ELO: Dr. Hallowell's CrazyBusy

Dr. Edward Hallowell's book CrazyBusy: Overstretched, Overbooked, and About to Snap discusses strategies for handling a fast paced life, specifically how to gain back control of your life. 

Dr. Hallowell discusses how our world has changed fundamentally and that we are now going faster than ever before while asking our brains to store and interpret more data points. While reading the excerpt of Dr. Hallowell’s book I felt like I could relate to exactly what he was saying. What graduate student wouldn’t agree to feeling “busier now than they have ever felt before” and “wondering if you can keep up this pace much longer?” It seems as though this is what our generation has become, a fast-paced lifestyle in which you will get left behind unless you jump on board and take part in it like everyone else. I agreed with Dr. Hallowell’s statement that “In order to make this crazy world work for you and not against you, you must decide what matters to you most and focus your attention on that.” This is something that relates to both teaching our students and managing our professional workload. There will always be times when things do not go as planned, anxiety takes over and you go into panic mode. However, we must remember that allowing our frantic and panicked selves take over is not always the best answer. If we are flexible both in our classrooms and in our professional lives we will be able to accept things for what they are, including this fast-paced world, and it will help us realize that we in fact are not superheros and sometimes we cannot accomplish everything at once. Dr. Hallowell went on to discuss how being stuck in this lifestyle becomes a habit, similar to what was mentioned in the prezi about the automatic and addictive nature that comes with the technological world. He referred to this as moving from C-state to F-state, which is depicted below. 

Moving from C-state to F-state:

C-state	F-state
Clear, calm, cool, collected, consistent, concentrated, convivial, careful, curious, creative, courteous, and coordinated.	Fractures focus, frenzied, feckless, failing, fearful, forgetful, flustered, furious, fractious, feverish, and frantic.
* In the C-state you have found your rhythm	* In the F-state you have lost it

While reading about the change from the the C-state to the F-state, I thought about how many people go through this transformation on a daily basis. It is important that we actively try to stay in our own C-state, helping us to avoid the consequences of the F-state.

Potential Ramifications of a Crazy Busy Lifestyle: 

- Increase in toxic stress 

- Sickness 

- Prone to making accidents and errors 

- Turns otherwise polite people rude 

- Reduces the general happiness of the population 

- Greatest damage: keeping a person away from what's most important 

Dr. Hallowell's Solutions/Strategies: 

- One of the most important words you can say is "no."

- Everything will get better if you slow down. By slowing down you will get "more done better."

- The better organized you become the easier it is to reach your goals, leading you to a more balanced lifestyle.

- Must learn how to put on the breaks. In order to successfully cope with the daunting demands of everyday life and the information overload, a person must be able to effectively stop and think.

As stated by Dr. Hallowell:

"Life is a powerful accelerator these days; what separates the successful from the frustrated is the quality of their brakes and their ability to use them." 

Digital Minds

 While watching the prezi I found myself contemplating an issue that I have thought about many times before; what are the consequences of our technologically dependent world? Throughout the prezi presentation there were many potential consequences that were discussed pertaining to our unlimited, ever-changing, and expanding digital world. Nicholas Carr discussed the high impact of the digital world on our brains and how people now take part in an intensive way of training our minds to perform technologically. Carr emphasized that there is no encouragement or reward for the more attentive modes of thought, such as deep reading, reflection, introspection, and critical analysis. I believe this should be of critical concern. Many of us 'soon to be teachers' were taught in a way that not only allowed for such thinking but promoted it. So what has changed in this current generation to prevent this type of thinking from becoming a priority?

Questions: 

How do we avoid the costs of a pervasive digital environment in the classroom in the presence of adaptive and instructional technology? 

