Adaptive Technology
How to adapt on-line or other material to individual student needs

Ellen Hoffenberg-Serfaty, J.D.

Module 4 introduced you to using an AT tool (Babylon) and what kind of student difficulties it can address, and gave you a chance to experiment with it. And in Module 5, we reinforced our learning about scaffolding by looking at web pages as a type of text, or genre, to be introduced to students, in order to facilitate reading web pages. Now we are to learn about how to adapt material through the use of Word.

During this session we will:


1. Adaptive techniques

Think about it: As English teachers, we often prepare written material--sometimes a xerox of the original source, sometimes a computer-typed text and questions, or even a hand-written document. We prepare our "master", and....xerox! How often do we pay attention to the size of the print? The clarity of the font? The color of the background? The style of the print? One document with one background, font type and size for everyone?

Even assuming that most students have up-to-date eye examinations, and their glasses are the strength prescribed, how many would benefit from larger print? contrasting backgrounds and text colors? bold vs. regular print?

And while students are working with texts, how many of them know how to use highlighters and markers? How many bring them to class, and consider them regular tools in their English work?

What about you? What color background do you prefer to use on your computer screen--that is, if you know how to change it? What type and size font do you like? Does this change for different documents? When do you like to use bold type? italics?

Perhaps this is too obvious a point--but everyone has their individual preferences for the way in which material should be prepared so that we can read it easily. And sometimes this changes during the day, depending on how much "eye work" we have done, or even, the dryness of the air.

Adaptive technology and techniques give each student an opportunity to learn how to prepare raw material in the format that will allow them to most easily accomplish the types of tasks we expect from them. Note: the emphasis here is on students preparing their own work, adapting material to their needs--if teachers do it for them, they are missing an excellent opportunity to enable learners to become independent.

Using computers offers an infinite range of subtle and marked changes that we can apply to any text, as well as the gateway into a range of assistive tech programs that can interact with the text.

Aside from computers, our two favorite tech tools for adapting text are xerox machines and scanners, the former used much more extensively. Most of you have already experimented with enlarging texts to through the xerox machine's controls--if you haven't, try it out next time you are at school. And we can also use some of these "add-ons" to enhance what a xerox machine can do:

Scanners are a stand-alone subject: we don't work with them as often as we should, either because they are unavailable or not in good working condition, or we simply don't how to use them.

Simply put, scanners allow us to scan text and graphics--basically to "copy" them--and apply a wide range of tools to manipulate the look, placement, and act as a gateway to many programs that can re-arrange or completely reformat material.

But this is not a course in scanning documents. If you don't have a scanner at home or at school, my best suggestion is to find someone who does who can spend some time with you showing you how to scan text, applying a special process know as "OCR" or optical character recognition. This process actually "recognizes" the textual characters and formatting of your textual material, which will then allow you to work with text through a word processing program, like Word. Scanning text is one of the most pervasive methods of converting text into braille documents at the Center, and I learn more about it everyday.

If you want to find out more about these simple adaptive tools, go back and check the Magnet report, Schwab and LD-Online.


2. Using Word as an Adaptive Tool

"But, I know how to use Word!"

I've heard that from teachers and students so many times, as we begin an enjoyable and beneficial journey into exploring the many "sides" of Word. (Computer tech is one of those areas where--if you know a "little", you qualify as an "expert"--sometimes it is difficult to add to someone's knowlege:-)

I thought I knew Word, as well. In fact, I worked on one of the first semi-computerized word processors back in the 70s, continued with Word Perfect, and moved right into Word. For those of us with an artistic streak, we probably experimented a great deal with colorful text, fancy fonts, and some creative dashes. But few of us make full use of Word's potential to adapt text for those who require the full array of assistive tech to make their work manageable.

Note: all of my training material about Word contemplates the use of an English interface on the program for several reasons--the menu vocabulary is extremely important as authentic "text" items; and using the Hebrew interface but preparing English text often interferes with sensitive formatting of documents. If your menu interface is in Hebrew, I encourage you to change it: For Windows 2000, this requires installation of the Language Pack CD; for Windows 97, go to Tools; Options; Hebrew; interface language...and change to English.

This will not be a tutorial on how to use Word--I encourage anyone who isn't proficient in Word to take a course, either on-line or on-site, or use some of the tutorials on the Web.

