Kathy Howery
University of Alberta, Educational Psychology, Graduate Student
- Educational Psychology, Psychology, Disability Studies, Phenomenology, Augmentative and Alternative Communication (AAC), Higher Education, and 19 moreTechnology, Teacher Education, Research Methodology, Education, Educational Technology, Digital Media, Educational Research, Qualitative Research, Learning and Teaching, Special Education, ICT in Education, Instructional Design, Education Policy, Pedagogy, Assessment, Mobile Technology, Educational Leadership, Teachers' professional development, and Information Technologyedit
- Kathy Howery is an educational consultant and has been a sessional lecturer at several Universities in Alberta. Kathy... moreKathy Howery is an educational consultant and has been a sessional lecturer at several Universities in Alberta. Kathy has published in the area of Universal Design for Learning and students with significant intellectual disabilities, and the lived experience of students who use Speech Generating Devices to communicate. In addition, Kathy has co-authored several book chapters focusing best practices in providing supports and services to students with complex needs.Kathy provides ongoing consultation to several Alberta school jurisdictions. Most recently Kathy is working with the Provincial Wide Low Incidence Collaborative Supports team.edit
Research Interests:
Research Interests: Engineering, Computer Science, Human Computer Interaction, Biomedical Engineering, Assistive Technology, and 15 moreAdaptive Control, Cerebral Palsy, Activities of Daily Living, Grasp, Humans, Child, Computer Assisted Learning, Language Skills, Computer Assisted Instruction, Computer User Interface Design, Disabled children, Computer Game, Equipment Design, Electrical And Electronic Engineering, and Laser Pointer
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Abstract This chapter presents an exploration of the phenomenon of speaking with, or perhaps better stated “through,” a device. Autobiographical works and other published accounts of perceptions of Speech-Generating Devices (SGDs) by... more
Abstract This chapter presents an exploration of the phenomenon of speaking with, or perhaps better stated “through,” a device. Autobiographical works and other published accounts of perceptions of Speech-Generating Devices (SGDs) by persons who have used them are reviewed. The bulk of the chapter focuses on insights gathered from research into the lived experiences of young people who use SGDs. Emerging themes focus on what is “said” by a person who cannot speak, how SGDs announce one’s being in the word, the challenge of one’s words not being one’s own, and the constant sense of being out of time. Reflections on these themes provide insights for practice in the fields of speech language pathology, education, and rehabilitation engineering. The importance of further qualitative inquiry as a method to gather and listen to the voices and experiences of these often unheard individuals is stressed.
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Research Interests: Psychology, Special Education, Pedagogy, Universal Design for Learning, Language, and 10 moreIntellectual Disability, Medicine, Curriculum, Schools, Humans, School Teachers, Intellectual & Developmental Disabilities and Autism Spectrum Disorders, Psychology and Cognitive Sciences, Mainstreaming education, and Medical and Health Sciences
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The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the... more
The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability. The identified themes were then juxtaposed against the UDL framework (principles, guidelines, and checkpoints) and the current literature related to UDL and inclusive education. We end with recommendations for future practice and research involving inclusive classrooms, UDL, and learners with ID
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This paper presents a description ongoing work of an Alberta school district that is working to support and enhance effective inclusive practices that reach and teach every student. The district is implementing a Pyramid of Supports model... more
This paper presents a description ongoing work of an Alberta school district that is working to support and enhance effective inclusive practices that reach and teach every student. The district is implementing a Pyramid of Supports model that is built upon four critical elements: a belief in social justice and the value of every child, a commitment to inclusive education, an understanding of the power of teams, and flexible funding support. Three key areas of support are described: supports for positive behavior, differentiation of learning, and access to technologies and digital media. Emphasis is placed on the base of the pyramid or the universal supports that allow for the inclusion of all learners while recognizing the unique learning needs of each. In addition the district has focused on shared and distributed leadership through teaming. In reflecting on the work to date and critical next steps, the importance of policy direction that support systemic redesign of curriculum is...
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Abstract—This paper presents technical aspects of a robot ma-nipulator developed to facilitate learning by young children who are generally unable to grasp objects or speak. The severity of these physical disabilities also limits... more
Abstract—This paper presents technical aspects of a robot ma-nipulator developed to facilitate learning by young children who are generally unable to grasp objects or speak. The severity of these physical disabilities also limits assessment of their cognitive and language skills and abilities. The CRS robot manipulator was adapted for use by children who have disabilities. Our emphasis is on the technical control aspects of the development of an inter-face and communication environment between the child and the robot arm. The system is designed so that each child has user con-trol and control procedures that are individually adapted. Con-trol interfaces include large push buttons, keyboards, laser pointer, and head-controlled switches. Preliminary results have shown that young children who have severe disabilities can use the robotic arm system to complete functional play-related tasks. Developed soft-ware allows the child to accomplish a series of multistep tasks by activating one ...
This paper presents a description ongoing work of an Alberta school district that is working to support and enhance effective inclusive practices that reach and teach every student. The district is implementing a Pyramid of Supports model... more
This paper presents a description ongoing work of an Alberta school district that is working to support and enhance effective inclusive practices that reach and teach every student. The district is implementing a Pyramid of Supports model that is built upon four critical elements: a belief in social justice and the value of every child, a commitment to inclusive education, an understanding of the power of teams, and flexible funding support. Three key areas of support are described: supports for positive behavior, differentiation of learning, and access to technologies and digital media. Emphasis is placed on the base of the pyramid or the universal supports that allow for the inclusion of all learners while recognizing the unique learning needs of each. In addition the district has focused on shared and distributed leadership through teaming. In reflecting on the work to date and critical next steps, the importance of policy direction that support systemic redesign of curriculum is...
