Regional Development Committee ICT - Special Needs

Mauricie and Centre-du -Québec

2011-2012

Handout

for the integration of technology with students with special needs

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

DETAILS

This companion document is intended for complementary educational services, educational consultants
, managers and teachers.

The first goal is to meet the needs of pupils to learn about reading and writing in different disciplines. It
is therefore indispensable for the development or revision of the plan of intervention tool.

All documents authored by the Regional Committee TIC-EHDAA/Mauricie and Centre-du -Québec , are
protected under Creative Commons license under the terms of the Creative Commons Attribution -
NonCommercial - ShareAlike the ' Alike 2.5 Canada.

You are free:

to share - to copy, distribute and transmit the work;

to remix - to adapt the work

Under the following conditions :

Attribution - You must attribute the work in the manner specified by the author of the work or the rights
holder that gives you this authorization (but not in any way that suggests that they endorse you or your
use of the the work ) . Noncommercial - You do not have the right to use this work for commercial
purposes .

Courtesy: If you modify or adapt any of these documents , the Regional Committee TIC-EHDAA/Mauricie
and Centre-du -Québec or the like to receive it and , in a spirit of sharing and provincial development.

comite-tic-ehdaa-04-17@googlegroups.com

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com
January 2012

MEMBERS OF THE REGIONAL COMMITTEE ICT - Special Needs

Coordination Committee

Sophie Genest, regional contact for learning difficulties in primary

Regional contacts for special needs

Diane Bacon , learning difficulties at school

Annie Cloutier , visual impairment

Mariane Dumas , visual impairment

Sophie Genest , learning difficulties in primary

Diane Lefebvre, intellectual disabilities and pervasive developmental disorders ( PDD)

Johanne Valois, language difficulties

Patricia Vincent, hearing impairment

Educational consultants for special education

France Bourassa, School Energy Commission

Carole Cossette, School Board Chemin- du- Roy

Lise Goulet , Bois -Francs School Board

Aglaia Perreault, School Board Riveraine

Claudine Robert , the Oaks School Board

Leaders of local services STORY

Danielle Beauséjour, School Energy Commission

Josiane Deshaies, School Board Riveraine

Mario Roy, Commission scolaire du Chemin- du- Roy

in collaboration with

Jean Chouinard, National Service STORY special education

THANKS
Directorates of education and complementary services for school boards in the Mauricie and Centre-du -
Québec for allowing the participation of school counselors in the development of regional expertise
surrounding ICT - special needs .

To teachers and professional areas of the Mauricie and Centre -du- Quebec who participated in the day -
reflexive ICT and special needs this for their comments and for sharing their experience.

Véronique Beaulieu, teacher, Bois-Francs School Board

Manon Bruneau, teacher, school board Oaks

Dominique Côté , teacher, school board Chemin-du -Roy

Isabel Coulombe , speech therapist, school Energy Commission

Melanie Doyon, teacher, Bois-Francs School Board

Marie- Noëlle Gamelin , teacher , school board Riveraine

Sophie Lajoie, teacher, school Energy Commission

Melanie Leblanc education teacher , school board Riveraine

Chantal Légaré, teacher, school board Chemin-du -Roy

Christine Pruneau , teacher, school board Riveraine

Maryse Sullivan, teacher, the Oaks School Board

At Suzanne Tremblay, Directorate of Special Education , MELS for its comments and recommendations
to improve this document.

To Ms. Dany Hammond , secretary of supraregional service support and expertise in visual impairment
in eastern Quebec for his work layout .

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

PREAMBLE

In recent years, we recognize that teachers integrate information technology and communication (ICT)
in their teaching practice . The growing interest of students towards technology pushes us as a speaker
to use more to motivate and increase school retention among students . For students with special needs
, it is a means to consider to demonstrate their full potential in the development of their skills. These are
some essential tools for academic success.
A regional committee involving different resources has been established with the intention to question
the different technological products suggested in the professional relationship . The most recommended
by various professional technology products have been developed , tested and analyzed. As a team , we
wanted to know them better and so , by our recommendations meet the specific needs of students with
special needs . We wanted to have a common vision of added value and limitations of these products.
We realized that we should not consider the product as a whole, but rather in terms of support
functions . Now we talk about support functions and technical tools in line with the needs of students.

