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Using iOS Accessibility Features on an iPad as Assistive Technology

Name: Cassidy Church
Contributor: Apple
Objective: The purpose of using assistive technology is to help students who have physical
or mental impairments learn the same material as everyone else. In this specific case, the
iPad can be utilized with the accessibility features VoiceOver and Guided Access.

Materials Needed:
iPad
Directions for how to use the practice/ Implementation: The iPad is a great piece of assistive
technology that comes with assistive features built in that allow people and students with
disabilities to be involved in the function of iOS (Apple). There are multiple innovative
technologies in iOS that allows the iPad to become a powerful and affordable assistive device
(Apple).
1. Features that are helpful beyond words (Apple): VoiceOver is an assistive technology
for students that are blind or have low vision (Apple). This accessibility option is an
advanced screen reader (Apple).
To turn on VoiceOver, go to settings, click general, click accessibility, click VoiceOver
(Apple).
VoiceOver tells students what is happening, as well as, makes things happen. For
example, VoiceOver tells students what is on their screen and then assists the student in
multiple actions such as, selecting a menu option or activating a button on the keypad
(Apple). There is no need to physically see the screen because VoiceOver gives you
complete control through simple gestures much like you use on iOS (Apple).
Students can touch the trackpad to hear a description under [their ] finger, drag to hear
items continuously, and flick to move to the next item (Apple).
The Rotor: The Rotor is a virtual control that VoiceOver features. Turning the rotor
by rotating two fingers on the trackpad as if [the student] were turning an actual dial
lets [them] access an array of commands without having to learn new gestures (Apple).
Braille Displays: Apple created VoiceOver to be the first screen reader that provides a
plug-and-play support for refreshable braille displays (Apple). If students plug in or sync
up a display, and the VoiceOver description would be presented to that student in a
braille display (Apple). VoiceOver can support more than one braille display at a time on
the screen (Apple).
Students are able to use VoiceOver with many different apps because it is not a
standalone screen reader (Apple). VoiceOver is deeply integrated in iOS that students
apps can start working together with VoiceOver immediately (Apple).
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Gestures that can be used on the iPad (Apple).

Mail. One New Item. Double-tap to open. Braille Table

2. Guided Access: iOS devices allow for an experience with a fun and powerful learning
tool for students with attention challenges and other cognitive and learning disabilities
(Apple). Guided Access helps students or people with attention and sensory challenges,
for example, autism, to stay focused on the task or app they have been given (Apple).
Parents, teachers, or therapists can use Guided Access to limit a student to one app by
disabling the home button (Apple). This assistive technology can also allow teachers,
parents, and therapists to restrict touch input on certain areas of the screen (Apple). This
ensures that taps and gestures will not distract the student from learning (Apple).
To turn on Guided Access: Tap Settings > General > Accessibility > Guided Access
(Apple). From this point, teachers, parents, and therapists can: turn Guided Access on or
off , set a passcode that controls the use of Guided Access and prevents [students] from
leaving an active session, set whether the device can go to sleep during a session
(Apple).
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To start a Guided Access session: open the app you want to run, triple-click on the home
button, adjust settings for the session, then click start(Apple).
To end a Guided Access session: triple-click the home button, enter the guided access
password (Apple).