I think that this is an extremely complex question and that there is not just one right answer. To begin to tackle such a complicated obstacle, a teacher must take the time to truly understand the individual needs of each of her students. Adaptive and instructional technology should be used in any instance necessary, but with that said, there are some skills that are better taught in the absence of technology. As discussed in the prezi, a highly digital environment does not provide much practice in face-to face fluency, such as body language, eye contact, and understanding of facial expressions. Therefore, it is the responsibility of the teacher to create an environment that promotes such social interaction, whether technological devices are involved or not. This is especially important for students that struggle with socialization and general social cues. 

How do we prepare students with good strategies for using technology in their “outside” lives?

I believe the AARP and Conon videos brought up crucial points in terms of providing our students with good strategies for using technology in their "outside" lives. Technology is a huge part of all of our lives, including our students'. However, we must teach them appropriate ways to utilize such technology and remind them of the importance of not taking advantage of such technology or to take it for granted. Just the way we may have to remind ourselves of the importance of quality time with friends and family, we must encourage our students to do the same. As teachers we can work with parents to monitor how technology is being used in our students' lives and keep track of the amount of time it is used each day. It was discussed in the prezi how using technology can become addictive and automatic, which is something we should encourage our students to avoid. I believe that as teachers we are important role models for our students, especially those at younger ages. If we are able to model appropriate usage of technology in our classroom there is an increased chance that the students will generalize this behavior to their home environment. Staying up to date on the latest technology and interests of your students will help ease this process. Lastly, it is important to make parents aware of the pros and cons of using technology in the home. Parents should be encouraged to spend quality time with their children without technology whenever possible. 

What about in your professional practice? 

As we have learned throughout the semester, there are many advantages of using adaptive and instructional technology in the classroom. Nevertheless, I believe there needs to be a balance between the use of technological devices and the traditional ways of teaching, also known as the "old-school" form of instruction. This does not include instances in which children rely on technology for communication purposes, physical movement or any other form of necessary assistive technology. I hope that I am able to encourage my students to learn in ways that incorporate technology when needed    and without technology when it is not necessary. By finding a middle ground between the two teaching methods, I believe that students will have a better chance of increasing the skills needed for more attentive modes of thought. This will help my future students and myself from being victims to cognitive overload.

"Cool Things"

This weeks class about "cool things" and ergonomics was extremely informative and enjoyable. I loved how we were introduced to simple objects that many of us had never considered using as an adaptive device. A few of the items that stood out to me were the book opener, formally known as "thumbthing", the condiments fork (which really stumped my group!), and the siftables. When we were informed of the use of the thumbthing, I attempted to try it out with one of my books. I was pleasantly surprised to see how useful and effective it actually was. It surprised me how such a simple, small item could be such an efficient adaptation. The next cooking adaptation that my group and I spent a long time pondering over was the condiment fork. Although it may sound silly, I am sure that many people could benefit from this relatively simple adaptative device. Who hasn't had a hard time trying to get a pickle out of a jar? 

   

The next form of technology that I enjoyed learning about was the siftables. Compared to the other items presented, this would probably be considered a form of instructional technology. However, this technology could be extremely useful and beneficial for classrooms that utilize any type of group instruction. Having the chance to try using the siftables showed how interactive and fun they are to use. I was amazed to see how quickly the cubes were able to interact together to form the write mathematical equation or whatever they were programmed at the time to do. With that said, I do believe that the siftables were sometimes difficult to use due to the screen sensitivity. It was sometimes difficult to move the cursor on the tiny screen in order to select a choice or correct answer which may cause issues for children that struggle with fine motor skills. 

The last item that was touched upon was using the tennis ball as a pointer for the SmartBoard. Although we had discussed this form of adaptation I was glad to see it was brought up again. This is just another example of how there are so many inexpensive and ordinary objects in our environment that could be utilized to assist a child with special needs. This brought me back to our first few classes on problem-solving skills and how we must learn to think creatively and outside of the box. Sometimes the best answer is right in front of us, we just haven't given it a chance yet. 

