ReturnChromebooks and Google Workspace for Special Education
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Colorado Convention Center, Bluebird Ballroom 3DE
Listen and learn: Edtalk 
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Session description
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. Each accessibility feature will be reviewed including Chrome Vox, Select-To-Speak, Dictation, Color Inversion, Full Screen Magnifier, Docked magnifier, Automatic Clicks, On-screen keyboard, Switch Access, Large mouse cursor, Mono audio, Highlight text caret, Highlight mouse cursor, Highlight object with keyboard focus, and Sticky keys.
Individuals will be able to understand and utilize Google Workspace for Education Productivity Apps including Google Jamboard, Slides, Sheets, Forms, Cursive, and Canvas. 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
III. Chromebook Accessibility features with IEP Goals and Objectives matrix (20 minutes)
a. ChromeVox
b. Speech to Text
c. Dictation
d. Color Inversion
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
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 (Quizizz! 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.
Session specifications
Laptop: Chromebook
Change Agent
- Facilitate equitable use of digital learning tools and content that meet the needs of each learner.
Equity and Citizenship Advocate
- Ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities.
Designer
- Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.