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Technology as Co-Teacher in
STEM Classrooms!
Kelly J. Grillo, PhD
@kellygrillo
TBD Partners, LLC
IDEA Partnership
@NASDSE,
Washington DC
Overview
Why STEM Ed for SWD?
Why in the General Setting?
A STEM Learning Story!
What Supports are needed?
What are YOU doing to support SWD?
WHY STEM for SWD?
“In a culture that values the
measurement of the few skills that
SWD are most challenged with, like
reading and writing, often times we
overlook the positive traits these
students do have”
Grillo, 2013
WHY STEM for SWD?
Real-world problem solving
Calculate reasonable solutions to
everyday obstacles
Applying old models to new
situations
Articulating needed information or
supports
PL 94-142
The 1975 passing of PL 94-142 include six parts: (a) Zero Reject and a Free and Appropriate Public Education, (b) Nondiscriminatory Identification and Evaluation, (c) Individualized Education Program (IEP), (d) The Least Restrictive Environment (LRE), (e) Due Process, and (f) Parental Participation, essentially this law became the doctrine that protected children with special needs rights to a public education
Yell, Rogers & Rogers, 1998
ESEA (NCLB)
Accountability Flexibility
Research-based education
Parent Options
Educational Learning Gains for ALL Students
Impact of Legislation
Overall the Field of has
(a) Phonic Instruction,
(b) Systematic/Direct Instruction,
(c) Applied Behavior Analysis/Progress
Monitoring
(d) Curriculum based assessment
(e) Contribute to Empirical Research Based
Instruction
Current legislation has increase problem solving for teachers increased collaboration of sped Ed & Gen Ed
Acceptance
K.Grillo 2010
A STEM Learning Story!
During my 8th grade annual IEP meeting my family was informed that my
reading level was below the requirements to enter 9th grade as a college-
preparatory student. I had made learning gains but I was still four grade
levels below most freshman participating in College-prep programs. Against
the guidance counselor’s advice, my father signed me up for the most
challenging curriculum. First semester I earned all Fs, but that is also when I
fell in love with learning Biology and when a Biology teacher noticed I was
brilliant in learning science. She collaborated with Special Education
Teachers using Support Facilitation. Since the biology text was the largest
barrier to my learning science, she used strategies to break down the
language of learning Biology and embedded technology supports,
encouraging me to become an independent learner. I learned to read better,
but it was the video-taped recordings of certain lab techniques or a
demonstration of skill mixed with co-operative learning activities that saved
me in Biology. She also taught me to be a self-advocate, use my voice in
learning, apply new skills used in field sciences, take learning risks, and
ultimately she created the belief in me that I am smart.
UDL and the WHOLE Learning Brain
1. Knowledge networks-Multiple Means of Representation
2. Strategic networks-Multiple Means of Action and Expression
3. Affective networks-Multiple Means of Engagement
Strategic
Knowledge
Affective
Knowledge Network
Having curriculum represented in
multiple ways (Multiple Means of
Representation) increases knowledge
networks-
Highlighting
BOLDING KEY WORDS
Graphic Display
Text-Speech
Multimedia Presentations
Strategic Networks
Multiple Means of Action and Expression
Graphic Organizers
Share Knowledge
Defend Responses
(Inquiry Learning)
Helper/Support Text
Digital Reading/Writing Software
Affective Networks
Multiple Means of EngagementProvide students with choice.
In learning, in gathering information and in displaying knowledge gained.
Design activities so that outcomes are authentic.Create opportunities to share work, communicate, display products
to real audiences, and allow learning to become purposeful.
Provide opportunities for students to work in collaborative groups.Allowing roles and responsibilities to change and responsibilities to
deepen.
Why Technology?
“American classrooms that have
marginalized populations have to
begin not only appealing to students,
but must capitalize on the tools that
students favor. ”
Dieker, Grillo & Ramlakhan, 2011
READING
Tools Website Cost
NVDA www.nvdaproject.ord Free
Accessibility for Mac
and iPad
www.apple.com Free
Readability http://www.readability.com/ Free
ChromeVox http://www.chromevox.com/ FREE
WARNING!!!
“There is one overriding conclusion that presents itself without even the support of meta-analytic analysis of the existing research base: We need more and better research on current technologies that support compositional writing by students with learning and academic disabilities and we need it now!”
Peterson-Karlan, 2011
WRITING
Tools Website Cost
Cast Science Writer http://sciencewriter.cast.
org
Free
Dictation www.apple.com Free
Cowriter www.donjohnston.com/c
owriter/
1 License 189.00
Pic Lit www.piclits.com Free
LISTENING
Tools Website Cost
Voice Thread www.voicethread.com Free
Notes Plus App http://notesplusapp.com $7.99
LiveScribe Pen www.livescribe.com 119.00-249.00
Personal FM Systems http://www.centrumsound.com/Mo
tiva_PFM_330_360.html
475.00-580.00
SPEAKING
Tools Website Cost
Voki www.voki.com Free 29.95/yr
GoAnimate www.goanimate.com Free $99.00/yr
Proloque 2 http://www.assistiveware.com/pr
oduct/proloquo2go/buy
219.00
My Story
A non-reader in the 7th grade…
“You won’t make it in a
College Prep Curriculum”
Educational Attainment begins with the teacher
Questions?
Kelly J. Grillo, PhD
TBD Partners, Director of Government
& Education Solutions
Twitter@kellygrillo
386-383-0977
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