Display changes

Don't forget what you learned about taking control of you computer's display settings--your computer offers a wide array of settings that allow you to change the "look" and "feel" of how you work dramatically.
Taking control of your computer

Let's See What We're Doing

When I begin teaching Word, I always ask my students to change the size of the interface and icons so that they can study the menu.
Go to: Tools; Customize, and click on "Large Icons".
Take a look--it is obvious why students will be able to manage menu items more easily, as well as remember icons, by using this menu. And it makes much clearer and more useful screenshots if you are preparing training for your students.
Note: Large Icons will apply to all of your Word programs.

Moving Around

You may find that some students will need help coordinating mouse and keyboard movements to move around the page and documents--the same advice applies to this area as shortcuts, below: demonstrate various tools for students and give them a choice. Show them how to use the arrows on the side and bottom of the page, as well as controlling the sliding bars; and if you have a wheel on the mouse, how to glide around the page; don't forget the page up/down; home and end keys and shortscuts.


Tools, tools...and more tools!

Before we begin to work on text, take a look at some of the following functions that most special needs students will want to take advantage of:

Customize!

Before we apply some Word "tricks" to an actual text, let's look for hidden treasure:-)

When I started working with Word as an adaptive tool a few years ago, I stumbled on the place where Bill Gates hides all the neat tools.
Go to: Tools; Customize. The Options menu is the same menu that you used to enlarge the icons. You will notice some other settings as well--for example, if you use a "hidden" tool or item, clicking on "Menus show recently used commands first".

Click on "Toolbars"--these are most of the same tooldbars that you can access from the top menu "View".

The treasure is in "Commands". Commands are organized by categories, e.g. File includes "New" Document, "Open" document, save commands, etc. Browse through the categories a bit.

In Categories, look for "All Commands". Before you move to the next section, look for some new tools; look for your old favorites; think about how you could use some of the tools. Open a Word document to keep a table/journal of what you find, listing the tool name, the category, and possible uses, and perhaps the shortcut key. We will introduce a few of these tools in the next section.


3. Apply Word adaptive tools to text

In the last section, we worked with a text about sharks from the Discovery Channel/web site; or you may have chosen another animal. Or feel free to chose any text that you want.

Before going to a web page or doing any other work, my students have a "routine" for starting our "computerized day": each student has discovered their own personal display and program settings; and which tools and settings for their assistive technologyd devices, and recorded them--either in their memory banks, but preferably in their notebooks or on a card, in some kind of graphic representation. I'd highly recommend this approach: have your students go into the lab and immediately get their computers ready for work, spotchecking for any problems as you go along.

This preparation stage includes opening Word and changing some basic settings (size of font view; font and background changes, large icons, etc.) so they are ready to "recieve" a text from whatever source.

Copy and Paste

Copy (Control+C) and paste (Control+V) are by far the two most useful commands, in addition to "Control + Z" or Undo. Show your students where these commands are in the Edit menus of every program, and ask them to also learn the keyboard commands; in addition to showing them how to "right" click anywhere on their screen. We use different paths for these commands depending on what we are doing, and where we are on a document.

It's a good idea now to find a text that you want to adapt. In Module 5 I introduced you to a few texts that you could use. Take a look at those ideas again. Or any text on the web that you think will suit your students. And if you want some recommendations from me, describe your student group, and I'd be glad to help.

For classroom purposes, it is a good idea to spend lots of time with your students identifying different text types and functions of web pages; as well as showing them how to adapt their browsers for more individualized viewing settings.

At this point, focus on how many paragraphs. I always ask my students to copy and paste titles and then paragraphs--one-by--one. As they paste to Word, it allows them to separate the paragraphs from each other. Note: Students will have to exercise some "mouse" control when copying the text: I selected this text because it is side-by-side with a small table...if students aren't careful, they will copy that text as well. Good chance to use the "undo" command.

Coordinated students can copy text by "dragging" it into the Word window in their task bar...but this shouldn't be attempted until you are sure that students are more proficient.

Now the fun begins!

4. But first--how will you teach tools?

As I guide you through this exercise, make some more notes on how you would introduce these skills to your students: it is almost impossible to "frontally" lecture your students about how to work with computers.

Those with Class Net or Imperata--programs that allow you take control of you students' computers--will find this easy; also using a computer/projector is helpful. The rest of you will have to rely on making powerpoint and other presentations, checklists and instructions sheets. So start thinking about this NOW! And make some notes.