Test Access and Accommodations for Students with Disabilities

   The Test Access and Accommodations for Students with Disabilities Guide provides information and tools to assist professionals or parents involved in making appropriate decisions for determining necessary testing accommodations for students with disabilities. This manual also provides information on implementing such testing accommodations in the classroom and during districtwide and State assessments. It is a well organized manual and a necessary resource for any professional that is working with students with disabilities.
   A common mistake seen in the field of special education is the interchangeable use of the terms accommodation and modification, (something I am also guilty of). The Test Access and Accommodations for Students with Disabilities Guide does a great job of defining these terms and explicitly stating the differences. As described in the guide:

• Testing accommodations are "changes made in the administration of the test in order to remove obstacles to the test-taking process that are presented by the disability without changing the constructs being tested." 
• Examples include: flexibility in scheduling/timing, changes in the method of presentation and changes in method of response.
• Testing modifications are "changes made to the testing process or to the content of the assessment itself, or provision of certain adaptive technologies or services,  that affect the constructs being tested."
• Examples include: simplification of test questions, reading items designed to test reading skills, use of a calculator on a test for computational skills.

   Another part of the guide that addresses misconceptions that I had is the section about Decision Makers, which discusses who is responsible for providing permission for a student to use an accommodation. The Committee on Special Education or Committee on Preschool Education is responsible for identifying and documenting the appropriate testing accommodations for an individual with a disability. However, I was unaware that Multidisciplinary Team is responsible for determining the appropriate testing accommodations for individuals classified as having a disability under Section 504. In addition, I was unaware that the principal may grant access to test accommodations for general education students within 30 days before the administration of State assessments. This decision making responsibility is important information that every teacher should be knowledgeable about. 


Reflection: Before reading this manual, there were many considerations and guidelines that I was unaware of in terms of test access and accommodations for students with disabilities. I have heard of this document prior to the assignment but I have never seen it before, which is surprising because I feel as though every classroom that educates students with disabilities should have a copy of it on hand. I believe this document is very well organized and is a great resource since it provides many examples of accommodations and modifications, as well as how they should be implemented. In terms of my own experience, I have worked with students that are provided with test accommodations or alternative testing options, but I have never been involved in or observed the process in which this is decided upon. After reading this manual I have realized now more than ever how integral this decision process is in the life of a student with a disability. I also realize that although this document is a wonderful reference, the test accommodation decision process involves more than simply reading over these guidelines. It is a complex and time-consuming process that requires input from all professionals involved, including the student himself/herself. 

Overview of Augmentative Alternative Communication (AAC)

       Augmentative Alternative Communication (AAC) includes all forms of communication, besides oral speech, and is used to express an individual’s thoughts, needs, wants or ideas. There are many different types of AAC, ranging from unaided communication systems, such as gestures, body language, and sign language, to aided communication systems, which require tools such as voice output boards and picture symbols. As we learned in the video overview, there is a spectrum of AAC devices that range from low tech to high tech, which can be utilized depending upon the unique needs of each individual. 

Things to consider: 

1. Who are the members that should be involved in the AAC planning process? 

       If possible, it is important that all team members should be present when determining what AAC device should be used and how it should be implemented in the classroom and/or home environment. These team members should include, the student's parents, speech-language therapist, teacher, teaching assistant, occupational therapist, physical therapist, and anyone else that may be involved in this child's immediate environment. Although this is not always feasible for all team members to be present at every meeting, it is crucial that these professionals and parents maintain constant communication to ensure the device is being used effectively to support the child's needs. As noted in the overview, it is especially important that the teaching assistant be up to date on the usage of the AAC device because they usually spend as much time with the students as the teacher. In addition, the TA is usually with students during periods of the day where there are greater opportunities for socialization, such as lunch and recess. 

