THE E.D.U.C.A.T.E. MODEL: EFFECTIVE
DELIVERY OF UNIVERSAL CURRICULA VIA A.T. FOR K-12 EDUCATION
Presenter #1
Izac Milstein Ross
TechLD. net
3001 Veazey Terrace NW, #830
(202) 412-0946
Email: izac.ross@tech1d.net
Effective & efficient system-wide delivery model of assistive technology
with compatible & universal curricula materials, enabling K-12
learning-challenged/disabled students to maximize their educational experience
and opportunities.
For more than five years I have presented at numerous conferences, including
CSUN’s Annual International Technology and Persons with Disabilities
Conferences, conducted professional development/trainings, contributed to
product development and
• testing, and more, to advance the critically important field of assistive technology.
As someone with severe specific learning and other disabilities, my life was changed
by the “gift” of assistive technology, without which I could not function in
any meaningful way. While these tools truly gave me a life, they have and will
never “even the playing field;” this myth, too long perpetuated, prevents
dissemination of what are “keys to entry” for a significant percentage of our
population. Personally, I continue to struggle with many basic tasks that individuals
without my disabilities perform with ease; utilizin9 these tools most are able
to master previously impossible and unthinkable skills and tasks, although it
may continue to require more time, energy, effort and focus. These tools allow
users like me to develop and leverage our strengths and talents, which had been
previously unrecognized. Both personally and professionally I can vouch for the
fact that technology and assistive technology can provide opportunities that
would not otherwise be possible.
During my years of work with schools, non-for-profit organizations, universities,
families, product developers, and government agencies, I have radically altered
my view on the models, practices, and methods for assistive technology
distribution. The EDUCATE (Effective Delivery of universal Curricula via
Assistive Technology for K—12 Education) model, introduced last year at CSUN
and published in the December Leadership Issue of the Journal Insight, seeks to
remedy the system-wide assistive technology inefficiencies that lead to
academic failure, with particular emphasis on the most ignored populations:
students with ‘invisible disabilities’ and literacy issues. The model is a new
approach to the delivery of the essential tools and compatible curricula materials
that support students, teachers, and staff.
Appropriate assistive technologies are central to providing educational access,
program benefits, opportunity, and productivity for those with challenges and disabilities.
With the ‘Effective Delivery of universal Curricula via Assistive Technology
for K-12 Education’ Model, assistive technology bridges barriers,
, establishes a system-wide safety net (i.e. keep students in school and
progressing), provides a high quality assortment of tools that will support the
majority of diverse individual needs. This model is particularly focused and
responsive to the unaddressed range of needs of those with “invisible
disabilities” and language/literacy disabilities/issues and challenges when
these students are supported, they quickly progress, gain confidence and hope,
and everyone benefits!
with training and support, system-wide delivery and use of these tools provide
for a culture of acceptance, becoming welcome standards in education, like the
tools: word, PowerPoint, and Inspiration, within this model, these tools are
viewed appropriately, as productivity tools allowing students to learn to learn
and to demonstrate knowledge.
The E.D.U.C.A.T.E. model consists of several concrete steps towards
implementation, the details of which will be the focus of this presentation.
These steps consist of: Technology standardization, Assistive Technology
standardization, creation and/or procurement of appropriate compatible
universally designed curricula materials, training, and implementation.
Tremendous cost efficiencies and savings are realized from deploying through a coherent
system-wide solution as described by the EDUCATE model. The duplicative labor
and materials expenses incurred alone in developing compatible curricula
materials, justifies consideration of this type of approach. Consider if every
K-12 institution could draw current curricula from a single repository that is
fully compatible with all assistive technology in use. Most schools, teachers,
students and/or parents now bear this burden. It is a continuous “re-creation
of the wheel” so to speak and a major additional obstacle. There are also
tremendous cost efficiencies when purchasing software and even hardware in
extremely large quantities versus the small or one-off purchases that are
typical.
Implementing a system-wide model justifies the need for training staff, and the
development of on-site expertise. These ‘onsite experts’ may take the form of
specialists, community/parent volunteers, and/or the end-users themselves.
Building training into the purchase agreement, as well as follow up is another
way to extend scarce resources. Developing a system trouble shooting blog, volunteer
support/help network, and on-line training videos will further cut costs and
increase implementation and acceptance. Students empowered by these tools
frequently
S appreciate the opportunity to instruct others in the use of “life giving
tools.” This can be a win-win for all involved. The student trainer may for the
first time experience competence in his/her provision of meaningful service,
and understand that s/he has something of real value to offer; the recipient is
more apt to relax and appreciate the personal understanding that comes from a
trainer with similar challenges.
These and other ideas will be shared for training, support, cost efficiencies
and model effectiveness. The presentation will cover •the appropriate
development and selection of these EDUCATE Model standards. we
will discuss product
interoperability, what types of software/hardware should be included in the
standards as well as the process of training students and staff to use the
software and/or hardware. In addition, production, conversion, and selection
criteria for compatible curricula materials will be addressed.
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