  1. Make sure your students are in "large icons" view, and that the three most used toolbars in "view" are open (above).
  2. Make sure the paragraphs are separated.
  3. Now is the time to experiment with background color; text color, font style and size and window view. Spend some time on this, and note what settings are easier or more enjoyable for you. Note several different font styles that might be more useful for your students.
  4. Font colors--one of the most useful adaptive tools. There are several ways to access this item: top menu "Format", Font; or the large capital "A" in the top and/or bottom toolbar; or right click to "Font".
  5. Now is the time to try out some of the tools you discovered in the last section. My favorite is the highlighter: you can access it through "Tools"; Customize; either through the "Format" category or all commands.
  6. Try using some of the many editing and formatting tools: change the color or highlight certain kinds of words. For example, numbers and what they describe; names of fish; names of places. An interesting way to introduce web and other text analysis to special needs students is through the use of "Wh" questions: after teaching them, I color-code questions and information in the text that relate to each question. It works amazingly well, and students pick up the skill for editing their own texts.
  7. experiment with bold, italics, underlining (single, double or more). I even add a text picture to text so that students can choose or draw an icon or symbol to connect to the information contained in that part of the text.

Using Dictionaries

We've reviewed Babylon, and you can begin experimenting with Babylon on this text--for defining words, for "saying" words or parts of the text, for exercises.

Word also has a dictionary that operates a bit differently. Accessed through "Tools"; Language; or "Shift+Alt+F7" the Word dictionary requires more skills then Babylon. If you are experiencing problems getting the dictionary to load, try setting the language (through Tools; Language, also) or you may need to use the Language Pack (2000) or original CD (97) to load the English-Hebrew dictionary.

The Word dictionary is a "purist"--look up past or perfect tenses, and you will be referred to the root; look up plural (try erasing the "s" or "es"or otherwise turn into singular) or some compound words, and you won't get an answer; fail to train your students on the basics of "parts of speech" and how to determine how words are used in the the sentences, and they will get ridiculous results, as well as being frustrated very quickly. I often start out with Babylon, while we are learning parts of speech and compound words, and then we move on to Word. Once both are mastered, a student has a good range of options for assisting them with difficult vocabulary items, or those they just don't remember. (A note here as well--this is one of the major "faults" of allowing access to computers to students, according to some teachers: it makes them "lazy", since they won't spend time learning vocabulary. This is an unfounded view, that fails to take into consideration the many students who simply have memory problems, even when we use a variety of strategies; or take an extensive amount of time to look up words in a regular dictionary.)

When students begin reviewing text, they often want to "gloss" the text, with two languages side-by-side. I think this is a mistake--it will interfere with their later readings of the text (they become more and more fluent each time they read/hear); and it will interfere with any text readers you might use.

Instead, I recommend teaching students to build a table glossary at the bottom of the text with several columns, depending on how advanced your students are, and what exercises you can do with the table: English, phrase in which word is used; root; part of speech; Hebrew translation--are some possibilities that work well. Note: Babylon is basically a graphics image, and you can't copy and paste words from it; but you can from Word...in fact, in most instances, the translation is highlighted, and all you have to do is "Control+C".

Find

"Control+F" or through the Edit menu, Word is a great tool for locating text--especially if students are moving from questions to text very often, which most special needs students do. But be careful--if you use a different form of the word, or italics in one place and not in the other, Find may not work until you change the settings. I often find that I spend more time editing text for web and Word use than with other materials I used to use.

A few other ideas--add them to yours and experiment:

There are hundreds of tools in Word that you can use: challenge yourself now to discover 10, 20 or more; one or two for each letter of the alphabet; make a list of student difficulties and which tool can help...and share what you find with your colleagues.

Note: Before I work with a text, I spend lots of time on the "basics" that my students learn as strategies, relating to subject, type and structure of text; what they will be required to do; analyzing and categorizing questions, etc. Effective use of strategies combined with adaptive techniques is a winning combination!


5. Your assignment

  1. Forum posting: Go to the forum, and post ideas about how students can use a tool that you have discovered in Word; or a recommendation on how to teach Word's adaptive tools to your students; or an interesting training site for Word.
  2. Now that you've learned about practical AT, web pages as text, and using Word as an adaptive tool, you are ready to complete your assignment for Modules 4, 5 or 6.
    Click here to check the requirements for this project again.

If you'd like to see an example of Word in action with the computerized Bagrut, go to
A Picture is Worth a Thousand Words

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