By Kelly Kuehl, MA, CCC-SLP (Speech-Language Pathologist); NWACS Secretary

reading time: 2 minutes

The views expressed in this post are that of the author and do not necessarily reflect the views and policies of NWACS. No endorsement by NWACS is implied regarding any device, manufacturer, resource, or strategy mentioned.

I just read Inclusive Learning 365: Edtech Strategies for Every Day of the Year by Christopher Bugaj, Karen Jankowski, Mike Marotta, and Beth Poss.

AAC and AT professionals,

pioneers for inclusion,

special educators,

general educators,

parents,

advocates,

case managers,

transition specialists,

vocational rehab professionals,

SLPs,

OTs,

PTs,

TVIs…

you need this book.

I was giddy with joy once I finally got my pre-ordered copy of this gem. I flipped through the pages (as I typically do when I get my hands on a rich resource full of tips and tricks). I stopped short right after the table of contents where a big bold “Introduction: Before you Begin” and photo of the authors caught my eye. They encourage you in a playful way not to skip this section and I wholeheartedly agree. It begins with how to adopt an inclusive mindset. The authors say this is the most critical component of how to use edtech strategies with your students. To build a solid understanding of the resources included in the book, you must have an inclusive mindset that is learner-centered.

The authors “made a deliberate decision to structure this book around strategies and the function that technology provides to learners and educators, and then supply tools as a means of implementing that strategy and accessing that function.” There are nine chunks categorized as “Strategies By Purpose.” Each page contains:

• the title of the strategy,

• a description,

• how it can be used in an inclusive way,

• sample tools,

• extension opportunities,

• related resources,

• ISTE standards for students and educators,

• and a visual that describes the strategy.

They really dive deep into the why before the how of using educational tools, putting the emphasis on function and learning over the tool itself.

Several teachers have asked me for ideas to support a student. They usually begin the request with, “Do you know of a tool that will help my students ___?” I usually:

• connect with my colleagues to ask for ideas,

• do a web search,

• and review the AT archives

which can be very time consuming and leave me with one or two options or ideas. Now that I have Inclusive Learning 365, I can turn to the related section and have a variety of strategies and tools that I can share with educators. You can, too.