Considering that we should not create harm to students, we had to also take into account the various
ministerial guidelines ( framework , certification of studies , differentiation , etc. . ) In the use of helper
functions and technical tools . When a student has great difficulty and has an academic failure ,
measures must be put in place by the team of players gravitating around it. The help functions and
technical tools can sometimes be an indispensable means for the student to experience success .
Considering the fallibility of technological aids , it is important to understand that the student will use to
think and make choices. Thus , it can demonstrate its potential in different ways using a different route
to get there. Therefore , it is important to illustrate the essential nature of the use of a helper function in
the intervention plan.

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

GREATEST for optimal integration of functions and technical assistance tools

In the implementation of assistive technology with students with special needs , schools are strongly
encouraged to consider the following essential .

Know LEGAL FOUNDATION and CORPORATE GUIDELINES on the use of helper functions and technical
tools for students with special needs in learning reading and writing :

Documents Policy Special Education Assessment Policy Guide learning management certification of
secondary general education in youth , Chapter 5 and Appendix 2 ( Tags for the adaptation of the
conditions for the award ministerial examinations general youth training ) evaluation of Learning in
Secondary Framework, Chapter 2 the intervention plan ... in the service of student achievement
Framework for the preparation of contingency plans considerations for establishing adaptation
measures to be implemented in the assessment situation ( supporting document )

.. INFORM parents , all teachers and complementary educational services concerned:

- The problem of the student, their specific learning needs , their disabilities , strengths , interests and
motivation

- To help to emphasize its role in supporting learning

Readings Document information for parents in relation to the intervention plan , help functions and
technical tools Awareness Kit in Boots Benedict The newspaper Benedict

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

Establish RESPONSE PLAN in which the objectives and the technology will be appointed in line with the
learning needs of students with special needs. The essential character of the use of helper functions and
technical tools must be clearly demonstrated .

Quality indicators for the study of technologiques1 needs

o The team working on the development of PI student has knowledge and skills regarding assistive
technologies . When the technology needs go beyond the skills of team members , we ask for help from
outside .2

o The team working on the development of PI uses a decision process based on collaboration to identify
student needs and tasks that need to be attended by assistive technology .

o A decision on the technology needs of the student is made based curriculum and objectives of the PI
of it .

Suggested planning assistive technology documentation is part of an intervention plan Table needs
Special Needs ICT - Management Guide for the certification of high school general education of young
people, Chapter 5 and Appendix 2 ( Tags for the adaptation of the conditions for the award of
departmental tests general youth training )

1 Rousseau , N. (2010), p.57

2 Help from outside refers to the resources of the school board and other partners if necessary .

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

a Plan ICT LOCATION EHDAA well - structured and include it as part of the intervention plan ( Who
Does What Where When? ... ), Thus avoiding any delays in implementation.

- Careful planning of ICT actions

- Closely monitor each stage of the implementation

Suggested planning assistive technology documentation is part of a checklist of response plan in the
implementation of technological aids Steps implementation definitions help functions and
technological tools in line with some suggested products Table needs ICT - ICT EHDAA measures

See a TECHNO- CONTROL EDUCATIONAL related technical and organizational aspects , in order to
verify whether technological assistance meets the needs of the student.

