February / March 2013
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Editorial Feature
OT + AT = Success Teaching Dressing Skills to Students in Schools
By
Kathy Foster
Preview:
When teaching dressing skills to students in the schools, there are several factors that lead to success. One of these is repeated practice. This can occur with the help of parents and school staff.
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DISKoveries
By
Joan Tanenhaus
Preview:
With so many new iPad apps becoming available each month, it is getting difficult to keep up with them. Since iTunes does such a good job in presenting the description and screen shots of new apps, I am going to try out a new format Äì the name of the app, the publisher and just a brief description. If the app seems appropriate for your needs, look it up on iTunes, visit the publisher's website and even check You Tube for more details.
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TOP TEN Technology Tools to Support Students in Reading
By
Kindy Segovia
Preview:
It is difficult to argue with the concept that reading is one of the most important skills our students have to learn. Reading is necessary for access to all other content areas, including math. Even in our growing digital world, reading is key to accessing increasingly large volumes of data and information.
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The Writing Process - Apps for Writing
By
Donna Wakefield
Preview:
iPads are commonplace tools that many students use daily In classrooms, iPads stimulate and engage students in the learning process. They enhance instruction by making it personal. They increase achievement and motivation.
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Bring the Joy of Reading to Your Struggling Readers with Start-to-Finish Books
By
Pam Guio, Mary Ann McGinn and Joan Obial
Preview:
We know students who struggle with reading need time to read. All the drill and practice to improve skills would be in vain if we did not provide a way for students to read books. It is well documented that those that read, get better at reading (Stanovich, 1986 "Matthew Effect"). When children fail at reading, they begin to dislike reading and read less, which continues them on the cycle of failure.
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The Skoog
By
Benjaman Schogler
Preview:
By Benjaman Schogler Created at the University of Edinburgh, the Skoog is a unique collaboration between psychologists, musicians, physicists and educators and heralds a new age in inclusive music making in our schools. Designed specifically to empower those unable to play traditional instruments, the Skoog is a soft, squeezable object that plugs into a computer's USB port. Once that's done, users can simply touch, press, squash, twist or tap the Skoog to play a wide range of instruments intuitively. With five color-coded, touch-sensitive sides, the Skoog offers access to the full dynamic characteristics of a real flute or xylophone, for example, without requiring mastery on the part of the player.
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Getting Writing with the Alphabet on the Radar for Students with Significant Physical and Intellectual Disabilities
By
Gretchen Hanser
Preview:
For children without disabilities, writing is an essential, unquestioned component of literacy development - from the very start. The active construction of print, through writing, plays a central role in nurturing children's understandings of print (Sulzby, 1990). In the early years of life, young children have hundreds of opportunities to draw, scribble and make pseudo letters - all of which can be characterized as "emergent writing." As students develop more knowledge about writing, their writing becomes readable and is "conventional" in nature.
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The asterisk serves as the truncation (or wildcard) operator. Unlike the other operators, it should be appended to the word to be affected. Words match if they begin with the word preceding the * operator.
Example: apple*
Find rows that contain words such as "apple", "apples", "applesauce", or "applet".
() (parentheses)
Parentheses group words into subexpressions. Parenthesized groups can be nested.
Example: +apple -(sauce dumpling)
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