as well as trouble remembering what I read, I couldn’t summarize, difficulty connecting prior knowledge and applying content to personal experiences. The shocker, I had a difficult time with concentration while I was reading. Seriously?? All I did for hours was concentrated on the lines of information before me to the point that my eyes would blur and I would give myself a headache. I sat there staring at the text wishing it would give me the code to unlock the meaning. Hoping that the words would pop off and say their name.

As I read through the reports, I honestly wonder how I ever became the person I am today. How did I manage to conquer the things that held me back for so long? I wish I had the answer but I don’t. When I was in school there were no fancy tools to read to me. It was rare to have an adult read to me. I couldn’t turn on a computer, the iPad or even CD player to have my text read to me. I had to figure it out on my own. It was either do it or fail. I made the choice to succeed. I can also have no special accommodations for test taking. I took the same test as everyone one else with no support from the teachers. If I didn’t keep pace with the time allotted then the test questions would be left blank. I did my best at guessing the right answer. For the most part, I think the teachers gave me a point for each letter in my name because guessing was not a strong suit until I learned testing strategies when completing my masters.

If I was to answer my own question it would be the following way. I have tenacious. I don’t believe in giving up. Some see it as being stubborn, ungiving but when you know you want and need something, nothing should stand in your way. There is always a way to succeed. It is a matter of picking the path and the tools for the journey. Not everyone’s tool kit is the same so you have to learn to pick and choose wisely for your needs. And be flexible to change the tools when things are not working.

I had to work harder to be average but to be above average, I had to work harder, smarter and be perfect. Trust me perfect doesn’t happen often but that doesn’t mean I can’t strive to be perfect. Define what perfect means to you. Perfect isn’t always the A on the paper. Sometimes, it is more about knowing you can repeat a skill; remember a formula for math or science or sharing with another person something you learned. Perfect is being proud of who you are and knowing that learning is a life goal not a week goal.

When I was in high school, I had a drama teacher that said “you can do and be anyone you want to be, just believe and you can reach it”. At that point, I became Determination. I set my dream, visualize myself being that person and there is no settling for less than I believe I earned. I don’t believe I am entitled to anything. I believe you have to work hard; prove your abilities and show someone you are worth a chance.

You have to have integrity of who you are. There is no dishonor in admitting that you don’t know something. There is more honor in admitting you need help because you are reaching out to another. We don’t get by in this world on our own. I admit it on a daily basis that I don’t know something. Don’t get me wrong, I still struggle in asking for help. For every confident day, I have a doubting day. For those doubting days, I have friends and families that help me rally and remind me of whom I am. The most important aspect of this is to make sure you surround yourself with positive people that can lift you pass those rough days.

As an adult there are still days that I wish I could be like every other typical adult. I wish I could add numbers in my head and not have to count on my fingers or use a calculator. I still have math anxiety and struggle with daily math tasks (checking account never balanced in my favor).

There are days that I wish that internally I could feel organized and calm instead of always feeling like I missed, lost or forgot something. There are days that I just wish for silence. I hear all things around me (conversations, air vents, computers and birds). It becomes overwhelming and it stresses me out. I have learned to tune out the world but there are drawbacks to this strategy. I miss the social interactions because I have to shut myself in my head to get work done.

There are days that I wish that I could shut up. Yes, there are days that I am so excited about the little things in life that I distract others. The struggles that I had as a young child are right there shaking hands with the adult me. As an adult we like to think we mask it better than we did as a child but I am not so sure that is true. There are times that I just feel like I am in a sports car in high gear moving at a 25 mile per hour.

Although my learning disabilities are with me daily , I can say I am perfect the way I am. I have learned to accept who I am and what I am not. I have learned to march to my own beat. I believe either you march with me as a partner or you can march to your own beat and we make wonderful music together. There are things that I will never be in life. For example, I will never be an editor of a newspaper or author. I will never be the person that you ask to help a difficult math problem. The person I am today is not as good as the person I will be tomorrow. Every day is a learning experience.

Are there days I wish my learning disabilities weren’t with me? Yes. But then No. The lessons I have learned over the years is what makes me who I am. I am the person that will reach her hand out and offer you assistance. I am a person that has compassion and accepts others for who they are. I am the person that will stand up and offer a voice for others when they cannot find theirs. So the gift of my learning disabilities is priceless.

Sincerely
Jeannette Van Houten
Proud owner of my learning disabilities