- Observe the student learning environment and evaluation to check its progress and record all
observations. This will adjust the intervention to ensure fast response to their needs and to facilitate the
control means during the review of the response plan

Suggested teacher Logging Logging of remedial Documents Checklist Steps implementation

analysis tool experimentation personalized plan of adaptation measures personalized plan
modification Technical Details monitoring and evaluation

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

ACCOMPANY the student, teacher, and parent stakeholders as appropriate, in :

- The development of basic skills in technology

- The establishment of the user profile if the help function requires a parameter (voice , speed, etc. . )

- Ownership of the technical applications of the help function

- The use of helper functions and technical tools for learning and assessment context

suggested definitions help functions and technological tools in connection with certain products
suggested book ICT for primary student book ICT for school student User Guides for technical
ownership or documents download Observation of ICT skills required teacher Logging Logging of
remedial

Provide the TRAINING and SUPPORT staff for optimal use of assistive technology by partnering with
the resources available to the school board or regional level . The training budget and time of
ownership, depending on the complexity of the help function or technical tool will also be expected.

Examples of ICT - training - support special needs :

- Awareness of the learning needs of dyslexic students

- Awareness on aid to learning to read functions

- Ownership of the various tools

- Differentiated Classroom Management

- Etc .

Resources Education Consultant Special Education , host STORY school board Contacts Regional
Support Services and expertise for students with special needs

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

Partner with COMPUTER RESOURCES School Board for:

- Technical support

- The various facilities and development

- Etc .

Resources Computer technicians Computer Services local school board and National Service Story

Ensure ACCESSIBILITY Assistive Technology in and outside the classroom to allow students to use in all
situations where they are required.

Document Checklist suggested in the implementation of appropriate assistive technology

And also ...

Foster CONSULTATION and INTERDISCIPLINARY COLLABORATION between all teachers and speakers
orbiting the student.

Encourage MUTUAL soliciting support from peers , parents and other school staff to accompany the
student or the teacher responsible in fulfilling certain technical tasks . Eg for scanning , learning
fingering, etc. .

Inquire about NEW related assistive technology and departmental information.

Provide CONTINUITY one year to another to avoid teaching breaks . And sharing of quality information
surrounding effective interventions conducted with students with special needs in terms of technology ,
students will experience a smooth transition.

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012
CAUTION

The technological assistance does not replace the work in context and scenarios. Effective teaching
and rehabilitation still have their place.

The help functions and technical tools are not primarily intended to provide a benefit to the student
against student of his age or his class but to normalize the situation in relation to them. In addition,
these tools must offer choice to students and get them to take decisions independently. The student
becomes more skilled , the more it develops its autonomy.

The school must ensure that a procedure for the installation and repair of technology by appointing a
person responsible for the technical support every day.

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

How to use the tables of ICT - needs students with special needs ?

In the top section , is found Read in all disciplines write in all disciplines

The identification of the need of the student as a point of departure.

To meet this need, help functions and technical tools are suggested. NB The letters in the associated "
functions using tools and techniques " column correspond to the same letters appearing in subsequent
columns.

In connection with each of the support functions are named some added values observed in learning
and among teachers .

In connection with each of the support functions are called limits observed during the experiments.

To support the integration of ICT in daily teaching , examples of educational applications are exposed
to inspire players orbiting the student with special needs.

To promote the optimal use of ICT in teaching and learning , some organizational arrangements are
presented as an aide-memoire .

In connection with each of the support functions covered , products are suggested.

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012
The tables were designed so that the above points are a guide to reflection. Here is an example of the
reflexive may apply.

The student has a marked tendency to recognize and identify words in a text ( student needs ) difficulty

Speech synthesis and highlighting the word read ( helper functions ) will help meet

needs identified , namely: to recognize and identify words in a text .

These functions will help them to read at their own pace , to seek the two inputs ( auditory and

visual) and develop their autonomy ( value added).

For example , students can use the speech to be read scanned text Universe

social (educational purposes ) .

To provide this adaptation , we must necessarily provide electronic versions of texts,

purchasing an OCR software (observed limit and organizational modality) and the purchase of WordQ

( suggested product ) will be required .

Chapter 5 of the "Guide to managing the certification of secondary school" , info -punishment 10-11-013

Specifically, consider that reading assistance is an adaptation in response to needs

specific to the student.

The essence of the approach focuses on the needs and identify the added value of using the selected
tool or function , thus avoiding direct our choice mainly on the product.

