[audio logo]

Speaker 1: OTAN, Outreach and Technical Assistance Network.

Marie Doerner: Welcome. My name is Marie Doerner. I will do the introduction in a minute. This presentation came at our last holiday party, where we were like, how have we managed for the last three years? The three of us work with students with disabilities.

And for many people had said never, never, never could we have done this online. So we thought we would share what we did to work with our low-level learners and our learners with disabilities. Next slide. You should just be able to do the [ INAUDIBLE ] thing.

Elisia Doonan: Yeah. Whenever you're ready to do something.

Marie Doerner: OK. All right. Thanks. So I'm in the middle there. My name is Marie Doerner. I am the learning disability specialist for our school.

I teach basic education. My students range from non-readers to people who have graduated high school, but are not really ready for college. I have a really large class right now. I also teach creative writing. All right.

Elisia Doonan: Hi.

[interposing voices]

Elisia Doonan: I'm Elisia Doonan. I am working for Daily Communication Skills. And I have strictly online right now since COVID. Prior to that, I had a computer lab.

Joy Cole: Hi. My name's Joy Cole. I teach communication skills/communication devices. I don't teach communication devices. Welcome.

And then [ INAUDIBLE ] or just [ INAUDIBLE ] You said going why or not. There. Just--

[interposing voices]

Speaker 2: Don't worry about it. Don't worry about it. You got it.

Joy Cole: I'll go over there.

Speaker 2: This one, I guess. Is this the one? You just have to press this.

Marie Doerner: OK. All right. All right. So what we were hoping you would do was not either aloud or in the chat introduce yourself, your side, your program, and why you are here, what we can do to help you with. So if you want to tell us, maybe what's where you're from in the chat, if you want to share it, that's fine. Maybe is anyone sharing?

Elisia Doonan: Not yet. So like I said, thanks. And just give them a chance to do time.

Marie Doerner: Sure. OK. Yeah. And maybe if you're interested, why are you here, just those questions. Just a quick huddle up.

Elisia Doonan: That's fine. We'll ask the question. Just see and look.

Marie Doerner: We'll go on to the next one, and come back on that. How about that? OK. Good. All right.

All right. We'll talk a little bit about our campus. So our school is the San Diego College of Continuing Education. We are here in San Diego, a bit north of here because we're in Chula Vista right now.

We have a really large school. We have seven different campuses all over the city of San Diego. Before COVID, we had 40,000 students.

So as of last year, this is 17,000 full-time students. That was in the last year. 500 of those are registered with the disability support programs, and services, and receiving support from them.

And so we work for the disability support program. It's 5% of our entire student body here in San Diego. We have many classes for people with disabilities, as well as offering resource support.

So people, who are in the regular classes can get support through a resource person. We also have access technology, where students can get technology that would help them in their classes. For example, programs that would read for them, or programs, where they can dictate, and it's important that way.

So I don't know what the date was. It was March 15, I think, it was something like that we got the call. Don't come to work anymore.

Your classes are all there. But you're going to be online. And so everyone threw up their hands, and it was really just how can we do this.

Personally, I work from the campus. My two colleagues here today work at an off-campus site in another organization's building. And with that other organization. So they can talk about that later.

But the first thing that happened was that our school already had an online course, a 20-hour-- theoretically, it was a 20 hour course that all teachers needed to take if you want to do online instruction. It was already there.

And so suddenly, everyone in the whole entire organization was mandated to take that course. Personally, I'd already taken it. So back when we had Blackboard-- at that time, we had Blackboard-- I'd taken the training.

And so I was good to go, but I did take the new online course because we didn't use Blackboard anymore. And then there was a lot of supporting teachers through that.

So we really interacted and supported colleagues in order to figure out, how are you going to get through all of the different parts using all these skills that people hadn't used before, like making videos, and actioning videos, and just trying to understand, how is this resource going to support our students? Our school had changed to using Canvas. And so it was how to use Canvas and how to make sure you're being a good teacher in the way you're using Canvas. And then learning all the bells and whistles of Canvas, or at least some of them.

Elisia Doonan: OK. Next.

Marie Doerner: The last part there is really acknowledging everybody. I think the online component is really hard to figure out. It's easy to look at the board like right now.

I'm looking at the board, and all I see is words on the board. And how do we acknowledge that, yeah, there's people there behind the words and behind the board. And so really learning how to acknowledge students when you can't even see them or touch them, or use the usual kinds of interaction that you usually use.

So I think that's why we have on there. It was really important to be participating.

