Picture: students reaching new heights

Project ACCESS:

Accessing Curriculum Content for Special Education Students

Using Assistive Technology to Access Content Area Literacy in Special Education

Post-Training Evaluation Instrument

Summer 2004

Please answer the following questions regarding technology and assistive technology. Your name will be replaced with a code name, and all responses will be kept confidential. No individual responses will be revealed, and all data will be reported in composite form.

Important: You MUST hit "enter" or "return" after entering your e-mail address!

  Name:
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Section I: Knowledge and use of Assistive Technology

None
No knowledge, have not heard of this
Aware
Have heard of this, but have not used it, do not know enough about it to initiate its use with students
Practicing
Have used (or could use) this with students
Proficient
Feel confident in using this with students and could help others use it

1.

Please rate your level of familiarity and knowledge pertaining to the following assistive technology applications.
Application None Aware Practicing Proficient
Text to speech word processors (examples: Intellitalk, Write Outloud, Text Help, etc.)
Voice Activated Word Processors (examples: Naturally Speaking, Dragon Dictate, etc.)
Computer technology to support reading: text reading programs (examples: Kurzweil 3000, Text Help, WYNN, etc.)
Using multimedia (pictures and sound) to support language arts and math (examples: Hyperstudio, PowerPoint, Intellipics Studio, etc.)
General accessibility options available in Windows and Mac (examples: screen magnification, latch keys, variable keyboard response rates, etc.)
Technology to support student writing process in planning and idea generation (outlining and semantic mapping software, multimedia applications, prompting programs, etc.)
Technology to support the writing process in transcription and sentence generation (word prediction, alternate keyboard formats, etc.)
Technology to support the mechanics of the writing process (spell and grammar checkers, etc.)

2.

These questions are intended to measure your current level of use:
Approximately how often do you use the following types of technology with your special education students?

Application Never Rarely Sometimes Frequently
Word Processing (examples: Microsoft Word, Appleworks, etc.)
Text to speech word processors (examples: Intellitalk, Write Outloud, Text Help, etc.)
Voice activated word processors (examples: Naturally Speaking, Dragon Dictate, etc.)
Multimedia Programs for student production (examples: KidPix, PowerPoint, etc.)
Computer technology to support reading: text reading programs (examples: Kurzweil 3000, Text Help, WYNN, etc.)
Student generated multimedia (pictures and sound) to support language arts and math (examples: HyperStudio, PowerPoint, IntelliPics Studio, etc.)
General accessibility options available in Windows and Mac (examples: screen magnification, latch keys, variable keyboard response rates, etc.)
Technology to support student writing process in planning and idea generation (outlining and semantic mapping software, multimedia applications, prompting programs, etc.)
Technology to support the writing process in transcription and sentence generation (speech synthesis, word prediction, alternate keyboard formats, spell and grammar checkers, etc.)
Commercial Programs for Reading/Language Arts (examples: Grammar Blaster, Accelerated Reader, Reader Rabbit, etc.)
Commercial Programs for Math (examples: Sticky Bear, Math Blaster, etc.)
Commercial Multimedia Programs (examples: Living Books, Oregon Trail - games, simulations, read-along formats, etc.)

SECTION II: Knowledge and Experience with state and/or district Content Area Reading Standards and Strategies

3.

Please rate your current familiarity and knowledge in content area strategies.

None

Aware

 Practicing Proficient
Content vocabulary strategies (examples: toss termss, word scavenger hunts,word grids, possible sentences)
Pre-reading strategies (examples: SQPL, lesson impressions, anticipation guides, PreP)
Active comprehension strategies (examples: DRTA, study guides, gisting, visualizing test structure, scrambled paragraphs, venn diagrams)
Study reading strategies ( examples: PLAE, cause/effect charts, split-page notetaking, concept mapping)
Reflective and elaborative strategies (examples, SPAWN, RAFT, storypath)
In reading my knowledge of state and/or district reading standards for the grave level(s) of my special education students is
Never

Sometimes

 Frequently Always
  I consult and use state and or district reading standards...        
...when describing levels of performance of special education students in the IEP
...when developing IEP goals and benchmarks for special education students
    None

Low

 Moderate High
My confidence in my ability to help my special education students reach standards-based accomplishments in Language Arts
My confidence in my ability to use technology to help my special education students reach standards-based expectations in reading


SECTION III: TRAINING EVALUATION AND COMMENTS

4. 

How effective were the following components of the training in helping your understanding of assistive technology options and applications?
Not Used Preparation Area Not Effective Limited Effectiveness  Somewhat Effective Very Effective
Online Resources
Lecture and Demonstration
Hands-on training
Work with state and local standards 
In-class discussion
Collaboration with fellow teachers 
5. What components of the training were most effective? In what way?
6. What changes in the training would make it more effective?
7. In what ways (if any) do you think your use of assistive technology might be different as a result of this training?
8.  How important is collaboration and collegial support to you in beginning to use new options and applications of assistive technology? How might you go about securing that?