We are in a time of change. Not only are schools in a time of change, but families are as well. There is a high level of stress being experienced by teachers, parents, and children as we face new challenges. Schools and districts are trying to make sure that students who depended on the schools for breakfast and lunch still have access to that nutrition. Parents are having to figure out how to support learning activities at home in ways they haven't before.
In an educational system that is often, no longer primarily classroom based, we have to develop networked learning systems that incorporate classrooms, homes, physical and virtual instructional materials/resources, and digital and mobile technologies. This networked system has to be universally designed and accessible to meet the needs of all students. Additionally, supports must be in place to support instruction and interventions based on student data.
This newsletter includes tools and strategies to support distance learning. As we work through the current crisis using distance and virtual learning, let's think about how we can prepare for the future by starting to design something new today.
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Up to date information from the Florida Dept. of Education.
A 2009 memo on Continuity of Learning from the FLDOE.
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CPALMS offers over 900 interactive original student tutorials. These tablet-friendly tutorials address standards in English language arts, math, science, and social studies.
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Collaborative Instructional Tools
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Google for Classrooms includes a variety of tools to support distance learning, such as: collaborative Google Docs, Google Forms for quizzes, and Hangout Meets.
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V
ideo Conference Services
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Online Interactive Learning Spaces
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Online interactive learning spaces, such as Google Draw, Google Docs, online interactive whiteboards, etc., are great tools that enable teachers and students to work together in real time. These can be combined with video conferencing services to add audio and video features.
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The free plan for this online interactive whiteboard includes 3 free boards with unlimited participants.
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Great tool to help you and your students draw.
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An online collection of interactive whiteboard activities that can be used while sharing your screen with students during a video conference. Free for up to three teachers per school.
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Great instructional virtual manipulatives. The entire library is free for 60 days and after that they offer free gizmos each month.
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When using online meetings and virtual manipulatives, students who are blind, visually impaired, or deaf/hard of hearing may need support from a sighted or hearing peer or adult. Here are some things to think about.
- Always provide accessible notes and instructional materials.
- Be highly descriptive, especially for students who are blind or visually impaired.
- Zoom in on the screen whenever possible. Be sensitive to how small items may look on a students screen when you are sharing yours.
- Check out these accessibility tips for Zoom meetings.
- Be sure to read the article below from the Resource and Materials Technology Center for the Deaf/Hard of hearing for more ideas.
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Screen Readers (Text-to-Speech)
BookShare and
Learning Ally - Students who are eligible for these accessible textbook services should be using them as much as possible. Districts can get more information on these services from the
Florida Instructional Materials Center, as well as information on NIMAS-Florida services and accessible materials.
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Math Tools for Students is an online resource with a variety of math tools students can use at home to support learning. Parents may also find this resource useful.
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ClassMarker - Online quiz making program. There is a free version with some limitations.
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Universal Design for Learning
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Use these guidelines to help design distance learning activities and environments where all students succeed. Helping students become expert learners is critical for success in distance learning settings.
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An interactive tool based on the popular UDL Wheel, with ideas for enhancing instructional activities based on the UDL Guidelines. This tool can be useful in helping parents provide learning options for their children.
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There is no such thing as an average student. The video,
Myth of Average, illustrates this understanding. Using a
student profile form can help teachers and parents ensure that instructional activities match the student's strengths and challenges. Using Universal Design for Learning principles to design instruction can ensure that the flexibility to meet the needs of all students is embedded in the lessons.
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Accessible Instructional Materials
Here are two tools that schools and districts can use to review their instructional materials, distance learning systems, and online instructional supports to make sure they include features that meet the needs of all students.
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An instructional materials self-assessment from the FLDOE that focuses on accessibility and flexibility.
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Check your instructional materials to ensure you have learning supports for all students.
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Accessibility Tools You May Already Have
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MTSS - Multi-tiered System of Supports
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Regardless of how instruction is provided; classroom, distance, or virtual, it is important to analyze how the student responds to the instruction/intervention and intensify the instruction as needed. As you design a network of learning opportunities across physical and virtual spaces, ask yourself these questions:
- How will I design instruction (Tier 1) for all students?
- What will be the core instructional supports provided universally?
- Is the instruction based on Universal Design for Learning principles to remove any barriers to engagement in Tier 1?
- Are assistive technologies supported throughout Tier 1 instruction?
- How will I intensify the instruction (Tier 2 and Tier 3 supports) based on student data?
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Meeting the Unique Needs of Students with Disabilities
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As we move to a networked learning system that melds physical (face-to-face), virtual, and online learning it is important for IEP teams to consider all of the accessibility needs, accommodations, and other supports for students with disabilities. Considerations can include:
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- Time to learn additional technology tools and assistive technologies prior to the virtual instruction. Students will be more successful if they are already performing much of their regular classroom instruction on computers and mobile devices, and already using supports like text-to-speech, screen magnifiers, refreshable braille displays, etc. If additional skills are needed they should be identified by the IEP team and goals should be created to address those skills.
- Flexible time to complete online activities. In one research study it was found that struggling students were successful in complete a virtual instructional activity and stayed highly engaged in the process, but they took several hours longer to complete the task than gifted students.
- Considerations and discussion on accommodations, accessible instructional/educational materials, communication systems, and any other accessibility discussions must include physical and virtual/online learning environments.
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Continuity of Learning for
Students who are Deaf/Hard of Hearing
As districts and schools prepare for virtual instruction for all students, the
Resource Materials and Technology Center for the Deaf/Hard of Hearing (RMTC-D/HH) is addressing topics that may present as unique to the field of educating students who are deaf/hard of hearing (D/HH) through the development of a new webpage
Virtual Education for Students who are D/HH. This webpage has been created to provide professionals some tools to assist in ensuring continuity of instruction for this highly-specialized population and will continue to be updated with information and resources to assist districts and teachers in planning for and delivering accessible online instruction. It is designed to serve as a guide for professionals to reference as plans are made for how to best approach distance learning for students who are D/HH. These resources, content, and lists are not exhaustive, nor does it constitute endorsement of any particular business or service by RMTC-D/HH or the FLDOE.
Presenting in a virtual format may present unfamiliar challenges. Providing all students with virtual instruction takes an immense amount of planning along with the technology and knowledge of how to use it effectively.
Planning for online or distance learning includes making sure the instruction is accessible as well as appropriate. It is imperative that districts consider the highly-specialized needs of students who are deaf and hard of hearing when making the decision to teach outside of the classroom walls. The Division for Communication, Language and Deaf/Hard of Hearing of the Council for Exceptional Children (DCD CEC), has published a document titled,
Teaching Remotely to DHH Students which gives examples of online lessons and strategies for successful implementation. Additionally, Texas’s Deaf/Hard of Hearing Services department has put together a
LiveBinder of Virtual Activities for Teachers and Families COVID-19, which not only has tools for successfully transitioning to online learning, but also topic-specific activities for learning. Districts may also want to consult the
Universal Design for Learning Guidelines for planning for instruction that is both accessible and efficient for all learners.
Sign up for our
RMTC-D/HH newsletters to receive future updates in your inbox. Feel free to reach out to RMTC-D/HH if you have questions or would like more information regarding anything you have read in this article at
info@rmtcdhh.org or by calling 1-800-365-6731.
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This resource was funded through the Bureau of Exceptional Education and Student Services with IDEA Part B dollars. The information and resources are provided as a free awareness service to the educational community and do not reflect any specific endorsement by any parties involved. Please note that access to some resources may be blocked by individual school districts.
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