Elisia Doonan: Did we have anything in the chat?

Marie Doerner: Yeah.

Joy Cole: OK. All right. OK. So our biggest problem was getting into Zoom, and sending out the link. Now for me, I had a Facebook page called, it was basic education with Marie.

And so for a lot of my students, that's how they got the link. We emailed all the emails that the school had. But those were not accurate. So there was a lot of work behind the scenes with calling people with phone numbers, and hoping they were online still accurate, and then emailing people. What did you guys do?

Elisia Doonan: As Joy and I, we both worked at agencies. I would just send an email to the supervisor with my link and my schedule.

Joy Cole: And in addition to that, I have students that join the Zoom that were not with the agency. And I had their email addresses, and sent them a link directly.

Marie Doerner: Right, and I know our brain injury program for a whole semester, or two did everything through email. They did daily emails and people were just doing emails. So for my class, I teach a HyFlex class. So it's kind of like this, but we had people in-- I have people in person. This week I think I had 13 people in the classroom with me.

And it's hard to say because half of those people also [ INAUDIBLE ] so we Zoomed in a lot of people. I had I think I had 30 people in my class this weekend. And plus job coaches. The etiquette.

I think the etiquette is really similar to classroom etiquette, is making sure that you have systems where the students understand that they are being nice to each other, and that it's really an important part of life. I think the hardest thing online is whether they're eating, or whether they have their clothes on.

I think there's been a few times where I have to say, you know this-- and my line to my classroom is, this is a G-rated classroom. If you could be in a G-rated movie right now, what would you look like? And then they'll quickly go, Oh, because I mean, I think people are online and they are in their pajamas, or they're having to put their shirts on quite recently, and so it's just talking to them in a very respectful way.

Speaker 2: Lynne Austen sort of introduced herself. But if you wish to leave it, I can get to you. And perhaps you can interact with her. This is the message from her.

Marie Doerner: Lynne, we're reading your chat right now

Speaker 2: [ INAUDIBLE ]

Joy Cole: Perfect.

Marie Doerner: Oh, OK. Thank you. Anyone else want to interact. I mean, we're very small and mighty, so if you have anything to say, you can unmute yourself and just join in because we really just want to have a conversation with people.

Elisia Doonan: Well, thank you for joining us, and I think we are going to have some tips for you in here. So you'll-- we have some resources. So stand with us and we'll get to that for you.

Speaker 3: I'll stay in. Thank you.

Marie Doerner: And for me, the biggest thing that I learned-- I started off as a physics teacher. I have a degree in physics, and I started as a physics teacher, and then a math teacher, before I got into the disability field. And the biggest thing that I found was sort of learners don't know how to interact. They think they come and sit-in the room. That's called learning will happen. So I think the important thing is to really help students understand that they have to be active to be learning.

The brain that's idle will not learn. So that interactivity of getting students to be reactive, and joining in the conversation, and joining in, is the most important part of any of our series [ INAUDIBLE ] or their disability is shiny, and people are like, oh, that's a bit weird.

So interactivity is really easy to build in and every [ INAUDIBLE ] that's [ INAUDIBLE ]

Elisia Doonan: So here's one of the-- I'm hoping the video will work. But here is a video that, when we talk about, how do we get them ready. So all thanks-- this is something that, from one of our OTAN DLAC two-year program that I was in. This is what we developed. My [ INAUDIBLE ] so go--

Joy Cole: Oh, no.

Speaker 2: Did it work?

Elisia Doonan: No. Ay yay yay. It worked when I did it.

Speaker 2: It's all right

Elisia Doonan: OK, so we're going to start it--

Speaker 2: Can you all hear us? I think so. If not-- This is the one, right?

Marie Doerner: I'm just going to make one adjustment.

Elisia Doonan: Go ahead

Marie Doerner: I don't know if you know, but--

Speaker 2: It's OK. Go back. Yeah, would you like to change something?

Marie Doerner: Oh, I just wanted to change the speed of it.

Speaker 2: OK.

Joy Cole: It's pretty slow.

Marie Doerner: It's really designed for English as a second language, people. So I really-- I just wanted to let you know that, one of the accessibility features is you can change-- I would make it a two. I would go all the way down to two.

Speaker 2: All the way down to two, all right. We're going to speed up. No problem. Go ahead and see.

Marie Doerner: How come this-- it looks like the speaker is off.