2. Where to begin...?

           The first step of incorporating an AAC device into a classroom would be to bring the entire team together to discuss the child's specific needs and decide how the device will be used to address those needs. It is important that each team member is on the same page about how the device will be used, including when and where.  It is also crucial that all members are knowledgeable about using the device themselves and programming the device if necessary. Furthermore, if this device is being introduced to the child for the first time, an appropriate training procedure must be put into place. The environment will also have to be manipulated in order to effectively incorporate this form of AAC into the classroom. This includes identifying and prioritizing the communication activities that occur throughout the school day and depicting the appropriate message sets on any communication boards that are specific for the student. Many communication boards come with a predetermined board, but it then must be customized for each student. 

Reflection:

     The creation of the numerous AAC devices that are now available around the world is truly an amazing thing. AAC gives those with speech/language impairments a voice, and a way to communicate that was not available decades ago. I strongly support the use of such devices in the classroom for any student that can benefit from its use. However, obtaining an AAC device and placing it in a classroom is not where the process ends. Communication is a process, it is something that is ongoing and must be supported with technology as well as techniques that are used in the classroom. For instance, there are many different forms of AAC, as shown on the PRC, Zygo, and Dynavox websites. Not all devices will work for every student, thus a device must be paired with the child based on his or her abilities and disabilities. The student must then be trained on how to use the device as well as the teachers, parents, and any professionals that will be working with the child. As the student grows and progresses, it may necessary to switch to a more complex device such as the large digital boards available through Dynavox. 

            

Planning with Technology

     The lecture last week brought up a great point, by now we all have an abundant amount of technological resources, but are we capable of organizing these tools in a way that makes them accessible to utilize in the classroom? Some examples of how we could organize these tools included:

• Vision for what the tool does 
• Deciding what the student needs most 
• Barriers (learning abilities vs. disabilities) 
• Assistive technology vs. instructional technology 
• It was noted that if the technology is assistive, a plan must be put into place
• Entire class usage vs. individual usage  

                           Organizing and Assessing the Tools in Planning

Recognition	Strategic	Affective
The what… (objects)	The how… (action)	The why… (significance)
·       Provide multiple examples	·       Provide flexible models of skilled performance	·       Offer choices of content and tools
·       Highlight critical features	·       Provide opportunities to practice with supports	·       Offer adjustable levels of challenge
·       Provide multiple media formats	·       Provide ongoing, relevant feedback	·       Offer choices of rewards
·       Support background context	·       Offer flexible opportunities for demonstrating skill	·       Offer choices of learning context
·       Examples: kurzweil, smartboard, little bird tales, bookshare, diigo, voice thread, iPad apps, youtube, vimeo, text-to-speech	·       Examples: kurzweil, popplet, prezi, edmodo, stixy, inspiration map/templates, recorded response, digital sound and pictures, self-monitoring tools	·       Examples: edmodo surveys, smartboard, non-linear slides, graphic organizers, live scribe pen, microsoft word, proloque 2go, interactive quizzes

     There are many different ways to organize and assess tools when planning in technology, but this method allows for the teacher to focus on the specific needs of the individual. I liked this format of organizing because it emphasizes that the number one priority is always the student, and the student should be provided with instructional or assistive technology that caters to his or her needs, not the other way around. In addition, I agree with the idea of intentional implementation, which is to include technology in the plan rather than simply making it an add-on. Even though there is the challenge of not always knowing how it will work for a student, it forces the teacher to create a plan for the student(s). Beginning with the student's goal in mind, leading to figuring out how this goal will be accomplished, and eventually ending with a choice of technology, based on the previously created list.

    Another noteworthy topic that was discussed in class was, if a student was constantly provided with choice, will that student always choose the "easier" choice. As a class it was decided that to prevent this issue from occurring, a teacher can present options that promote equal learning opportunities. This issue  made me realize that if a child is constantly choosing the same device, or similar devices, the teacher should take it upon his or herself to find out why the student is avoiding other educational materials. This avoidance may be due to fear of not knowing how to work a tool or how to complete a specific task. 