Circle areas on the screen you would like to disable (Apple). Enter a password

Recommendations for using the practice:
1. Features that are helpful beyond words (Apple): Recommendations for using
VoiceOver.
Students can enable the VoiceOver Trackpad Commander (Apple). This option will allow
the trackpad to surface and will represent the current window or document (Apple).
Students will then be able to navigate quicker to corners or edges of the iPad with a tap
(Apple).
When students use VoiceOver with gestures, they get a clearer sense of how the items are
arranged on the screen of the iPad (Apple).
The Braille Display that is incorporated into VoiceOver come with a feature Apple
named Braille Display Mirroring (Apple). This feature allows students to connect to 32
braille displays (Apple). Therefore, multiple braille users are assisted at the same time. If
the teacher is instructing children with VoiceOver this feature allows multiple students
using braille to follow the teacher's instruction (Apple). Furthermore, deaf blind users can
collaborate amongst one another when using Braille Display Mirroring (Apple).
Sighted users, such as, teachers and parents, can still work alongside a student who uses
the braille feature (Apple). There is an on screen braille panel that allows the option to
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display both braille and plain-text of the descriptions spoken by VoiceOver, so parents
and teachers can continue to assist and follow along (Apple).
VoiceOver includes built-in voices that accompany 30 different languages for students
that speak a language other than English (Apple).
The rotor can be used to navigate a document to check spelling and grammar errors, as
well as, quickly browsing a web page more efficiently (Apple). When youre typing,
turn the rotor to hear settings like word or character. Then flick the trackpad to
choose how you want to navigate your text by word or character. Move through web
pages with similar ease. The rotor lists common elements like headings, links, and
images, and lets you navigate just that element. You can customize your rotor elements
from a variety of options (Apple).
2. Guided Access Recommendations:
Use Guided Access when students with attention challenges and other cognitive and
learning disabilities need to stay focused on one given task (Apple).
Use Guided Access with students who have sensory challenges as well to help them focus
on the app they have been given for a particular assignment.
Use Guided Access when the teacher or parent is not around to constantly monitor,
therefore, they can ensure that the student is staying on topic.
Critique:
1. Features that are helpful beyond words Critique (Apple):
There are multiple options that can be accessed through VoiceOver. Apples website does
a great job explaining each feature within VoiceOver. I discussed most of them but there
are a couple others that may be useful in the classroom. Below I will provide the website.
In my opinion, VoiceOver would not only work for blind children and people but also
students who are new to the iPad or students who have difficulty focusing. I believe that
VoiceOver could help keep students engaged as well. While reading apples explanation,
I am almost certain that a braille table needs to be purchased but I am not sure where to
purchase one. Apple needs to provide that information for users.
2. Guided Access Critique:
Guided Access is equipped with fewer features than VoiceOver but it is just as useful.
My favorite part of Guided Access is that teachers or parents can set a passcode for
ending a Guided Access session. This ensures teachers and parents that even if children
know how to click the home button three times they will not know the password,
therefore, they will be unable to end the session. This accessibility option will definitely
be used in my future classroom because it is a fantastic tool for all students.

Other accessibility options to look for on Apples website (Apple):
http://www.apple.com/accessibility/ios/

1. Speak Screen
2. Dictionary
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3. Safari Reader
4. Assistive Touch
5. Siri
6. Switch Control
7. Diction
8. Keyboard Shortcuts
9. Closed Captions
10. Messages with iMessage
11. Mono Audio
12. Visible and Vibrating Alerts
13. Made for iPhone/iPad Hearing Aids
14. FaceTime
15. Font Adjustments
16. Zoom
17. Speak Selection

References:
Apple - Accessibility - iOS. (n.d.). Retrieved September 23, 2014.












Using Grouping for Instructional Purposes in Elementary School Reading

Name: Cassidy Church

Journal Name: Intervention in School and Clinic

Article Name: Instructional Grouping for Reading for Students with LD: Implications for
Practice

Objective: The purpose of grouping student into smaller groups is so that children are able to
receive more personal instruction and so they can get their questions answered more specifically
(Vaughn, 2001). This handout will discuss how to implement whole-group instruction and small-
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group instruction. This article also includes implementation strategies for one-on-one instruction
and peer pairing but these topics will not be discussed on the handout.

Materials Needed:
Prep work for worksheets that are involved in whole-group instruction