Elisia Doonan: It's actually perfect. When I listen to videos, any video, I'll [ INAUDIBLE ] [ INAUDIBLE ] [ INAUDIBLE ] For some people slow is boring. I think you can also slow down to slower.

Speaker 2: OK, so [ INAUDIBLE ] [ INAUDIBLE ]

Elisia Doonan: Put it back to normal.

Marie Doerner: All right. So that is-- we have a series that we do. And this is a really great one. That was a lot of time and effort that went into that one video, but it is something that we do. At Joy's-- she uses it with her students. I use it with mine. It's something to kind of go over as far as the etiquette. We do have another one of how do you-- as Mary was saying, how do you appear, your clothing, are you hunched over?

We also talk about lighting, so these are quick little videos, I think it was two minutes long. That's a great little way of getting started, to get ready to go on Zoom. So that was something that we used.

Joy Cole: I don't know why [ INAUDIBLE ] don't--

Elisia Doonan: Right over here. OK. You're next. Engaging students online.

Marie Doerner: OK. So, we thought we would do some activities with you. So one of the things that I do every week is, word of the week. So my goal was to really talk about phonics a little bit, and also talk about word, building, and how many of our words, many of our multisyllable words especially, start from the beginning of a word. So I'll start with a word.

So this week we were studying James Madison. This week we were doing James Madison. So I use the word "mad," M-A-D. The week we did this one that I'm showing you today, is we were doing John Adams. So I took the D, A, M from John Adams, and then we said, well, what bigger words could we use that have the letters D, A, M in sequential order.

We talk about-- it follows the syllabication rule that, there's one vowel followed by a consonant. So it's the short vowel sound for the letter A. Not necessarily true when we put it inside of the other words. And then the students have to come up with bigger, and bigger words. So it's a really good way to have a multi-level classroom. I have some students who will look things up on online, and get bigger and bigger words.

The only thing I require then is that they can tell me what the words mean. So we started with them, talked about that dam is not always a word that you are allowed to use. And we talked about the other spelling for dam, and what that maybe would mean. Because I have a G-rated classroom, we didn't put that word on here, but then we have dams, and dampness, and damsel.

Elisia Doonan: We hope that this is another idea for you to use. I think as you said, use it in whiteboard, but you could also use it on--

Marie Doerner: Right. Yeah, so in Zoom, if you go to the whiteboard, you can just go to whiteboard and I just draw it live as we go. OK, and then I also save it, and then I put it as the banner for our Facebook page.

Elisia Doonan: All right. Here's the next one. This is again our concept was engaging students online. That was a short-- we do it through short activities that build on learning. As more we had more with words, now this particular one is an activity. It's named, the object. And because my students are not digitally-- is a challenge.

So this one is again, going online, this is something that I made on Jamboard, and I had gone to one of these-- a TDL lesson had Jamboard in it. And I made a picture-- I got a picture of a kitchen. And there's a couple of things that I did.

You can see I have the colors. The different numbers are in colors. So I have a number identification. And what do you do with number two? Who can identify number two? Marie, do you know what it is?

Joy Cole: Coffee pot.

Elisia Doonan: Oh coffee pot. Yes. OK. Now let's say, if I was to find a cup. If I was to find something to wash the dishes. What number would that be in? Or would you find it?

Marie Doerner: Number five.

Elisia Doonan: Number five. Thus as you know, there's so many ways I can address this. I can make it easier, then I would say so. Let's say Marie is nonverbal. Marie, do you agree with that? Should we do either, give me a thumbs up, head nod, or whatever she can do. That way I can engage her online, and she can participate. So those are some ways that I also have changed things in and of course, I can also say, make it a higher level.

Describe, give me an adjective, what color, what can you do at number six, besides eat? Someone might say, I might do my homework there, I might do my Zoom class. So I can have more conversation. I can gear this activity towards my students. Again, this is done in whiteboard in Zoom. So that's something. All right, thank you.

Oh sorry, here's another one. This was another short activity. Again, we're building on learning. So this one is a scavenger hunt. I always thought-- I was always intrigued when I hear people do scavenger hunts in the classroom. But when you're online, that's a different scenario.

So I made my own sheet of what they can find. Now, so it was a desktop. Since we're on Zoom, I'm hoping everyone's going to be pointing right here. That's what I'm hoping.

So the other thing is, maybe they're in an office where they have it, and they can show it. Now they wouldn't be bringing me a printer, but they can describe it to me. Maybe Marie will say, it's in the kitchen, next to a cabinet. That's fine. A mouse or a touchpad.

