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Kathy Howery

University of Alberta, Educational Psychology, Graduate Student

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Kathy 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.

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Papers by Kathy Howery

Look Howery CV January 2025

This is just my updated CV

The Lived Experience of Using a Speech-generating Device

The field of Augmentative and Alternative Communication is emerging understanding of both practic... more The field of Augmentative and Alternative Communication is emerging understanding of both practice and praxis. Speech-generating devices (SGDs) are becoming smaller, more powerful and more accessible to people with complex communication needs. There is a growing body of evidence based practices that speech language pathologists, teachers and families can draw upon to understand how best to support people who use these devices to effectively communicate throughout their daily lives (Beukelman & Mirenda, 2013; Drager & Reichle, 2010; Light & McNaughton, 2014). Despite these exciting advances, there is still little understood about the phenomenon itself, that is what is it really like to speak with/through a SGD? Research Question: What is the experience of speaking with a machine by one who is severely speech impaired? This essential question is explored by employing the existentials of lived relation (relationality), lived body (corporeality), lived space (spatiality), lived time (temporality), and lived things and technology (materiality) (van Manen, 2014). Method: This study draws upon the phenomenology of practice (van Manen, 2014) as a method of researching lived experience in order to glean insights into what it might be like to speak through a device, the meaning of this phenomenon in the lives of those who use SGDs, and implications for pedagogical practice. Phenomenological studies seek to shatter the takenfor-grantedness of everyday life by stepping back from preconceptions and theories and invoking an attitude of openness and wonder to the meaning of experiences for people as they actually live through them.

Development of a robotic device for facilitating learning by children who have severe disabilities

IEEE Transactions on Neural Systems and Rehabilitation Engineering, Sep 1, 2002

This paper presents technical aspects of a robot manipulator developed to facilitate learning by ... 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. Index Terms-Assistive technologies, computer-assisted learning in children with disabilities, physical disabilities, play and disabilities, rehabilitation robotics.

Out of Time: The Experience of Speech-Generating Device Users

Communication Disorders Quarterly, Apr 13, 2018

It was the first day of school and the first day that Jennifer was in my class. Of course I had s... more It was the first day of school and the first day that Jennifer was in my class. Of course I had seen Jennifer wheeling around the school before. I had even been at an assembly where she spoke with her communication device. I remember thinking wow that's just like Stephen Hawking. Now Jennifer was wheeling through my door. Good morning Jennifer, I said, welcome to Room 10.

Speech-Generating Devices in the Lives of Young People with Severe Speech Impairment: What Does the Non-Speaking Child Say?

Advances in special education technology, Jun 10, 2015

Abstract This chapter presents an exploration of the phenomenon of speaking with, or perhaps bett... 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.

Robot enhanced interaction and learning for children with profound physical disabilities

Technology and Disability, May 14, 2001

The goal of this study was to explore how children who have significant physical disabilities cou... more The goal of this study was to explore how children who have significant physical disabilities could use a robotic arm to interact in a play and exploration activity. These children cannot manipulate toys and other objects to engage in typical play activities with adults or their peers. A robotic arm was used to provide an alternative method to engage in joint play activities. Using the robotic arm, these children were able to engage in play with an adult. For successful play experiences, this activity required manipulation of objects in sequence and turn taking with the adult. Children were able to experience, independently, the mediated manipulation of real objects in the context of a play activity. They demonstrated an ability to interact and to carryout a sequence of steps to complete a play task.

Howery CV October 2023

Universal Design for Learning: When Policy Changes Before Evidence

Educational Policy, Aug 19, 2020

Universal Design for Learning (UDL) is a scientifically validated framework that has been include... 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. Keywords universal design for learning, experts, research and policy in UDL The concept of Universal Design for Learning (UDL) was first defined in policy in the Higher Education Opportunity Act (HEOA) of 2008, as a scientifically validated framework used to proactively and iteratively design

A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability

Intellectual and Developmental Disabilities, Feb 1, 2017

The purpose of this study was to examine the language teachers used to discuss inclusion, Univers... 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.

More Than One Way: Stories of UDL and Inclusive Classrooms

Research and practice for persons with severe disabilities, Aug 8, 2017

Voices of practitioners are often missing in research studies. This project focused on examining ... 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.

$Research paper thumbnail of A Closer Look: Examining Teachers\u27 Language Around UDL, Inclusive Classrooms, and Intellectual Disability$

A Closer Look: Examining Teachers\u27 Language Around UDL, Inclusive Classrooms, and Intellectual Disability

The purpose of this study was to examine the language teachers used to discuss inclusion, Univers... 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

