Chromebooks and G Suite Productivity Apps for Students With Disabilities

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Listen and learn : Lecture

Kyle Gatchalian
Lance Key
Learn how to use Google Chromebooks for special education students in a variety of learning environments by deploying embedded accessibility features. We'll review how to use Google Jamboard, Sheets, Forms and Slides for students with IEPs and educators.

Audience:	Chief technology officers/superintendents/school board members, Principals/head teachers, Teachers
Skill level:	Beginner
Attendee devices:	Devices required
Attendee device specification:	Smartphone: Android, iOS, Windows Laptop: Chromebook, Mac, PC Tablet: Android, iOS
Participant accounts, software and other materials:	Attendees will need a G Suite for Education or personal Gmail account
Topic:	Universal Design for Learning/differentiated learning
Grade level:	PK-12
Subject area:	Career and technical education, Special education
ISTE Standards:	For Coaches: Teaching, Learning and Assessments Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product and learning environment based on student readiness levels, learning styles, interests and personal goals. Digital Age Learning Environments Select, evaluate and facilitate the use of adaptive and assistive technologies to support student learning. For Education Leaders: Equity and Citizenship Advocate Ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities.

Proposal summary

Purpose & objective

Attendees will be able to identify and integrate embedded Chromebook accessibility features to provide access to general curriculum and meet IEP goals and objectives for students with disabilities.

Individuals will be able to understand and utilize G Suite for Education Productivity Apps including Google Jamboard, Slides, Sheets, and Forms. Jamboard provides assistive tools for both hand-writing and drawing, Google Slides has closed-captioning features that can be also be used for differentiation in a variety of learning environments. Google Forms and Google Sheets can be used to provide automation of IEP Goals and Objectives data analysis to make collection of measured student achievement data efficient and allow rapid analysis of data to improve differentiation.

Outline

I. Introduction (5 minutes)
II. Discussion (10 minutes) Introduction of a student with IEP, review of IDEA, FERPA, and FAPE (Interactive Pear Deck, feedback)
III. Chromebook Accessibility features with IEP Goals and Objectives matrix (20 minutes)
a. ChromeVox
b. Speech to Text
c. Dictation
d. High-contrast mode
c. Full-screen Magnifier
d. Docked magnifier
e. Automatic clicks
f. On-screen keyboard
g. Large mouse cursor
h. Mono Audio
i. Highlight text caret
j. Highlight mouse cursor
k. Sticky Keys
i. Stylus magnification
j. Google Assistant on a Chromebook
k. Android App: LiveScribe

Multiple Choice Pear Deck to review accessibility features
IV. G Suite for Education Productivity Apps used for Special Education Examples (15 minutes)
a. Google Slides (audio, video, and alt-text features, core board creation, closed-captions)
b. Google Drawings (graphic organizers)
c. Google Sheets (IEP Goals and Objectives data with AutoCrat and Google Docs for automated IEP reports)
d. Google Docs (voice typing, alt-text)
e. Google Meet (closed captions, translated closed-captions)
V. Review (Kahoot! game)
VI. Q&A Final Thoughts

Supporting research

Ok, M. W., & Rao, K. (2019). Digital Tools for the Inclusive Classroom: Google Chrome as Assistive and Instructional Technology. Journal of Special Education Technology, 34(3), 204–211. https://doi.org/10.1177/0162643419841546

Cook, S. C., & Rao, K. (2018). Systematically Applying UDL to Effective Practices for Students With Learning Disabilities. Learning Disability Quarterly, 41(3), 179–191. https://doi.org/10.1177/0731948717749936

Hu, Ruimin & Feng, Jinjuan & Lazar, Jonathan & Kumin, Libby. (2011). Investigating input technologies for children and young adults with Down syndrome. Universal Access in the Information Society. 12. 10.1007/s10209-011-0267-3.

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Presenters

Kyle Gatchalian, Baltimore City Public Schools