Now some students will have a mouse, some won't. But if not, they could say, it's right here. It's kind of cool because a lot of my students would say, it's right here. So it's kind of they're engaged in this.

And the other-- I have another sheet that would say, pencils, notebook. So again, just another way of making an activity kind of fun, and you can also-- I'm trying to get that language out, or I want to write with something. Who can find me something on their desk, or where they're at that you can write with? So that again, write with categorization, hoping that they can find something. A marker, a pen, something. All right. So that's just--

Speaker 2: There is a question.

Elisia Doonan: OK. Yeah, it's a question.

Speaker 2: Mr. [ INAUDIBLE ] is asking, I'm interested in the videos used to introduce Basic Technical Skills related to using the various apps. Are they publicly available?

Elisia Doonan: The videos are, if you have Canvas. We have that module ready, and you can email me. We'll have our address on here, and we also have our QR code for this. Yes? Thank you, Barry, for asking. Great question.

Marie Doerner: Do you want me to help with those images?

Joy Cole: No, I'm good. I think I can do it. Hello, everybody one of the things that was very, very important with working with my students is, a majority of them have communication difficulties, whether they're non-verbal, have unintelligible speech, need prompting to talk, or to communicate, and be active in the class.

So students use communication boards, and augmentative communication devices to participate in engaging in online learning. Go ahead next slide. So this is an example, so this is a Super Bowl communication board. And it was made by BoardMaker. And it's used for people nonverbal, unintelligible speech, language challenges, and prompting.

This is sent to them, and they use it during class. This particular board we were talking about, the Super Bowl, and with this paper low tech communication board, the requirements are desire to communicate, and a communication partner. So I'm going to have, just to show you an example, I'm going to have Marie and Elisia.

Those are the only two people that are in here. Use these boards.

Marie Doerner: Do you want to see the next slide?

Joy Cole: No. So, to use these boards, and so we're talking about the Super Bowl, and I say, Marie, who is going to the Super Bowl? Now, she has to have the desire to point to, and tell me. And then she also has to have a communication partner. Somebody sitting next to her, telling me what Marie is saying. So, hey Marie, who's going to the Super Bowl?

Marie Doerner: A man.

Joy Cole: Ah, a man. A man's going-- who? What man? Is there a team? What team is going to the Super Bowl?

Marie Doerner: The Eagles.

Joy Cole: Aah, the Eagles. Hey Marie, who do you want to win the Super Bowl? The Chiefs, or the Eagles? She wants to win the bet.

[laughter]

[ INAUDIBLE ] having them have a pictorial communication system. This can be used for somebody, like I said, that's nonverbal. Somebody that has difficulty with people understanding what they're saying, and then also people who speak English as a second language. So the pictures can help prompt the answers to the questions.

And then there are people that do have speech, that English is their first language, but they just need prompting to answer a question, because perhaps they're shy, perhaps their processing doesn't allow them to verbally speak at without a prompt of a picture.

The other thing, and we can go to the next slide. The other thing too is, I don't know if everybody can see this, but I also have students who use argumentative [ INAUDIBLE ]

Elisia Doonan: In front of these guys.

Joy Cole: Oh, OK. I also have students that-- we turn this around, so I get to it-- who use augmentative, and alternative communication devices. This particular device is an iPad with the TouchChat communication app on it, and it's in a big grips case.

So I do have students that use these types of devices, and when I say to them, who do you want to win the Super Bowl? They can tell me--

Automated Voice: The Chiefs.

Joy Cole: The Kansas Chiefs or, hey, are you going to be having anything to eat during the Super Bowl?

Automated Voice: Yes.

Joy Cole: Are you-- what are you going to be eating during the Super Bowl?

Automated Voice: Hamburger.

Joy Cole: Oh, yeah. Me too. I really like hamburgers. So having the tools to be able to actively participate, and engage in the activities is really, really important. So next slide, please. Thank you.

So in addition to using those communication boards, and communication devices, or iPads for the communication apps, I also work for device lending and demonstration center, located at UCB in San Diego. Now, the Ability Tools Device Lending and Demonstration Center is available throughout the State of California.

So all of the devices that you'll see, plus many, many more. People can borrow these at the [ INAUDIBLE ] [ INAUDIBLE ] There are computers to participate in Zoom, or their iPads. So go ahead, next slide. So we have a whole lot of different devices that people are using. [ INAUDIBLE ] So we'll be sure to go ahead and leave that show, and this.

