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Engaging Learners and Families in Technology Planning

A Joint Panel Discussion

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Our Commitments

CAST is committed to ensuring that our resources are accessible and usable to everyone. Accessibility is a core component of Universal Design for Learning (UDL), and it is referenced throughout the UDL Guidelines.

Resource created by The Center on Inclusive Technology & Education Systems at CAST and licensed under a Creative Commons Attribution 4.0 International License. All other rights reserved related to third party content. Resource contact(s): Christine Fox or Maggie Pickett.

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Language Check

Identify First

Definition: The use of a descriptive word first to describe a person/oneself.

Reason for Use: Believe the disability is an inherent part of one's identity.

Example:

Autistic individual
Disabled person

People First

Definition: The use of a descriptive word last to describe a person/oneself.

Reason for Use: Emphasize the person before the disability.

Example:

Person who is blind
Student who is deaf

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Session Facilitators

Maggie Pickett

she/her

Senior Technical Assistance Specialist | CAST

@MaggieP_AT

Angel Morgan

she/her

PhD Candidate| North Carolina State University

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Today’s Objectives

We will…

Explore ways to engage learners and families in planning for informational, educational, and assistive technology use.
Hear from learners and families what strategies foster family engagement.

Reflect, what are your goals for our time together today?

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YOU ask the questions!

Ask the panelists your questions by writing them in the Participant Document or in the chat.

bit.ly/FamilyLearnerTechPlan

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The goal of CITES

Empower districts to create and sustain inclusive technology ecosystems that foster intentional collaboration between EdTech, AT, and InfoTech to benefit students with disabilities and all students.

cites.cast.org

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Framework Areas

Leadership

Infrastructure

Teaching

Learning

Assessment

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Leadership in Inclusive Technology systems

Family Engagement

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Bronfenbrenner’s Ecological Systems Theory�& �CITES Framework Categories

Read more by visiting the Literature Review on Family Engagement at

bit.ly/FamilyEngagementLitReview

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Panel Discussion

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Session Panelists – Morgan Family

Cameron Morgan

they/them

Junior | International Baccalaureate Program | Southeast Raleigh Magnet Highschool

Angel Morgan

she/her

Parent of two neurodiverse teens

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Session Panelists – Dolan Family

Leela Dolan

she/her

Sophomore | Greenfield Community College in Massachusetts

Bob Dolan

He/him

Father of Leela

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Session Panelists – Murray Family

Donna Murray

she/her

Mother of Olivia

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Are you a learner?

Introduce yourself in the chat.

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The Child

The learner and their unique strengths and learning preferences.
All other layers play a role in shaping a student's self-identity.

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How do you use technology to engage in the learning process?

Parents, describe the journey you and your student experienced getting to this place where technology supports the learning process.

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Microsystem

The microsystem is made up of people that a child has regular direct-contact with, such as family members, classroom educators, therapists, and peers.
People in the microsystem use technology to support student-centered teaching and assessment practices.

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What are the barriers you wish educators knew existed during instruction? �During assessment?�How can technology help?

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Mesosystem

The mesosystem is made up of people and technologies that mediate two or more elements of the microsystem, such as an IEP team, technology infrastructure, and technology support.
Elements of the mesosytem support interactions in the microsystem to enable transformational learning experiences.

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What technology barriers have you experienced? How did it impact your learning?

Parent, describe how those barriers changed or shifted over time (e.g. elementary, middle, high school)

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Exosystem

The exosystem is made up of school and district leaders, as well as organizations and programs that support education, such as teacher preparation programs.
Elements of the exosystem are accountable for creating the technology vision, aligned goals, and strategic technology implementation plan to optimize efforts in the inner three layers.

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What would you want the people who plan for technology to know before next year?

Parents, describe how you would prefer to be part of the technology planning process.

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Macrosystem

The macrosystem is made up of cultural norms, policies, belief systems, and legal influences on the people.
Elements of the macrosystem have the potential for positive and negative influences on equitable access to learning technologies.

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What's the biggest macrosystem issue that could impact digital learning for current and future learners with disabilities?

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CITES Evaluation

Let us know how we did today!

Visit the link below to complete a session evaluation for CITES.

research.net/r/CITES-UDL-2022

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Chronosystem

The chronosystem is made up of events and transitions that occur during the child’s life, including sociohistorical events that impact that individual.
The chronosystem layer reflects an opportunity to:

learn from the past
make informed decisions about the present
continuously improve upon the inclusive technology ecosystem over time.

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Rethinking Education as Part of a Larger Ecosystem

Table Source: OECD (2019), OECD Learning Compass 2030. A series of Concept Notes, https://www.oecd.org/education/2030-project/contact/OECD_Learning_Compass_2030_Concept_Note_Series.pdf.

Features	An education system embodying the “new normal”
Responsibility and stakeholder engagement	Decision-making and responsibilities shared among stakeholders, including parents, employers, communities, and students Shared responsibility (everyone works together and assumes responsibility for a student’s education and students also learn to be responsible for their own learning)
Approach to effectiveness and to quality of school experience	Valuing not only “outcomes” but also "process" (in addition to student performance and student achievements, students’ learning experiences are in and of itself recognized as having intrinsic value) Focus on not only academic performance but also on holistic student well-being
Approach to curriculum design and learning progression	Non-linear progression (recognizing that each student has his/her own learning path and is equipped with different prior knowledge, skills and attitudes when he/she starts school)
Focus of monitoring	System accountability as well as system improvements (e.g. continuous improvement through frequent feedback at all levels)
Student assessment	Different types of assessments used for different purposes
Role of students	Active participant with both student agency and co-agency in particular with teacher agency

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What must we get right to best support students with disabilities and their families?

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Quote from Dr. Joy Smiley-Zabala

I used to think I was passionate about assistive technology. What I’ve learned is that I’m very passionate about participation and learning.

So, this is not about the technology. This is about people’s lives…living and learning and the functions that have to do with that.

And that is where the passion lies.

Dr. Joy Smiley-Zabala

@CAST_UDL | #CITES

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CITES Community of Practice

Join the conversation:

Quarterly open community meetings via zoom
Slack channel discussions
Social media networking

Would you like to invite others to the CITES Community of Practice?

Please do! Here is an invitation link to share.

cites.cast.org/more/community-of-practice

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Thank you! Stay connected.

Website: cites.cast.org

Professional Learning: castpl.org

Books & Media: publishing.cast.org

Email: cites@cast.org

Phone: (781) 245-2212

178 Albion Street �Suite 210 �Wakefield, MA 01880

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Disclaimer

This content was developed under a grant from the US Department of Education, #H327T180001. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer: Anita Vermeer, M.Ed.

Resource created by The Center on Inclusive Technology & Education Systems at CAST and licensed under a Creative Commons Attribution 4.0 International License.

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