![]() The remaining two hotspots on the example define what a baker does and provide an example of what a baker would bake: a baguette. This built-in accessibility removes text barriers and provides multiple means of representation of the content: text and video. Maybe you can work in a real bakery someday! Watch the video below to begin.” The audio was recorded for this section as soon as the window opens it is read aloud by a teacher for the user. The message states, “Today you will see what it’s like to work in a bakery! You will learn about bakers and cake decorators. ![]() When a user clicks on the #1, a welcome message appears providing a preview of the activity. The opening page displays a Bakery and four different hotspots. To illustrate its use, a case example of a Bakery Job Shadow will be utilized, created by a graduate student and special education teacher, Eva Balich. Within this tool, a variety of pages can be linked together. ThingLink was utilized to provide the foundation for the job shadow. These three tools allowed a variety of aspects of a job site to be highlighted for students with opportunities to check understanding during their engagement with the activity. With the premium version, audio can also be added to the activity. This tool provides options for data collection or a “Fast Play” without data collection. Boom Cards – Interactive platform where users can create hot spot, text field, matching, and multiple-choice options with correct and incorrect feedback.Automatic closed captions can be enabled and video speed can be increased or decreased based on viewer need. YouTube – Video streaming platform that allows for videos to be posted publicly, private, or unlisted.ThingLink also allows the creator to record their voice or use Microsoft Immersive Reader to read text out loud. ThingLink – A tool that allows the user to upload an image and create interactive hotspots that can link to text, images, videos, or other websites.Three specific tools were utilized within the mash-up: ThingLink, Youtube, and Boom Cards. To bridge this gap, a variety of educational technology tools were combined to create an interactive job shadow for students within an outplacement transition-age program. Case Exampleĭuring the 2020-2021 school year although many classes resumed partially in-person, many of the community experiences for transition programs were limited. Interventions that include video and audio have the capability to be played back and provide opportunities for repeated exposure to prepare the student for the targeted task (Seaman & Cannella-Malone, 2016). Fortunately, technology-based instruction has been proven to help support the development of independent vocational skills (Van Laarhoven et al., 2012). These practices are utilized prior to and during on-site job experiences.ĭue to the COVID-19 pandemic, many traditional methods of instruction and on-site job experiences were halted and teachers needed to utilize additional forms of technology to continue to support students’ skill acquisition in this area. ![]() Teachers within these programs target these skills using both direct instruction and supported job-site training using a variety of evidence-based practices such as visual supports, video modeling, and social narratives (Steinbrenner et al., 2020). To help alleviate this disparity, a large focus of transition programs for individuals with autism and other developmental disabilities includes an emphasis on community involvement and the development of vocational skills. Unfortunately, even with this requirement, individuals with autism experience significant challenges entering the workforce and/or maintaining employment leading to lower employment rates of individuals with ASD than individuals without a disability (Newman et al., 2011) and people with other disabilities (Shattuck et al., 2012). Additionally, IDEA requires transition programming for individuals with disabilities to include an emphasis on development of employment skills. One of the main purposes of the Individuals with Disabilities Education Act (IDEA) is “To ensure that all children with disabilities have available to them a free, appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living” (IDEA, 2004, § 300.1(a)).
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