Professional Learning Goals

We were able to create visual schedules and social stories effectively by using programs such as Boardmaker and Symwriter.

We shared our knowledge and became familiar with various new and unknown applications that met our students’ numeracy, literacy, sensory, social and emotional needs.

Used the iPad (photos and videos) for assessment purposes. Many students with developmental challenges demonstrated their knowledge using manipulatives and learning tools (e.g., a video clip of a student demonstrating the use of an adaptive can opener).

Learned how to use and implement board-issued SEA computer programs to enhance the purposeful and meaningful student use of these professionally recommended programs (e.g., text-to-speech and speech-to-text programs).

Activities and Resources

• Built and shared knowledge of the programs, increased familiarity of assistive technology to encourage staff and student use and implementation of these programs
• Built knowledge in the area of recommended SEA computer program and  iPad apps, as well as other daily living apps
• Used YouTube videos for training on Google Read&Write, Boardmaker, Your Special Chef Recipe creator and Smart Exchange for SMART Board

Unexpected Challenges

• Wi-Fi unavailable on occasion
• Co-ordinating  between member schedules and teaching locations
• Scheduling our Professional Development sessions with the limited time span for executing this project

Enhancing Student Learning and Development

By enhancing our own knowledge, familiarity and confidence in using computer programs and applications we have been able to educate colleagues and support students to meet their independent learning goals. In this short time span, we have seen independent student use of applications shared through this TLC initiative and more effective teacher-led use of technology.

Sharing

We have shared our knowledge of specific programs with other School to Community Pathway teachers and Student Program Support Teachers, as well as Educational Assistants through short in-school Professional Development sessions.

Project Evaluation

Our Teacher Learning Community Team is now far more confident in our use of technology and training both staff and students in the use of specific programs.

The release time has provided us with an opportunity to share our own knowledge with other colleagues teaching in Special Education programs. It has given us time to discuss, create, brainstorm and share best practices in Special Education.

The TLC project has provided our TLC team with the funds to purchase mobile technology (iPads) as well as apps for our own Professional Development and to support and meet students learning needs.