The Lived Experience of Using a Speech-generating Device

The field of Augmentative and Alternative Communication is emerging understanding of both practic... more The field of Augmentative and Alternative Communication is emerging understanding of both practice and praxis. Speech-generating devices (SGDs) are becoming smaller, more powerful and more accessible to people with complex communication needs. There is a growing body of evidence based practices that speech language pathologists, teachers and families can draw upon to understand how best to support people who use these devices to effectively communicate throughout their daily lives (Beukelman & Mirenda, 2013; Drager & Reichle, 2010; Light & McNaughton, 2014). Despite these exciting advances, there is still little understood about the phenomenon itself, that is what is it really like to speak with/through a SGD? Research Question: What is the experience of speaking with a machine by one who is severely speech impaired? This essential question is explored by employing the existentials of lived relation (relationality), lived body (corporeality), lived space (spatiality), lived time (temporality), and lived things and technology (materiality) (van Manen, 2014). Method: This study draws upon the phenomenology of practice (van Manen, 2014) as a method of researching lived experience in order to glean insights into what it might be like to speak through a device, the meaning of this phenomenon in the lives of those who use SGDs, and implications for pedagogical practice. Phenomenological studies seek to shatter the takenfor-grantedness of everyday life by stepping back from preconceptions and theories and invoking an attitude of openness and wonder to the meaning of experiences for people as they actually live through them.

“Reaching Every Student” with a Pyramid of Intervention Approach: One District’s Journey

by Karen Pedersen-Bayus and Kathy Howery

Canadian Journal of Education, 2013

This paper presents a description ongoing work of an Alberta school district that is working to s... 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...

K.: Development of a robotic device for facilitating learning by children who have severe disabilities

Abstract—This paper presents technical aspects of a robot ma-nipulator developed to facilitate le... 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 ...

“Reaching Every Student” with a Pyramid of Intervention Approach: One District’s Journey

Canadian Journal of Education, 2013

This paper presents a description ongoing work of an Alberta school district that is working to s... 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...

Addressing the Challenges Encountered during a Developmental Evaluation: Implications for Evaluation Practice

The Canadian Journal of Program Evaluation, 2011

This article describes three challenges encountered during a developmental evaluation and explain... 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).

Out of Time: The Experience of Speech-Generating Device Users

Communication Disorders Quarterly, 2018

This article presents a phenomenological investigation into speech-generating device (SGD) use in... 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.

Universal Design for Learning: When Policy Changes Before Evidence

Educational Policy

Universal Design for Learning (UDL) is a scientifically validated framework that has been include... 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.

Howery CV Sept 2021

When My Voice is not My Voice: Speaking through a Speech Generating Device

Phenomenology & Practice, Mar 30, 2018

A speech-generating device (SGD) is not a thing that many people have experienced. For those with... more A speech-generating device (SGD) is not a thing that many people have experienced. For those with severe speech impairments, however, it may be a technology giving them voice and an integral part of their daily lives. What is it like to have an embodiment relation with SGD? This article draws upon Don Ihde's insights regarding human-technology relations to explore how SGDs may act to mediate and condition the everyday lives of children and youth with speech impairments.

Look Howery CV January 2025

This is just my updated CV

The Lived Experience of Using a Speech-generating Device

The field of Augmentative and Alternative Communication is emerging understanding of both practic... more The field of Augmentative and Alternative Communication is emerging understanding of both practice and praxis. Speech-generating devices (SGDs) are becoming smaller, more powerful and more accessible to people with complex communication needs. There is a growing body of evidence based practices that speech language pathologists, teachers and families can draw upon to understand how best to support people who use these devices to effectively communicate throughout their daily lives (Beukelman & Mirenda, 2013; Drager & Reichle, 2010; Light & McNaughton, 2014). Despite these exciting advances, there is still little understood about the phenomenon itself, that is what is it really like to speak with/through a SGD? Research Question: What is the experience of speaking with a machine by one who is severely speech impaired? This essential question is explored by employing the existentials of lived relation (relationality), lived body (corporeality), lived space (spatiality), lived time (temporality), and lived things and technology (materiality) (van Manen, 2014). Method: This study draws upon the phenomenology of practice (van Manen, 2014) as a method of researching lived experience in order to glean insights into what it might be like to speak through a device, the meaning of this phenomenon in the lives of those who use SGDs, and implications for pedagogical practice. Phenomenological studies seek to shatter the takenfor-grantedness of everyday life by stepping back from preconceptions and theories and invoking an attitude of openness and wonder to the meaning of experiences for people as they actually live through them.

Development of a robotic device for facilitating learning by children who have severe disabilities

IEEE Transactions on Neural Systems and Rehabilitation Engineering, Sep 1, 2002

This paper presents technical aspects of a robot manipulator developed to facilitate learning by ... 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. Index Terms-Assistive technologies, computer-assisted learning in children with disabilities, physical disabilities, play and disabilities, rehabilitation robotics.

Out of Time: The Experience of Speech-Generating Device Users

Communication Disorders Quarterly, Apr 13, 2018

It was the first day of school and the first day that Jennifer was in my class. Of course I had s... more It was the first day of school and the first day that Jennifer was in my class. Of course I had seen Jennifer wheeling around the school before. I had even been at an assembly where she spoke with her communication device. I remember thinking wow that's just like Stephen Hawking. Now Jennifer was wheeling through my door. Good morning Jennifer, I said, welcome to Room 10.

Speech-Generating Devices in the Lives of Young People with Severe Speech Impairment: What Does the Non-Speaking Child Say?