Research Interests:
This article describes three challenges encountered during a developmental evaluation and explains how these were addressed from the evaluators’ perspective. The evaluation was conducted to support the implementation of a three-year... more
This article describes three challenges encountered during a developmental evaluation and explains how these were addressed from the evaluators’ perspective. The evaluation was conducted to support the implementation of a three-year educational technology leadership project funded by the Alberta provincial government. The developmental evaluation responded to two purposes identified by the evaluation client: inform ongoing programmatic decisions and measure change in practice. The implications for evaluation practice related to the challenges of introducing a new evaluation approach, defining the boundaries of evaluator roles, and integrating technological resources are discussed and related to the Canadian Evaluator Competencies (Canadian Evaluation society, 2010) and the Program Evaluation standards (Yar borough, shulha, hopson, & Carruthers, 2011).
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This article presents a phenomenological investigation into speech-generating device (SGD) use in the school context. Derived from a larger study on the experience of speaking through a SGD, this article focuses particularly on the... more
This article presents a phenomenological investigation into speech-generating device (SGD) use in the school context. Derived from a larger study on the experience of speaking through a SGD, this article focuses particularly on the experience of time and timing of speaking for one who must use a SGD to give audible voice to their words. Themes explored in this article include the challenge of time, the untimely rate of speech, which can be silencing, planning to talk tomorrow, and finally text time and how this time may lift the burden of time from SGD users. Implications for educators and others who support children and youth who use SGD are brought forward through reflection and discussion of this unique experience of voice and time.
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Universal Design for Learning (UDL) is a scientifically validated framework that has been included in policy like the Every Student Succeeds Act of 2015 and the Higher Education Opportunity Act of 2008. However, studies have pointed out... more
Universal Design for Learning (UDL) is a scientifically validated framework that has been included in policy like the Every Student Succeeds Act of 2015 and the Higher Education Opportunity Act of 2008. However, studies have pointed out the variability in definitions and implementation surrounding UDL. In order to clarify this conversation, researchers collected and analyzed the narratives of experts in the origination and research of UDL. Nineteen experts participated in semi-structured interviews that examined definitions of UDL, its critical components, and identified priorities within the framework. Findings resulted in five themes. Implications for future research, policy, and practice are offered.
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Voices of practitioners are often missing in research studies. This project focused on examining general education teachers’ stories as they relate to implementation of Universal Design for Learning (UDL) framework and inclusion of... more
Voices of practitioners are often missing in research studies. This project focused on examining general education teachers’ stories as they relate to implementation of Universal Design for Learning (UDL) framework and inclusion of students with moderate to severe intellectual disability. Seven general education teachers from Canada and the United States participated in this study. Narrative inquiry was utilized as a method of data gathering and analysis. Four themes emerged: designing for learner variability, talking about inclusion, teaming fosters success, and differing descriptions of UDL. Discussion of implications to research and practice is included.
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The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the... more
The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability. The identified themes were then juxtaposed against the UDL framework (principles, guidelines, and checkpoints) and the current literature related to UDL and inclusive education. We end with recommendations for future practice and research involving inclusive classrooms, UDL, and learners with ID.
Research Interests:
This paper presents technical aspects of a robot manipulator developed to facilitate learning by young children who are generally unable to grasp objects or speak. The severity of these physical disabilities also limits assessment of... more
This paper presents technical aspects of a robot manipulator developed to facilitate learning by young children who are generally unable to grasp objects or speak. The severity of these physical disabilities also limits assessment of their cognitive and language skills and abilities. The CRS robot manipulator was adapted for use by children who have disabilities. Our emphasis is on the technical control aspects of the development of an interface and communication environment between the child and the robot arm. The system is designed so that each child has user control and control procedures that are individually adapted. Control interfaces include large push buttons, keyboards, laser pointer, and head-controlled switches. Preliminary results have shown that young children who have severe disabilities can use the robotic arm system to complete functional play-related tasks. Developed software allows the child to accomplish a series of multistep tasks by activating one or more single switches. Through a single switch press the child can replay a series of preprogrammed movements that have a development sequence. Children using this system engaged in three-step sequential activities and were highly responsive to the robotic tasks. This was in marked contrast to other interventions using toys and computer games.
Research Interests: Biomedical Engineering, Assistive Technology, Adaptive Control, Cerebral Palsy, Activities of Daily Living, and 15 morePaediatrics, Humans, Child, Computer Assisted Learning, Language Skills, Computer Assisted Instruction, Physical disability, Computer User Interface Design, Disabled children, Computer Game, Pilot Projects, Equipment Design, Electrical And Electronic Engineering, Laser Pointer, and neural systems
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Abstract: This article describes three challenges encountered during a developmental evaluation and explains how these were addressed from the evaluators' perspective. The evaluation was conducted to support the implementation of a... more
Abstract: This article describes three challenges encountered during a developmental evaluation and explains how these were addressed from the evaluators' perspective. The evaluation was conducted to support the implementation of a three-year educational ...
... authors: "Current Trends and Future Challenges in the Education of Students with Severe Handicaps" (Dick Sobsey); "How Often ... NJ Marlett and H. MacLean); "Ecological Inventories... more
... authors: "Current Trends and Future Challenges in the Education of Students with Severe Handicaps" (Dick Sobsey); "How Often ... NJ Marlett and H. MacLean); "Ecological Inventories and Curriculum Development for Special Education in Developing Countries" (David Baine); "A ...
SUMMARY The goal of this research is to investigate whether young children who have physical disabilities will be able to use a robotic arm for exploration and discovery. These children have difficulty in manipulating toys and other... more
SUMMARY The goal of this research is to investigate whether young children who have physical disabilities will be able to use a robotic arm for exploration and discovery. These children have difficulty in manipulating toys and other objects, and the robotic arm can ...