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Running Head: iPads for Visually Impaired Students

iPads for Visually Impaired Students at Carmel Elementary School

Tracy Kienel Castleberry

April 7, 2015

Kennesaw State University

Dr. Julia Fuller

Summer 2014

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iPads for Visually Impaired Students

Setting/Context:

Carmel Elementary School is a standard K-5 elementary school in Woodstock,

Ga., located in southern Cherokee County in the Metro Atlanta Area. It opened in 1974

as Chapman Elementary School and renamed Carmel Elementary in 1999. Carmel has a

population of 1,204 students—61% White, 13% Black, 19% Hispanic, and about 7%

other races and approximately 43 % of students qualify for free and reduced lunch.

Carmel Elementary School employs a diverse blend of teachers that hold a variety of

endorsements such as Gifted Endorsement, National Board Certification and ESOL

Certification (Carmel Elementary SIP, 2013, p. 2).

The goal of this project is to provide iPads for the visually impaired students at

Carmel Elementary to use at school and/or home to support magnification needs and

handwriting support. Permission will be sought from the visually impaired teacher and

administration at Carmel Elementary School as well as the appropriate personnel at the

Cherokee County School District.

Capstone Problem and Rationale:

Visually impaired students, these are the students that qualify on their IEP as

visually impaired (with a corrected visual acuity of 20/70 or worse), often need

magnification of their classroom materials in order to access the same information as

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normally sighted students. Teachers are often called upon to order large print materials,

enlarge worksheets on the copier machines and help students integrate various types of

magnifiers in the classroom. According to Dr. Bethany Fishbein, “large-print materials

are effective but limited by poor availability of materials and heavy, cumbersome books”

(Fishbein, 2013. P. 11). Worksheets are large and hard to maneuver and can cause the

student to feel isolated. Elementary age students often don’t understand the need for the

larger worksheet and think that they are getting more work than their classmates because

their worksheets are larger due to the font and writing spaces being enlarged. Students

that have to carry a magnifier along with them could possibly feel self-conscious having

to use the tool in front of their peers.

Sometimes teachers misunderstand or misinterpret the needs of the visually

impaired child and try to enlarge the material or provide the right tool, but once the

student gets home, they cannot see or have trouble reading the material and then run the

chance of not completing the work correctly. Dr. Fishbein states: “many of today’s low

vision patients have enjoyed great success with nontraditional vision aids—simply the

magnification and accessibility features provided by today’s computer, e-reader, and

smartphone technology” (Fishbein, 2013, p. 11). Integration of iPads for visually

impaired students can help to support the reading, comprehension, magnification needs

and handwriting support for these students.

In a research study conducted by Campana and Ouimet that compared the iPad for

magnification with the Light Box, a traditional magnification tool for the visually

impaired, concluded that “the iPad, in comparison with the Light Box, was found to be a

superior tool in increasing a child’s development in communication, visual attentiveness,

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reaching, and activating” (Campana & Ouimet, 2015, p. 68-69). iPads with the capability

of magnification, use of the Amazon Kindle app for reading, Microsoft Office for

documents and Adobe Reader for pdf documents, could make a positive difference for

the visually impaired child that is included in the regular classroom.

Objectives and Deliverables:

Improve magnification capability for visually impaired students at Carmel

Elementary School.

Provide a way for visually impaired students to access reading material so that

they can enlarge the print as needed.

Improve teacher’s ability to grade handwritten work through handwriting

recognition software.

Valuable planning time saved for teachers not having to make enlarged copies of

materials for a few students—sharing a document electronically with a student is

much faster and more efficient.

The county would not have to order large print books or worksheets for these

students.

iPad for each visually impaired student at Carmel Elementary to use at school

and/or home.

Stylus for use with the iPad.

Microsoft Office for iPad—should be available through the Office 365

subscription that Cherokee County has already purchased.

Magnifying Glass App for iPad.

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Handwriting recognition/Note-taking app for iPad

Amazon Kindle App for iPad.

Access to e-books as needed.

Professional development for teacher(s) on how to facilitate the use of the iPad

for the students.

Development of a website to present the materials and ideas to the teachers

Screencast for sharing of Capstone idea.

Survey for teacher(s), students and possibly parents regarding the effectiveness of

the iPad for the visually impaired students.

PSC/ISTE Standards:

1. Visionary Leadership

Candidates demonstrate the knowledge, skills, and dispositions to inspire and lead the

development and implementation of a shared vision for the effective use of technology to

promote excellence and support transformational change throughout the organization.

1.1 Shared Vision

Candidates facilitate the development and implementation of a shared vision for

the use of technology in teaching, learning, and leadership.