Note the importance of distinguishing the three levels of differentiation as mentioned in "Evaluation of
Learning in Secondary Framework " , Chapter 2. Indeed , we must always consider that the application of
an aid measure can be of the order of adaptation or modification . Thus, following each appointed needs
, there is a table with examples of measures that can be implemented.

The intent of these specifications is to bring stakeholders to determine the appropriate support function
, taking into account the diploma and avoid causing harm to the pupil . The examples are , we believe,
the most frequently used .

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

3 These help functions require the use of an optical character recognition software ( ROC. ) NEEDS ICT -
EHDAA READING "Learning to read and read in all disciplines " Needs Help functions and tools Technical
values added possible applications observed in the learning context and limitations of evaluation Terms
organizational Suggested Products

Recognize and identify words in a text ( instant recognition and decoding)

Help functions

A) Recorded voice

B ) Synthesis vocale3

C) Highlight the word LU3

D) Viewer 3

technical Tools

E) Software Optical Character Recognition (OCR)

F) pen scanner

For the learner :

Overcome barriers related to decoding and hindering its understanding ( ABCDF )

Solicit two inputs ( auditory and visual ) (BCF)

Develop autonomy

Read at your own pace (A -B- C- D)

Read and reread the text as many times as desired (ABCD)

Increasing your awareness of the act of reading (ABCD)

Actively engage in a reading task (ABCD)

Have access to a text to his age level and enhance their self ( ABCDF )

Increase its controllability in a reading task (A)

For the teacher :

Reduce the number of interventions with students with special needs (ABCD)

Offer the same task for all students (ABCD)

Differentiate in terms of process (A -B- C- D)

Follow the word with the cursor to draw the attention of students (modeling ) (ABCD)
Using a scanner may be required in cases where they are not on CD or electronically (B)

Reading tables (B)

Highlight the word read non-functional Open Office or PDF ( ABCDE ) Format

Reading in ROC language (B)

The handwriting is not read (E- F)

Nonfunctional if the characters are too small or stylized (F)

Digitization is one line at a time and requires a lot of precision in the manipulation (F)

Scanning takes time and requires rework the layout since it is not observed ( tables diacritics) (E)

The quality of the scan will affect the accuracy of reading the speech (flow and punctuation) (BE)

Allow the student to use the speech to access the information in a problem situation in mathematics (
ABCE -F)

Allow the student to be assisted in his reading on the Internet to do a job (BCD)

Provide the student read his written French productions and writing in all disciplines ( ABCDE )

Using voice synthesis to read the situations and problems in mathematics (B)

Highlight some letters may hinder comprehension (eg confusion between f and v) ( D)

Scan issues, long texts to enable the student to perform a single job using speech synthesis (E)

Providing access to a room for the digitization of texts ( E)

Guide students in the digitization of its texts to develop their autonomy ( EF )

Provide a listening to the student headphones ( AB)

Provide a headset with built-in microphone to enable the student to use the digitized voice without
disturbing other students in the class (A)

Provide for the registration of the file on a USB stick or on the gate of the school board ( ABE )

Install the software on a designated position (BEF )

Promote the electronic version of the texts where possible (BCD)

A. Audacity ( )

Portable MP3 player

Windows media player

B. Balabolka ( )

DSpeech ( )

WordQ ($)

Wody ($)

SpeakQ ($)

Natural Reader ($)

Kurzweil ( $ )

Médialexie ( $ )

C. WordQ ($)

Wody ($)

Natural Reader ($)

SpeackQ ($) ( requires WordQ )

Claro Read ( $)

Médialexie ( $ )

Kurzweil ( $ )

D. Médialexie ( $ )

E. Omnipage ($)

Read Iris OCR ($)

Kurzweil ( $ )

F. C -Pen ($)

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

Recognize and identify words in a text differentiation measures for the use of helper functions and
technical tools FITNESS learning and assessment MODIFICATION learning and assessment
The student will have access to the recording of a text using the recorded voice . It can thus mobilize its
resources to process information rather than to treat it regularly confusion .

There are no changes in relation to these helper functions and the need appointed .

