Critique #2 ~ Take the Pencil Out of the Process

 

 "Which is more important - being able to print/write the answer or knowing the answer?"

 The article "Take the Pencil Out of the Process" written by Leslie Broun, although written over 10 years ago is very relevant today.  In this article, Broun considers the importance of using a keyboard as an alternative to printing with a pencil, especially for those students who have autism spectrum disorders (ASD) and other special needs.  

Research has shown that students with ASD have significant neuroanatomical differences and abnormalities in the cerebellums and these neurological abnormalities may cause these students to have difficulties with motor functions which may include handwriting.  Broun quotes Dr. Richard Simpson who said: "Having to engage in handwriting is the most significant and serious impediment to academic participation for students with autism spectrum disorders in schools in North America today".  These students who have difficulty with handwriting are placed under an enormous amount of stress that may result in poor academics as well as poor behavioural problems because of the fear and frustration when they have to write.  When it comes to communicating through writing, they may focus more on the process of writing rather than the content or quality.  Broun continues to say that the keyboard is the best alternative for these students and I agree with her 100%.  If a student is encountering difficulty with getting thoughts on paper due to the inability to write what they are trying to say, why wouldn't we do everything possible to help them meet with success?  Especially when we know there may be a medical condition hindering them from the physicality of writing.  Would we ever ask a student who required a wheelchair to leave their wheelchair and walk?  As Broun also pointed out, "following the principles of the Universal Design for Learning, we are guided to allow the use of materials and strategies that promote learning for students of ALL ability profiles." After all, what is more important, the ability to write the answer or knowing the answer?

I thought this article brought forth some relevant ideas.  I think that if we "take the pencil and see what happens" we will see a vast improvement in the quality of students' written output.  If the technology is available, why wouldn't we use it to help facilitate independence and success for these students?   As a teacher, my philosophy is that I am there for my students and to provide a safe learning environment.  If providing a keyboard can decrease student's fear and frustration and increase their quality of work, isn't it worth it?

Class #2 Take Aways

Our second class was just as interactive and informative as class # 1.  Here are some takeaways from that class.

1.  Understood.org - Through Your Child's Eyes

Understood.org is a site that helps parents and teachers access information needed to help them understand their children/students with learning and attention issues. 

Through Your Child's Eyes is an option you can choose on this site.  Here you will find simulations and videos to help us experience what reading, writing, attention, math and organization issues might look like.  

To begin, you must choose a grade level and then the area the child is struggling with.  Each simulation starts with a video of a student telling you about his/her issue and how it may affect them.  Second, we are faced with an activity that we have to complete that helps us understand what the child is experiencing.  Then we have an expert who offers an explanation and possible strategies.

I love this site!  It is a real eye-opener for teachers.  To experience first hand what our students may be experiencing in the classroom gives the situations a totally different perspective for us.  I especially like how the simulations include any age.  It's one thing to read about learning and attention issues, but this site takes it to another level where we can actually see these issues "through your child's eyes."

2.  The second takeaway from our class was the list of apps we created for remedial reading.  The extensive list of apps was generated in google slides, so it's something that we will have access to and a resource that I am sure in this technological age, I will reflect on quite often.   

 

3.  My third takeaway from this class was the visual simulator.  It may be difficult to imagine what a student with a visual impairment sees as they move around the classroom.  Seenow is a visual simulator that demonstrates what the student may be experiencing.  Within this simulator, you can choose from 3 visual impairments: cataracts, glaucoma and retinopathy.  To try this simulator, follow these steps:

1.  Go to https://simulator.seenow.org/ (it's better to use a smartphone to get the full experience).  

2.  Click "Let's Go" or "Allow Access"

3.  Click on "No thanks, I'll join later"

4.  Choose the visual impairment

5.  You can also change the severity of the condition

In the past, I have a student with a severe visual impairment in my classroom.  She would work with her itinerant weekly.  During one class, the itinerant brought in special glasses that the students could try so that they could experience precisely what the student could see.  It was truly amazing how the students reacted.  I think that with permission from the student and their family, this could be an excellent resource to use in the classroom to help gain a better understanding of visual impairments.