All Pathways Lead to Success

Summary

Nora Blossom, Superintendent of Schools, introduces a program by the Rainbow District School Board that integrates assistive technology into education for students with learning disabilities. The initiative, launched in 2006 with support from the Ministry of Education and Cambrian College, provides laptops with assistive software to help students in grades 9-11. The program aims to enhance self-advocacy, self-awareness, and academic success through technology. Students share their experiences, highlighting how tools like Kurzweil, Dragon, and Smart Ideas have improved their organization, note-taking, and reading comprehension, leading to significant academic progress.

Takeaways

• 🌈 Nora Blossom is the superintendent of schools responsible for special education with the Rainbow District School Board.
• 💻 The Rainbow District School Board has been utilizing assistive technology for exceptional students, funded by the Ministry of Education.
• 📚 Some students were initially reluctant to use the technology provided in their classes.
• 🏫 In 2006, a grade 9 class was established in collaboration with the Rainbow District School Board, the Learning Disabilities Association, and Cambrian College's Glen Crombie Center.
• 💡 Students in the program were provided with laptops and assistive technology software to help with their learning disabilities.
• 📈 The program aimed to develop self-knowledge, self-advocacy, and technology skills to enhance academic achievement.
• 📅 The program expanded in 2007 to include another grade 9 class, and by 2009, it continued with monitoring the success of students in higher grades.
• 👨‍🏫 Students were educated about their learning disabilities and encouraged to use technology in all subject areas.
• 📝 Assistive technology tools like Kurzweil, Dragon NaturallySpeaking, and Smart Ideas were used to help with note-taking, reading, and writing.
• 📈 Students reported significant improvements in their academic performance and self-confidence due to the use of assistive technology.
• 🌟 The video serves as a testament to the students' journey of self-discovery and the transformative impact of assistive technology on their education.

Q & A

Who is Nora Blossom and what is her role in the Rainbow District School Board?

Nora Blossom is the superintendent of schools responsible for special education with the Rainbow District School Board.

What is the significance of the Ministry of Education's funding for the Rainbow District School Board?

The funding from the Ministry of Education has allowed the Rainbow District School Board to provide assistive technology for exceptional students.

Why were some students reluctant to use assistive technology in their classes?

Some students in intermediate grades and early high school years were reluctant to use assistive technology due to various reasons, which were discussed at the Council for Exceptional Children provincial conference.

What was the outcome of the discussion at the Council for Exceptional Children provincial conference?

The outcome was the establishment of a grade 9 class in one Rainbow secondary school in the fall of 2006, focusing on assistive technology integration.

Which organizations collaborated to make the grade 9 assistive technology class possible?

The collaboration was between Rainbow District School Board, the Learning Disabilities Association of subchapter, and Cambrian College's Glen Crombie Center.

What assistive technology software was provided to the students in the program?

Students were provided with laptop computers equipped with assistive technology software including Kurzweil, TextHelp, and other Ministry-licensed software.

How did the program aim to assist students in their academic achievement?

The program aimed to assist students by developing self-knowledge, self-advocacy, and skills in the use of technology to maximize academic achievement.

How was the program expanded in 2007?

In September 2007, the program was expanded to include another grade 9 class at a different Rainbow District School Board secondary school.

What was the requirement for students to be accepted into the program?

Students needed to be identified as having a learning disability, and an individual placement and review committee meeting was held prior to their entry into high school.

How were students monitored after completing the grade 9 program?

Students who completed the grade 9 program were monitored in their grade 10 and 11 subjects to determine their success in using assistive technology and their independence and self-advocacy skills.

What is the purpose of the video mentioned in the script?

The video serves as a snapshot of the various pathways these students are following to reach their learning potential and provides an opportunity for students to share their journey of self-discovery.