(PSC 1.1/ISTE 1a)

1.2 Strategic Planning

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Candidates facilitate the design, development, implementation, communication,

and evaluation of technology-infused strategic plans. (PSC 1.2/ISTE 1b)

1.3 Policies, Procedures, Programs & Funding

Candidates research, recommend, and implement policies, procedures, programs,

and funding strategies to support implementation of the shared vision represented

in the school, district, state, and federal technology plans and guidelines. Funding

strategies may include the development, submission, and evaluation of formal

grant proposals. (PSC 1.3/ISTE 1c)

1.4 Diffusion of Innovations & Change

Candidates research, recommend, and implement strategies for initiating and

sustaining technology innovations and for managing the change process in

schools. (PSC 1.4/ISTE 1d)

2. Teaching, Learning, & Assessment

Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate

technology into their own teaching practice and to collaboratively plan with and assist

other educators in utilizing technology to improve teaching, learning, and assessment.

2.1 Content Standards & Student Technology Standards

Candidates model and facilitate the design and implementation of technology-

enhanced learning experiences aligned with student content standards and student

technology standards. (PSC 2.1/ISTE 2a)

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2.2 Research-Based Learner-Centered Strategies

Candidates model and facilitate the use of research-based, learner-centered

strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b)

2.3 Authentic Learning

Candidates model and facilitate the use of digital tools and resources to engage

students in authentic learning experiences. (PSC 2.3/ISTE 2c)

2.4 Higher Order Thinking Skills

Candidates model and facilitate the effective use of digital tools and resources to

support and enhance higher order thinking skills (e.g., analyze, evaluate, and

create); processes (e.g., problem-solving, decision-making); and mental habits of

mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and

reflection). (PSC 2.4/ISTE 2d)

2.5 Differentiation

Candidates model and facilitate the design and implementation of technology-

enhanced learning experiences making appropriate use of differentiation,

including adjusting content, process, product, and learning environment based

upon an analysis of learner characteristics, including readiness levels, interests,

and personal goals. (PSC 2.5/ISTE 2e)

2.6 Instructional Design

Candidates model and facilitate the effective use of research-based best practices

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in instructional design when designing and developing digital tools, resources,

and technology-enhanced learning experiences.

(PSC 2.6/ISTE 2f)

3. Digital Learning Environments

Candidates demonstrate the knowledge, skills, and dispositions to create, support, and

manage effective digital learning environments.

3.1 Classroom Management & Collaborative Learning

Candidates model and facilitate effective classroom management and

collaborative learning strategies to maximize teacher and student use of digital

tools and resources. (PSC 3.1/ISTE 3a)

3.2 Managing Digital Tools and Resources

Candidates effectively manage digital tools and resources within the context of

student learning experiences.

(PSC 3.2/ISTE 3b)

3.4 Adaptive and Assistive Technology

Candidates facilitate the use of adaptive and assistive technologies to support

individual student learning needs. (PSC 3.4/ISTE 3d)

3.5 Basic Troubleshooting

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Candidates troubleshoot basic software and hardware problems common in digital

learning environments. (PSC 3.5/ISTE 3e)

3.6 Selecting and Evaluating Digital Tools & Resources

Candidates collaborate with teachers and administrators to select and evaluate

digital tools and resources for accuracy, suitability, and compatibility with the

school technology infrastructure. (PSC 3.6/ISTE 3f)

3.7 Communication & Collaboration

Candidates utilize digital communication and collaboration tools to communicate

locally and globally with students, parents, peers, and the larger community. (PSC

3.7/ISTE 3g)

5. Professional Learning & Program Evaluation

Candidates demonstrate the knowledge, skills, and dispositions to conduct needs

assessments, develop technology-based professional learning programs, and design and

implement regular and rigorous program evaluations to assess effectiveness and impact

on student learning.

5.1 Needs Assessment

Candidates conduct needs assessments to determine school-wide, faculty, grade-

level, and subject area strengths and weaknesses to inform the content and

delivery of technology-based professional learning programs. (PSC 5.1/ISTE 4a)

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5.2 Professional Learning

Candidates develop and implement technology-based professional learning that

aligns to state and national professional learning standards, integrates technology

to support face-to-face and online components, models principles of adult

learning, and promotes best practices in teaching, learning, and assessment. (PSC

5.2/ISTE 4b)

5.3 Program Evaluation

Candidates design and implement program evaluations to determine the overall

effectiveness of professional learning on deepening teacher content knowledge,

improving teacher pedagogical skills and/or increasing student learning. (PSC

5.3/ISTE 4c)

6. Candidate Professional Growth & Development

Candidates demonstrate the knowledge, skills, and dispositions to engage in continuous

learning, reflect on professional practice, and engage in appropriate field experiences.