For cons , the plan must demonstrate the essential functions of aid or technical tools , in conjunction
with marked difficulties of the student in order to enable it to achieve the minimum level of
competency.

Students will use the speech to the reading of a mathematical problem situation .

Students will use the viewer in an assessment because during his reading, it is still much confusion
grapheme - phoneme .

In developing the plan of action, you must demonstrate the essential character of the use of helper
functions and technical tools by students. To support your analysis process , the link between the
accommodation and the particular need , recognized by school personnel , must be specified .
Certification of studies

To justify that action is the order of adaptation, it is always important to refer to Chapter 5 of the Guide
and the certification of studies throughout the school career of the student.

For students with marked difficulties , and that the essential character of the measures used has been
shown to help functions or technical tools developed in its response plan must be renewed during
Departmental Assessment . Since October 2010, the aids are allowed to play in the awarding of
departmental events ( speech ) .

Adaptation measures should in no way reduce or modify the requirements set is evaluated.

Certification of studies

It is always important to refer to Chapter 5 of the Guide and the certification of studies throughout the
school career of the student.

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

4 recorded voice can be used with another helper function to the needs of the student

5 These help functions require the use of an optical character recognition software (OCR). NEEDS ICT -
EHDAA READING "Learning to read and read in all disciplines " Needs Help functions and technical tools
added values observed limits possible applications in context of learning and assessment arrangements
organizational Suggested Products
 Perform the correspondence between graphemes and phonemes

Help functions

A) Voice enregistrée4

B ) Synthesis vocale5

C ) Visualiseur5

technical Tools

D) Software Optical Character Recognition (OCR)

For the learner :

Recognize words and develop reading fluency (ABC)

Quick access to the verification of a word: an incentive to correct or verify a word ( AB)

Do some research on the Internet ( B)

Have access to a text of his age level (ABC)

Apply visual and auditory input (B)

For the teacher :

Offer the same task for all students (ABCD)

Differentiate in terms of processes and productions (ABCD)

Reading table (B)

Reading can only be done ROC (B) language

Reading handwriting is difficult ( BD)

Scanning takes time and requires rework the layout (D)

The quality of the scan will affect the accuracy of reading the speech (flow and punctuation ) (D)

Using the viewer , identifying letters for which the student is confusion (C)

Using the speech students will read a phrase he has difficulty decoding (B)

Using the recorded voice of the teacher, the student will hear the text and be able to follow with his
finger , only for him (A)

Providing access to a room for the digitization of texts ( D)

Provide a listening to the student headphones ( AB)

Provide a headset with built-in microphone to enable the student to use the digitized voice without
disturbing other students in the class (A)

Provide for the registration of the file on a USB stick or on the gate of the school board ( ABD )

Install the software on a designated position (BCD)

Promote the electronic version of the texts wherever possible (B)

A. Audacity ( )

Portable MP3 player

Windows media player

B. Balabolka ( )

DSpeech ( )

WordQ ($)

Wody ($)

Natural Reader ($)

Kurzweil ( $ )

Médialexie ( $ )

C. Médialexie ( $ )

D. Omnipage ($)

Read Iris OCR ($)

Kurzweil ( $ )

Regional Committee ICT - special needs , Mauricie and Centre-du -Québec

comite-tic-ehdaa-04-17@googlegroups.com

January 2012

Perform LIVE correspondences between graphemes and phonemes measures of differentiation for the
use of helper functions and technical tools FITNESS learning and assessment MODIFICATION learning
and assessment
The audio recording of a text will allow the student who is struggling to make the correspondence
between graphemes and phonemes to focus its resources to avoid cognitive overload .

There are no changes in relation to these helper functions and the need appointed .

For cons , the plan must demonstrate the essential functions or technical assistance tools , in
conjunction with the significant difficulties of the student in order to enable it to achieve the minimum
threshold of competence referred .

The use of speech synthesis to read a math problem situation .

Using the viewer , combined with the synthesis in an assessment because the student is still much
confusion grapheme - phoneme .