Directions for how to use the practice/ Implementation:
1. Whole-Group Instruction
To help keep all students engaged in the discussion, ask students a prompting question
that allows for thought (Vaughn, 2001). Then, have students turn to a partner and discuss
the question or idea (Vaughn, 2001). Have students share out their answer that they
talked over in their pair (Vaughn, 2001).
Informal member checks are a way to determine students thinking (Vaughn, 2001). The
teacher can ask questions or agree/disagree statements about a topic that is being
discussed in class (Vaughn, 2001). Students register votes quickly for the teacher.
Teachers can have students to complete lesson reminder sheets (Vaughn, 2001). Lesson
reminder sheets help determine (a) what the students have learned from the lesson, (b)
what students liked about what they learned, (c) what else students know about the topic
(Vaughn, 2001, p. 133).
2. Small-Group Instruction: This type of instruction allows teachers to better gather what
each individual knows about specific topics (Vaughn, 2001). Teachers are also able to
give extensive constructive feedback to students to help improve student learning
(Vaughn, 2001).
Reading groups that are led by the teacher (Vaughn, 2001).
Flexible groups in reading instruction can be beneficial to a student with learning
disabilities. Flexible grouping allows for the stigma of being in a certain group is
diminished (Vaughn, 2001). It enhances knowledge and skills of students without the
negative social consequences associated with more permanent reading groups (Vaughn,
2001, p. 134). When using flexible grouping, teachers should use a variety of formats for
grouping students and at different times (Vaughn, 2001). The group that students are
placed in should be determined by students interests, background knowledge, and skills
(Vaughn, 2001).
Recommendations for using the practice:
1. Whole-Group Instruction
Be sure to ask a question that prompts students so they are able to take full advantage of
the opportunity to speak to a partner when using this technique.
Member checks are a quick approach that can be used frequently in the classroom and
ensures the teacher that all students are engaged in learning (Vaughn, 2001).
Lesson reminder sheets are used best when they are at the closing of a reading lesson
(Vaughn, 2001).
2. Small-Group Instruction
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Small-Group Instruction is a good option for students with learning disabilities. In the
findings of a recent meta-analysis that was mentioned in this article revealed that students
who were instructed in small-group settings learned significantly more than other
students who did not receive the same group learning instruction (Vaughn, 2001).
Polloway, Cronin, and Patton were mentioned strongly in this article for supporting
small-group instruction over one-to-one instruction. As a team, they identified benefits of
small-group instruction that included more efficient use of teacher and student time,
lower cost, increased instructional time increased peer interaction, and opportunities for
students to improve generalization of skills (Vaughn, 2001, p. 133). This means that if
teachers are limited on time, need a lower cost strategy, and/or need to improve skills
across the board for students, small-group instruction should be implemented (Vaughn,
2001).
Using smaller small-group instruction groups leads to better instruction qualitatively and
quantitatively (Vaughn, 2001).
When considering reading groups that are led by the teachers, some teachers find this
difficult to provide when there are a number of other students to attend to in the
classroom (Vaughn, 2001). To combat this problem, teachers have found that using
independent/shared reading time, learning centers, and project work time are good ways
for other students to be productive when working with small-groups (Vaughn, 2001).
Flexible grouping is particularly beneficial for students with learning disabilities because
it allows them to be grouped with other students that may be more proficient readers
(Vaughn, 2001). In turn, students with learning disabilities learn from and collaborate
with other classmates in their groups.
With flexible grouping, teachers should switch the groups up frequently to allow all
students to work with a range of classmates (Vaughn, 2001).
Critique:
1. Whole-Group Instruction:
In my opinion, these practices are extremely easy to incorporate into any classroom that
involve and assist all learners at the same time. My favorite thing about this is that most
students with disabilities are greatly benefited because they are able to take ownership of
their learning in all of these activities. I see this as incredibly important because it helps
the student stay on task, be engaged actively in learning, and being prepared to discuss.
2. Small-Group Instruction:
This article was missing some aspects that are appealing to research further. When this
article was published of January of 2001, smaller teacher-led reading groups were
associated with better instruction both qualitatively and quantitatively, but this study was
missing how student achievement was affected. In my opinion, this piece of data would
have led teachers further as to how and if they should implement small-group instruction
into their classroom. If student achievement were affected positively, teachers would be
more apt to use this technique of grouping students for instructional reasons. Lastly, I
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believe all of these small-group reading groups would be easy to implement into any
classroom. I am extremely excited to use the flexible grouping strategy in my future
classroom because it benefits all students in the classroom, especially those with learning
disabilities, which is incredibly important to me as a teacher.

References:
Vaughn, S. (2001). Instructional Grouping for Reading for Students with LD. Intervention In
School & Clinic, 36(3), 131.

















How to Incorporate a Curriculum-Based Measurement Graphic Organizer to
Facilitate Collaboration in Reading

Name: Cassidy Church

Journal Name: Intervention in School and Clinic

Article Name: Using a Curriculum-Based Measurement Graphic Organizer to Facilitate
Collaboration in Reading

Things to know/ objective: Curriculum-Based Measurement (CBM) is a beneficial tool used by
both general and special education teachers to collect data and improve on student achievement
(Capizzi & Barton-Arwood, 2009). CBM helps teachers realize when instruction is working for
particular students or when it is not. If the instruction is not working, this cues teachers to change
instruction and implement modifications (Capizzi & Barton-Arwood, 2009). Teachers collect
data from students in short probes that are assessments that sample their curriculum (Capizzi &
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Barton-Arwood, 2009). This article addresses how teachers can use graphic organizers to use
CBM in reading instruction.