Advances in special education technology, Jun 10, 2015

Abstract This chapter presents an exploration of the phenomenon of speaking with, or perhaps bett... 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.

Robot enhanced interaction and learning for children with profound physical disabilities

Technology and Disability, May 14, 2001

The goal of this study was to explore how children who have significant physical disabilities cou... more The goal of this study was to explore how children who have significant physical disabilities could use a robotic arm to interact in a play and exploration activity. These children cannot manipulate toys and other objects to engage in typical play activities with adults or their peers. A robotic arm was used to provide an alternative method to engage in joint play activities. Using the robotic arm, these children were able to engage in play with an adult. For successful play experiences, this activity required manipulation of objects in sequence and turn taking with the adult. Children were able to experience, independently, the mediated manipulation of real objects in the context of a play activity. They demonstrated an ability to interact and to carryout a sequence of steps to complete a play task.

Howery CV October 2023

Universal Design for Learning: When Policy Changes Before Evidence

Educational Policy, Aug 19, 2020

Universal Design for Learning (UDL) is a scientifically validated framework that has been include... 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. Keywords universal design for learning, experts, research and policy in UDL The concept of Universal Design for Learning (UDL) was first defined in policy in the Higher Education Opportunity Act (HEOA) of 2008, as a scientifically validated framework used to proactively and iteratively design

A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability

Intellectual and Developmental Disabilities, Feb 1, 2017

The purpose of this study was to examine the language teachers used to discuss inclusion, Univers... 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.

More Than One Way: Stories of UDL and Inclusive Classrooms

Research and practice for persons with severe disabilities, Aug 8, 2017

Voices of practitioners are often missing in research studies. This project focused on examining ... 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.

$Research paper thumbnail of A Closer Look: Examining Teachers\u27 Language Around UDL, Inclusive Classrooms, and Intellectual Disability$

A Closer Look: Examining Teachers\u27 Language Around UDL, Inclusive Classrooms, and Intellectual Disability

The purpose of this study was to examine the language teachers used to discuss inclusion, Univers... 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

The Lived Experience of Using a Speech-generating Device

The field of Augmentative and Alternative Communication is emerging understanding of both practic... more The field of Augmentative and Alternative Communication is emerging understanding of both practice and praxis. Speech-generating devices (SGDs) are becoming smaller, more powerful and more accessible to people with complex communication needs. There is a growing body of evidence based practices that speech language pathologists, teachers and families can draw upon to understand how best to support people who use these devices to effectively communicate throughout their daily lives (Beukelman & Mirenda, 2013; Drager & Reichle, 2010; Light & McNaughton, 2014). Despite these exciting advances, there is still little understood about the phenomenon itself, that is what is it really like to speak with/through a SGD? Research Question: What is the experience of speaking with a machine by one who is severely speech impaired? This essential question is explored by employing the existentials of lived relation (relationality), lived body (corporeality), lived space (spatiality), lived time (temporality), and lived things and technology (materiality) (van Manen, 2014). Method: This study draws upon the phenomenology of practice (van Manen, 2014) as a method of researching lived experience in order to glean insights into what it might be like to speak through a device, the meaning of this phenomenon in the lives of those who use SGDs, and implications for pedagogical practice. Phenomenological studies seek to shatter the takenfor-grantedness of everyday life by stepping back from preconceptions and theories and invoking an attitude of openness and wonder to the meaning of experiences for people as they actually live through them.

“Reaching Every Student” with a Pyramid of Intervention Approach: One District’s Journey

by Karen Pedersen-Bayus and Kathy Howery

Canadian Journal of Education, 2013

This paper presents a description ongoing work of an Alberta school district that is working to s... 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...

K.: Development of a robotic device for facilitating learning by children who have severe disabilities

Abstract—This paper presents technical aspects of a robot ma-nipulator developed to facilitate le... 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 ...

“Reaching Every Student” with a Pyramid of Intervention Approach: One District’s Journey

Canadian Journal of Education, 2013

This paper presents a description ongoing work of an Alberta school district that is working to s... 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...

Addressing the Challenges Encountered during a Developmental Evaluation: Implications for Evaluation Practice

The Canadian Journal of Program Evaluation, 2011

This article describes three challenges encountered during a developmental evaluation and explain... 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).

Out of Time: The Experience of Speech-Generating Device Users

Communication Disorders Quarterly, 2018

This article presents a phenomenological investigation into speech-generating device (SGD) use in... 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.

Universal Design for Learning: When Policy Changes Before Evidence

Educational Policy

Universal Design for Learning (UDL) is a scientifically validated framework that has been include... 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.

Howery CV Sept 2021

When My Voice is not My Voice: Speaking through a Speech Generating Device

Phenomenology & Practice, Mar 30, 2018

A speech-generating device (SGD) is not a thing that many people have experienced. For those with... more A speech-generating device (SGD) is not a thing that many people have experienced. For those with severe speech impairments, however, it may be a technology giving them voice and an integral part of their daily lives. What is it like to have an embodiment relation with SGD? This article draws upon Don Ihde's insights regarding human-technology relations to explore how SGDs may act to mediate and condition the everyday lives of children and youth with speech impairments.