Low- Tech To High-Tech Ways to Empower Your Student to Write

tion mode of instruction, our district utilized the PODD system. The PODD system is a book that contains words and symbols through a systemic sequence and categorization system to sup- port communication between people with complex communi- cation needs. With the use of this system, students are able to get their needs and ideas represented in a way that supports writing. For some of our students that have limited access to writing, we provided them with iPads and app access, which include apps like Explain Everything or Book Creator, which allow stu- dents to tell a story through a sequence of pictures, collages and/or words. Clicker Connect is an app that allows for students to access words, phrases and/or pictures to help build sentences and paragraphs with structured support as designed. We have used QR codes to help students log in to computers, as well as access to instructional tools. In utilizing a student’s iPad, one of the features most over- looked when writing is the camera. Through the use of the camera a student could create a pictorial graphic organizer. The students can be taught to take picture of the steps in a science experiment, items they see on a field trip, or even curriculum visuals (pictures in books or pictures of the specific items in their P.O.D.D. book). In this manner, we are supporting their working memory so that when it comes time to write about an experi- ment, an experience, share an opinion or state facts the students can reference their pictures. Clicker Connect is another application which, like the Clicker 7 software offers different levels of supports for students so they can be independent writers. Our students are able to have ac- cess to premade sentence grids that can offer pictorial supports paired with words, parts of sentences (phrases) or single words to build sentences with. The difference is iPad application vs. software. QR code readers are another way to offer alternative forms of writing. The students can either supplement their writing projects or the QR code can be a “stand alone” form of writing. For example, a middle school student we worked with had to complete a project on pyramids. He did type out some factual information to be placed next to his pyramid model but then placed a QR code that had a school appropriate video on pyr- amids linked to the code. Another method of using QR codes would be for the students to scan the code and receive a step by step video model of how to use their technology. This has received positive feedback not only from the students, but also the staff that are in the classrooms. In this manner everyone has access to how to use the technology. Snap Type is an application that allows the student or teach- ing staff to quickly take a picture of a worksheet and then, in- stead of using a pencil the student is able to type, with the word prediction that comes with the iPad’s keyboard, or use voice-to- text to complete the worksheet. Just airdrop, e-mail or save the completed worksheet. It is easy and quick for your students to

use and learn. GoWorksheet Maker is another application that modifies worksheets. In this app, the teacher must take a picture and then modify the worksheet before sending, via a whole range of op- tions including broadcasting, to the students. This application is different than Snap Type because it allows the teacher more modification options. Some of them are creating text-to-speech, so the students are able to hear the story, question, and answers read to them out loud. It also allows modifications so that the teacher can create multiple choice answers, drag and drop an- swers, word banks, image answers and links to videos. Students continue to have the option to type their answers and use voice to text also. This application is used in our district with success as our students, who require additional support for reading and writing, can sit in their classroom with headphones/earbuds and still be completing the same worksheet as their peers. Popplet is an application that we use for creating graphic organizers. For those students who struggle with organization and working memory this app allows them to insert words, up- load images and even create their own drawings. The students are able see the ideas connected, via the app’s graphics and can change colors, bold important words and underline. For our stu- dents who become anxious at the thought of composing a writ- ten paragraph it provides the visual security they need. The final application that is used frequently in our district for students working towards the alternate standards/essential ele- ments is Explain Everything. We instruct our students, via a visu- al schedule or video model, how to launch the app, open a new project and then take a selfie as their signature. They then first use the camera feature to take pictures paired with words from their curriculum, or their communication device (P.O.D.D. books or an AAC device). After students indicate they are finished with their composition, they are to complete the final step of writing; they are asked to type. This may look like random rows of letter typing at first, but when we give meaning to their letters then the students begin to understand phonics or whole sight words. (This was from the First Author Curriculum.) We give meaning by underlining a letter/group of letters and stating, “it looks like you are writing___, this is how I spell ___” and then type that word(s) stating each letter out loud. By just using this appli- cation on a three times per week basis we were able to show consistent progress with all of the students. For example, one non-verbal student on the Autism spectrum moved from typ- ing three or four rows of what appeared to be random letters to independently answering a specific “where” question. He did this by self-selecting a visual of the post office (from his P.O.D.D. book), which is always paired with the word underneath (post office) and then independently typing “fedx.” Amazing! In our classrooms we have a question written in large bold font for all to see, “Who here is an Author?”The answer is “EVERYONE.” Once we determined the technology and tools our students could access, we provided instruction and trial periods while data

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