Why use a graphic organizer?: Graphic organizers are useful when learning a complicated
process or organize difficult information (Capizzi & Barton-Arwood, 2009). When teachers
begin the process of learning CBM, it is often difficult for them to remember steps in the process
of levels of CBM and how to calculate students goals and data (Capizzi & Barton-Arwood,
2009). This article gives guidance and provides teachers with a structured graphic organizer that
aids them in starting with CBM in reading with individual students.

Directions for how to use this practice/ Implementation:
There are 5 steps to completing the provided worksheet when collecting data from
individual students reading skills.
1. and 2a. The graphic organizer is intended for 1-minute CBM oral reading fluency
probes. The teacher should prompt 3 probes, all at the same grade level, then identify the
middle words per minute (WPM) score (Capizzi & Barton-Arwood, 2009). Next, on B.
on the worksheet the students median WPM score is evaluated to determine the students
performance level on passages at that grade level (Capizzi & Barton-Arwood, 2009, p.
17). After completing B, teachers move on to C to place a indicator (checkmark, x, etc.)
on the line that relates to the students median WPM score (Capizzi & Barton-Arwood,
2009). At letter D on the worksheet, the teacher should enter the students probe level
and median score into step 2a (Capizzi & Barton-Arwood, 2009, p. 17). Step 2a
provides a space for teachers to circle the students performance level for the probes.
2. 2b. The information that was gathered in 2a is transferred to step 2b. The students
highest instructional grade level is entered at A and the median score is entered at B in
the oval (Capizzi & Barton-Arwood, 2009, p. 17).
3. In step 3, teachers identify the students instructional probe grade level that is placed on
the chart and then select a growth rate for the student in the hexagon (Capizzi & Barton-
Arwood, 2009).
4. In step 4, a WPM growth goal is calculated by multiplying the number of weeks of
projected instruction by the growth rate selected for the student. This growth goal is then
added to the median number of WPM the student read on his or her highest instructional-
level probes to generate a WPM goal for the end of the projected number of weeks of
instruction (Capizzi & Barton-Arwood, 2009, p. 17). This graphic organizer uses shapes
to progress through the calculation of the WPM goal.
5. In step 5, using a graph, the students goal line is constructed to construct growth and
allow comparison of actual student performance with the goal (Capizzi & Barton-
Arwood, 2009, p. 20).

Recommendations for using this practice:
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Most teachers do not have to give individual students more than 3 probes, but in the
worksheet there is space provided. Teachers may have to provide more probes if they
need more data to identify the appropropriate reading grade level for a student (Capizzi &
Barton-Arwood, 2009).
If teachers completely run out of space for CBM probes, a second page 1 can be copied
and used as additional probe boxes.
Steps 1 and 2a are repeated until the students highest instructional level is confirmed
(Capizzi & Barton-Arwood, 2009). This level cannot be above the students current grade
level placement (Capizzi & Barton-Arwood, 2009).
One focus of CBM is to identify if a students is progressing at a rate that is typical
(Capizzi & Barton-Arwood, 2009). In this graphic organizer, teachers have the
opportunity to select from typical growth rates or ambitious growth rates. Typical growth
rates would be selected if the students is reading at or above grade level, as well as, near
grade level (Capizzi & Barton-Arwood, 2009). Ambitious growth rates are selected if
students are reading below grade level and need intervention to become caught up with
their peers in their classroom (Capizzi & Barton-Arwood, 2009).
Graphing is used consistently when working with CBM because it is a key aspect in
progress monitoring. Graphing allows teachers to visualize individual student
performance. The graphing involved with this graphic organizer can be drawn by hand or
by the computer (Capizzi & Barton-Arwood, 2009).

Critique:
In my opinion, this graphic organizer is a fantastic resource for teachers that are new with
working for CBM, or even teachers who have been using the tool for years. This graphic
organizer breaks down the CBM process into parts to make for a quicker and more
efficient way for teachers to identify students reading grade level. Personally, I have
watched teachers giving WPM tests to individual students without a good way of tracking
the data. This graphic organizer allows teachers to collect data efficiently and effectively
and focus on how to improve instruction for students benefit.