So one of the things that's really important for people to-- can you see me OK? OK-- is with the keyboard-- you can go ahead and take those up. With the keyboard sometimes people that have visual difficulties need the keys a little bit larger, or the keypad keys a little bit larger. And so what has been put on this just traditional keyboard, or something called Zoom Pass.

These are stickers that can be put on the keyboards. All right, so also, these are called the key guards, that's on this keyboard. A lot of times people have difficulty with isolating the key. So one of the things that you can do, depending on your abilities, is you-- I can lay my hand on this keyboard. And then I can stick my finger down there, and then I can type into the chat what I may be able-- what I may be asking.

And the key guards come in metal covers, and there are plastic pillars. Next. There's also devices called the Big Keys XL. They come in different colors.

So you can have a yellow background, a white background, a black background, and then there's one that has the different colored keys. OK. All right. And then, this is something called a Chester Mouse. It's a one button mouse. A one button mouse can be very instrumental in someone successfully using a mouse because it only has a left-click on here.

When you press the right-click, you get a menu of things that you have an option to do. And sometimes that can get people in a lot of trouble. And so just having that left click, can be very, very important. All right. This is the Big Track. It has a nice big ball on it.

It has two large buttons, oversized buttons for clicks. One of the things that I have found that-- people that use this particular mouse, a lot of times when they're moving the mouse around, or if they want to hit their left-click or their right-click, they move the mouse. So you're able to plug-in switches.

So after you move the mouse where you want it, you can press the switch so you don't have to reach over. We have an n-ABLER joystick. You can also use the switch instead of the button. One of the really nice things about the n-abler joystick.

I'm going to show you two versions of it. This one just has the right-click, the left-click , and lock. But you can use a joystick. A person may need to put a ball on here, and grip on to the ball, and a T-bar.

I'm going to show you the one that's up there has multiple functions. So this one has the left-click, the right-click, the clicking and drag on it, and also you can control the speed of the mouse. , Also you can plug switches in to control each feature, if it's too difficult to press the button.

Marie Doerner: Oh, so because we're-- because we teach students with disabilities, one of the things, by law, that we have to do by slide is that we have to have an academic accommodation plan for each one of our students. And so this is the form-- it's really complicated little form, but we just thought we would show you because the question was really, how do we assess students?

Because when you're in the classroom, the assessment is quite different from when you're Zooming with people. It's like, how do you assess them? So we thought we would share, first of all, this would be an example of the form that we're-- the method that we're already assessing this, was for-- I don't know who's class was. This was Community Living Skills class.

Elisia Doonan: Do you want me to go back?

Marie Doerner: Yeah, so go back. And so the questions are really

Elisia Doonan: Sorry

Marie Doerner: Too far.

Elisia Doonan: Yeah, too far. OK.

Marie Doerner: So you can see on the form, the academic year was fall, or spring, or summer. The educational goal was to improve computer communication skills, to include increase language processing, and it goes on and on. And then it's got the course objectives on there, and our student learning outcome that we have to have. And then it's got the evidence of progress. So you list out, Oh, how did you know that the student was learning this.

The last column there, we were trying to match with the state progress monitoring systems. The end means that we had no evidence that the student increased in skill. The H was, they weren't really there. So that's why they didn't progress, versus N meaning, they came every day but they still didn't progress.

M was there was a little bit of improvement, S was satisfactory improvement, and excellent. E was the student independently performed to that objective. So we just wanted to share. This is what we were thinking when we're assessing students. OK then, now we can go to the next one. So we're assessing students, you really need to look at what's your objectives, and then really define clearly how students meet them so that you can decide.

And building a rubric covered-- that covers very basic to more advanced is good. I know my students are all at different levels. So it's a really individual thing. But you could-- I mean, the other classes that I work with have rubrics, just in the general functioning. Most of our students are really focused on, are they able to follow the directions that the teachers give?

And self discovery, what did you learn? A lot of the time I will either orally, or in writing, ask students, what did they learn in class? And then just keeping record of that. So that we know what they think they're learning, and then align that with what the teacher thinks they're learning, and it makes for a good [ INAUDIBLE ]

Speaker 2: I have [ INAUDIBLE ] Inocencia say that, she is the ESL teacher, who [ INAUDIBLE ] [ INAUDIBLE ] adult education. I am interested in information data on the effectiveness of teaching learning on Zoom for literacy adult ESL classes. I would like to ask our program to add an online class for [ INAUDIBLE ] learners using Zoom.