The Power of Assistive/Adaptive Technology

1. Disabled Bodies, Able Minds: Giving Voice, Movement, and Independence to the Physically Challenged (and Accompanying video: How Assistive Technology Enables Dreams) 

            After reading this article and watching the video on How Assistive Technology Enables Dreams, I have been reminded about the many advantages of such technology, and how alarming it is that many students are deprived from accessing these devices. As discussed in the video, even though there is an abundance of technology available for people with disabilities today, assistive technology is not implemented enough in our schools. The reasons stated were that people are unaware of what is available and that technology is not included in the planning process. In the article we heard the success stories of Susanna and Lukas, and how assistive technology has played such a crucial role in their lives. These stories should encourage educators and parents of students with disabilities to collaborate, and utilize technology whenever appropriate or necessary to prevent potential barriers for their children. As stated by the teacher at the redwood heights elementary school,” introducing children to technology early gets them better prepared and makes it easier down the road so they can spend the later years on
content curriculum."

2. A Personal Perspective on Adaptive Technology

     By: Dr. Richard Keller 

      Dr. Keller had the opportunity to be a student with a disability and a student without a disability, and therefore has seen education in both of those settings. This is a quality that makes his personal perspective on adaptive technology so useful and informative, especially for teachers. Listed below are  a few key points made in this interview by Dr. Keller that really made an impression on me. 

The Medical Model vs. The Disability Rights Movement Paradigm: 

Medical Model	Disability Rights Movement Paradigm
- Causes disadvantages to the individual	- Disability is not a personal attribute
- Reactive approach	- Proactive approach
- Desire to “fix” the person, not the surroundings	- Create things with UD principles in mind

Terminology: Assistive Technology vs. Adaptive Technology: 

“Assistive”	“Adaptive”
- Related to medical model	- Changing the technology, not the person
- Technology will make a person whole or complete	- Location of the disability is not within the person, but somewhere between the interaction of completing a task
- The person with a disability “needs help”	- A tool that works specifically for the person

Using Technology, Negative Aspects vs. Positive Aspects:

Negative	Positive
- Labeled as having a disability	- Feeling of independence and freedom
- Makes the person stand out as being different	- Ability to do what you want when you want
- Psychological/social issues	- Having the ability to do something after losing the power to do so

3. Adapting Classrooms for AT Users: Challenges and Solutions 

            The goal of this video was to prove that making adaptations in the classroom for children with disabilities is not as difficult of a task as it may seem. Listening to the students’ stories about how they were unable to fully participate in their local public schools truly depicts the hardships that these students faced. The presenters discussed the idea of partial participation, and how teachers must take a positive approach and look at what a student can do rather than what he or she cannot do. I believe this video painted an accurate view of how many teachers or school administrators’ focus on students’ disabilities rather than their abilities. I also think the speakers were correct in stating that teachers are more worried about their students’ safety and are lacking the knowledge about assistive technology. The presenters went on to discuss how teachers can give students an active role in the classroom rather than "making them sit on the sidelines." A few examples that stood out to me as making a big difference with minimal effort had to do with promoting class participation and configuring classrooms in a proactive way. The first was an  example of a student that was unable to verbally respond during choral reading class activity, so she had a switch that she could press that spun a fan with streamers. This was extremely simple to create but gave her an active role in the class. The second example was making sure the classroom furniture is positioned for easy access and maneuverability. Small steps can be taken to ensure this accessibility  such as lowering a keyboard, or using blocks to raise a computer monitor. 

    Overall, the takeaway of this video was that teachers and educators must look at accessibility with an open and creative mind. As opposed to being closed minded and preventing their students from engaging in the activities that the rest of their classmates are taking part in. A quote made by Dr. Keller in his interview correlates very well with the overall message of this video, “My greatest hope would be that we can shift the way that people think about disability, the attitudes that non-disabled people still seem to carry around about disability.”