References:
Capizzi, A., & Barton-Arwood, S. M. (2009). Using a Curriculum-Based Measurement Graphic
Organizer to Facilitate Collaboration in Reading. Intervention In School And Clinic, 45(1), 14-
23.

Graphic Organizer is pictured below for reference.





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Transactional Strategies Instruction
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Name: Cassidy Church

Journal Name: Intervention in School and Clinic

Article Name: Creating Confident and Competent Readers : Transactional Strategies Instruction

What is Transactional Strategies Instruction (TSI): Teaches students how, why, and when to
use a repertoire of research-validated strategies (Casteel, Isom, & Jordan, 2000, p. 68).

Directions for how to use this practice/ Implementation:
1. Explanation and Modeling:
When TSI is first introduced into the classroom, teachers have to define, explain, and
model multiple procedures (Casteel, Isom, & Jordan, 2000). Teachers should instruct
students to realize when, why, and how to use the strategies that he/she is modeling
(Casteel, Isom, & Jordan, 2000).
2. Practice and Coaching:
Students practice how to involve these strategies (Casteel, Isom, & Jordan, 2000). The
teacher coaches students as needed.
3. Transfer of Responsibility:
Students have the responsibility to choose relevant strategies that they can apply(Casteel,
Isom, & Jordan, 2000).

Recommendations for this practice:
When coaching, teachers should ask questions such as why did you choose that strategy,
how was it helpful, and/or how did you know what to do (Casteel, Isom, & Jordan,
2000, p. 69). These productive questions allow students to take ownership of their
learning and students evaluate their choice of why they chose a certain strategy (Casteel,
Isom, & Jordan, 2000).
In the transfer of responsibility phase, the teacher is not required to provide guidance.
The amount of time it takes to progress through phases 1 and 2 depends on the individual
student (Casteel, Isom, & Jordan, 2000).
To enter into phase 3, students are able to show their abilities in becoming more
metacognitively acute in strategy selection, use, and evaluation (Casteel, Isom, &
Jordan, 2000, p. 69).

Strategies to choose from: This article discusses predicting, monitoring and fix-up,
summarizing, question answering, organizing, and personal application of information. This
handout will discuss monitoring and fix-up and summarizing.
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1. Monitoring and Fix-Up: Students monitor if the text is making sense to them while
reading (Casteel, Isom, & Jordan, 2000). When the text is not making sense, the student
should use a strategy:
Ignore and read on
Guess by context
Reread for clarification
Look back to previous information for clarification (Casteel, Isom, & Jordan, 2000).
After selecting a strategy, students need to explain why they choose the one they did
(Casteel, Isom, & Jordan, 2000).
2. Summarizing:
Students should work through the process of restating the important concepts in the
reading in their own words to summarize the text (Casteel, Isom, & Jordan, 2000).
Students may also choose to retell the story in different words, which is acceptable too
(Casteel, Isom, & Jordan, 2000).
Students summarize differently dependent upon which kind of text they are reading. For
story reading material, students can summarize by giving the setting, telling who the
main character is, tell what the problem was, briefly tell about the main event(s), and
telling how the story ended (Casteel, Isom, & Jordan, 2000, p. 70).
For content reading, students can summarize by giving the topic, telling the main ideas,
telling important categories of information about the main ideas, telling the purpose of
the information, and trying to summarize in just a few sentences what they read
(Casteel, Isom, & Jordan, 2000).

Critique:
This article/strategy hit a point that I think is essential in a classroom and that is for teachers to
model what they expect students to do. I like that students watch teachers work through these
strategies and hear and learn specific explanations of these strategies in phase 1. Another thing
that I believe is incredibly beneficial is the idea that students have the opportunity to practice
using these strategies. This is a learning process so practice is essential. Thirdly, I agree that
students should ultimately take on the responsibility of choosing their own strategy based on
their reading. This allows students to take ownership and pride in their learning. I believe
students will want to further their learning on these strategies because they are able to so closely
interact with each one.

References:
Casteel, C. P., Isom, B. A., & Jordan, K. F. (2000). Creating Confident and Competent Readers.
Intervention In School & Clinic, 36(2), 67.




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