6.1 Continuous Learning

Candidates demonstrate continual growth in knowledge and skills of current and

emerging technologies and apply them to improve personal productivity and

professional practice. (PSC 6.1/ISTE 6a, 6b)

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6.2 Reflection

Candidates regularly evaluate and reflect on their professional practice and

dispositions to improve and strengthen their ability to effectively model and

facilitate technology-enhanced learning experiences.

(PSC 6.2/ISTE 6c)

6.3 Field Experiences

Candidates engage in appropriate field experiences to synthesize and apply the

content and professional knowledge, skills, and dispositions identified in these

standards. (PSC 6.3)

Project Description:

The objective of this project is to provide iPads for the visually impaired

students (the ones served on their IEPs as visually impaired) at Carmel

Elementary School in Cherokee County. The project is slated to begin at the

beginning of the 2015-2016 school year and run until the spring, starting with

professional development for the teachers of these visually impaired students, so

that they understand how to support these students while the iPads are being used.

Once the iPads are introduced and loaded with the apps and the software needed,

then there will be periodic surveys administered to the teachers (and maybe

students and parents) to see if the uses of the iPads are effective for the students.

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The main issues to be addressed by the use of the iPads are magnification and

handwriting difficulties. As discussed earlier, magnification of classroom materials is

necessity for many visually impaired, or low vision students. Also, the legibility of

handwriting is an issue as well. According to Atasavun Uysal and Aki, “The learning of

proficient handwriting is an important activity for school-age children. Legible

handwriting is a necessity for students’ success at school; handwriting is a complex skill

that is achieved with adequate visual-motor control and planning, cognitive and

perceptual skills, and tactile and kinesthetic perception” (2012, p. 111).

The use of Microsoft Office for iPad, Amazon’s Kindle app, a magnification app

for the iPad and a note-taking app, the low vision students will be able to: change the font

size of Word Documents at will, change the font size of e-books for reading, magnify

hard to see things that they are working on, use the iPad camera to take pictures of hard

to see parts of their work and blow them up in order to see them more easily, and

annotate and write of pdf documents to turn into the teacher (such as worksheets). The

hope is that these additional tools will help to support the visually impaired students at

school and/or at home and help them navigate through their schoolwork more easily.

Timeline:

Dates Activity Objective/Deliverable

Spring 2015 Consult with teacher of the visually impaired at Carmel

Determine the best apps to have loaded onto iPads

Needs assessment survey administered to teacher of the visually impaired

August-September 2015 Gather teachers of Show training

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the students for PD regarding use of the iPads

Needs assessment

screencast to teachers

Short PD sessions as needed to support implementation of the iPads into the classroom (ongoing)

Survey for classroom teachers regarding the needs of the visually impaired in their classroom

September 2015 Procure iPads, styluses, and load apps

Kindle App Note taking app Microsoft Office for

iPad Magnification app

October 2015 iPads are distributed to teachers of the students

Students are trained

Students are shown by the teacher how to use the iPad on an as-needed basis

Apps are used in the classroom as needed

December 2015 Mid year survey and needs-assessment

Teachers (and possibly students) take mid-year survey and discuss needs and possible shortcomings

Changes made as needed

January-March 2015 Continue using iPads and apps to support classroom activities

See above

April 2015 End of the year survey

Teachers, students and parents? Take end of the year survey

Final evaluation of project is compiled

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Evaluation Plan:

Evaluation of this capstone project will be done by surveys for both needs

assessments and mid-term and final evaluation. At the beginning of the project, the

teacher for the visually impaired that serves these students at Carmel Elementary will be

surveyed (appendix A) to determine needs and to help choose the specific apps and

programs that will be used. The teachers and students will be surveyed at a mid-point

(Appendix B), and then again at the end of the program (Appendix C). Adjustments will

be made at the mid-point if needed.

The parents will be surveyed only if the students take the iPads home with them.

With the young age of the students taken into consideration, it might be more feasible to

use the iPads at school only so the teachers can monitor the students.

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References:

Atasavun Uysal, S., & Aki, E. (2012). Relationship between writing skills and visual-

motor control in low-vision students. Perceptual And Motor Skills, 115(1), 111-

119.

Campaña, L. V., & Ouimet, D. A. (2015). iStimulation: Apple iPad Use with Children

Who Are Visually Impaired, Including Those with Multiple Disabilities. Journal

of Visual Impairment & Blindness, 109(1), 67-72.

Carmel Elementary: School Improvement Plan 2013-2014. (2013). Woodstock, GA:

Cherokee County Schools.

Fishbein, B. (2013). Solve Low Vision Challenges in Nontraditional Ways. Optometry

Times, 5(1), 11.

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Appendix A:

Survey/Needs Assessment for teacher of the visually impaired

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Appendix B:

Mid-program survey for classroom teachers, teacher of the visually impaired and

students

Appendix C:

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End of program survey for classroom teachers, teacher of the visually impaired

and students

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