Science Arizona Department of Education Exceptional Student - - PowerPoint PPT Presentation

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Science Arizona Department of Education Exceptional Student - - PowerPoint PPT Presentation

Sep 03, 2022 111 likes •549 views

Science Arizona Department of Education Exceptional Student Services Janet Fukuda, MEd Assistive Technology Specialist janet.fukuda@azed.gov (520) 628-6665 Mitch Galbraith, MS, OTR/L Assistive Technology Specialist mitch.galbraith@azed.gov

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Science

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Arizona Department of Education Exceptional Student Services

Janet Fukuda, MEd Assistive Technology Specialist janet.fukuda@azed.gov (520) 628-6665 Mitch Galbraith, MS, OTR/L Assistive Technology Specialist mitch.galbraith@azed.gov (602) 542-4016

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disclaimer

The Arizona Department of Education/Exceptional Student Services (ADE/ESS) does not prescribe, endorse, or provide advertising space for textbooks, software, devices, or curriculum materials. The ADE/ESS does not evaluate textbooks, software, devices, or curriculum materials for compliance with meeting the state minimum curriculum standards and does not recommend any specific textbooks, software, devices, or curriculum materials. Each public education agency (PEA) is responsible to select curriculum materials that will meet the minimum state curriculum standards. PEAs may also establish their own policies for textbook, software, and curriculum materials’ selection and adoption. The ESS−Assistive Technology (AT) team does frequently review software, devices, and curriculum support items to determine if they may be used to assist students with disabilities in accessing and benefiting from the general education curriculum. These supports may be considered assistive technology, as defined in the Individuals with Disabilities Education Act (IDEA). The ESS−AT team may procure, demonstrate, and provide training on a wide range of assistive technology items and may compare and contrast the features of these items, but the team is precluded from making any recommendations for one product over another.

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National Science Education Standards

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Principle 1: Learning is enhanced when

teachers recognize and teach to diverse learning styles and strengths

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Principle 2: Content learning is supported by explicit instruction in skills and strategies.

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Principle 3: Learning is facilitated when instruction and assessment are clearly

  • rganized.
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Principle 4: Learning is maximized when instruction and assessment are based on explicit objectives.

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Principle 5: Learning is improved when teachers provide consistent feedback.

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Principle 6: Learning is sustained when students develop self-knowledge.

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What caught your attention?

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Accessible Educational Materials

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Tactile Graphics

NASA PIAF

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Maginifying software

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QR Codes

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Digital Text

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Prizmo- IOS & Text Fairy-Android

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SnapType – IOS / ANDROID

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Epic books

Click to add text

www.getepic.com

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Tools and strategies

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From a seed to a plant Kinder Strand 4: Life Science Concept : Life Cycles- Life Cycle of a plant (Seed to a Plant)

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Accessible lab set-up

  • Universal Design

Versus Accommodations

  • Physical Environments
  • Lab Staff
  • Information Resources
  • Equipment
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Plastic Lab Equipment

  • Gr. 1 Strand 5: Physical Science Concept 1: Properties of
  • bjects and materials- Lab Experiment-liquids
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Adaptive Tools

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Large Magnets

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Zoomy

HS Strand 4: Life Science Concept 1: The Cell-Cells (Identify the parts of a cell)

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Big, BIG, BIGGER

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Real Bugs Discovery Kit

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Life Cycle Stages

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Skeleton – Foam floor puzzle

  • Gr. 5 Strand 4: Life Science Concept 1: Structure and Function in

Living Systems-Skeletal System/Body (Identify the bones of the body)

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Periodic Table

www.perkinselearning.org

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Planets/Solar System

  • Gr. 5 Strand 6: Earth and Space Science Concept 3: Earth in the Solar

System-

  • Tactile Solar System
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3D Printing

ww.selva3d.com

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3D Pen

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Wiki Stix

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Froguts-Virtual Dissection

www.froguts.com

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Modified Curriculum

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Where are you confident? Where is work most needed?

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  • What are the

studenfs current abilities?

  • What are the

studenfs specia1 needs?

  • What are the

functional areas of concern?

  • What activities

take place in the environI ment?

  • What specific

tasks occur in the environI ment?

  • What activities do •What activities is
  • ther students do

the student that this student expected to do? cannot currently participate in?

  • What assistive

technology does the student have access to or currently use?

  • What does

success look like?

  • Are the tools

being considered

  • n a continuum

from no/low to high-tech?

  • Are the tools

student centered and task oriented and reflect the student1s current needs?

  • What are the

training requirements for the student,. family and staff?

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Wati decision making guide

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Sharing

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What questions did this raise for you? What insights are beginning to emerge?

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