[interposing voices]

Marie Doerner: Well, hopefully, taking a look at what we've presented, this will help. I will include-- she can contact me. We have, as I said, we've done a module of low beginning learners. So contact me. It will be at the end of the-- and it's-- we've got some great information that we do.

Elisia Doonan: All right, so here are some of the really good things that we had said that we were going to provide for you. Websites to enhance, and extend learning. So some of the resources, we already have. Some of you are probably using it, but I want to make sure I listed it. So some of the things are the Google Slides documents, the PowerPoint, YouTube, and Wikipedia. So those are some of the things that we use all the time, right? Probably you all know them, that's good. So here's the next one.

And then we also included some of the questions, where can we get the information? So, I have the QR code, but one of the websites we use. We love Baamboozle, Canva, Edpuzzle, JeopardyLab, Factile Jeopardy, which is something that Marie just showed us. It was really very interesting. I think you all would like that. Give these a peek. This one, National Day with Mrs. E. She's got two to three minutes. She is on--

Marie Doerner: YouTube or Facebook.

Elisia Doonan: Yes. And she provides a-- just what's going on for the day. The fact of the day. And she has a little craft, if you're interested. It's really nice. News for you online, so it is a newspaper newsletter type of thing.

Marie Doerner: Yeah, it's designed as a newspaper for ESL learners, so you can get it to read. It is not free. It all the other things on the page are free. You can use news for you free, but you don't get the whole thing. Like in my class, the day we spend one day-- we spent an hour reading the news for you.

I ask students, what do you want to read? And it's actual news. I mean, it's the earthquake in Syria, or the a bus for dogs in Alaska. This I mean--

Elisia Doonan: Also has current, and also it has a teacher guide, so it's really a cool.

Marie Doerner: And it comes out once a week.

Elisia Doonan: And then we also have read out loud books. I don't know if any of you have used-- those are great in window swap. So I think we've pulled out a couple of these that we wanted to show you. So this is the Canva. I know that right now this session, this TDLS is having a session on Canva. This is one of the all time favorites. If you haven't had a chance to use it, take a peek at it.

One of the things I like about it, is that it already has fully licensed Pixels, Pixabay, all of these are already inserted in there. So you won't have any problem researching. Not click and drag.

It's just, pssh. I really appreciate that. Templates are ready for you to go. It's super easy, even I can do it. So that was one. And here's the Window Swap. Again, working on language.

This is another one that, I circled it there, Window Swap. And this is a Switzerland view. So I would say some of the key components of this one, is this day or night? What's the weather like? What do you see? Tell me what you see? Just kind of soliciting language.

I'm trying to get language from my guys now, and maybe Marie's nonverbal. Marie, do you agree it's night time? Then she'd have to say, yes or no.

Marie Doerner: That's hard to tell.

Elisia Doonan: Well, yeah, it is hard to tell, but I mean, is it sunny? That's a tough one because, look, the sun's out. OK. So, do you see stars? No I'm going to change my question. So, actually I wasn't.

Marie Doerner: So no. It's very cool, and this is a live site, right? So you just can go all over the world. You never know, it's kind of like ham radio, it's like you click and boom. Oh, where are we now?

Elisia Doonan: It's really like it, and sometimes you get to see animals. So they get all excited about that. So anyway, that's one, and then this is one that Marie was talking about Storyline. Just want to show you what it looked like. So in case you saw all those things, you could-- is this the one where celebrities reads?

Marie Doerner: Yeah, so this is the SAG actor, The Actors Guild. So they're all big name actors. The only thing is, that you need to be careful of age appropriateness. And also I really try and encourage my students to read to their children, and their grandchildren, and so in that case, this is really good because, as they read, they see the words and they're just really excellent readers. It is great, it's another format for you.

Elisia Doonan: OK.

Joy Cole: The first slide that came up when I was talking about the Device Lending and Demonstration Center, the link was to the local demonstration center. But this is the link to Ability Tools. There are 10 device lending libraries and demonstration centers in California you can borrow from, and they will ship the equipment to you.

You may be responsible for shipping it back. But in the Device Lending Library in San Diego, we have computer access, which are keyboards and mouse options, IPads and communication devices. There's all kinds of different assistive technology available in the other lending libraries. And I see, I have double of there-- sorry

Elisia Doonan: All right, so here is-- some of you wanted art. If you need information, there you go on that. We have no time. All right. And then I think I have our QR code. I just have our-- there's our QR code. If you needed it, information or-- it's there for you.

Marie Doerner: So you can access out our Google-- our talk from Google for any of our slides, right?