AT for Reading

So many amazing AT devices available, and many are available for reading.  I was able to watch a webinar recently...

 

http://www.gatfl.gatech.edu/tflwiki/index.php?title=Webinar_Archives

 

 

The webinar is available in a PDF, doc, or audio which is very helpful.  I enjoyed learning about all the different types of AT specific to reading.  Sometimes you can get lost just searching for devices on your own.  One thing I thought was really neat was BookShare.org.  This is a great way for students to share books online to advance in reading.  The books can be available in audio format which is of course helpful for students who have difficulties reading.  This is great for them to listen, follow along, and start matching words and sounds.  The fees are also waived for users who are participating in an educational setting.  There are so many schools with budgets that don't support these extra devices that can be incredibly helpful, so it's nice to see a company waive fees to allow users to access their software. 

 

 

It's an entire online library available for people with print disabilities.  There are free memberships available as I said above, and also there is an online community.  This allows users to chat with others about books, services, and review products.  I think being able to talk to others about products is one of the most helpful things about this software. 

Interesting Websites...

It's always fun to find new resources to improve instruction.  Here are two websites I found especially interesting...

 

http://www.nuance.com/index.htm

The first website I thought was interesting is listed above.  They provide speech to text software called Dragon.  I think learners with poor fine motor skills, reading/writing skills, or typing skills would greatly benefit from this software.  Students would be able to speak naturally and the computer/software would write or perform commands being said aloud by the user.  The software could be used during the writing process for students with writing disabilities to create portfolio pieces or any writing assignments.  The software requires a bit of set up to recognize the users voice, but it doesn't take terribly long and once adjusted is incredibly user friendly.  Students can also speak various commands and the computer can surf the web as well.  The software is not too expensive, and can be found on the nuance website as well as ebay for bargain hunters with low budget districts!  I've used Dragon before, and was not impressed.  However, colleagues have used it with great success and I was using it while recording myself talking through a yoga class.  I was moving, and wasn't speaking clearly, so it could have been user error. 

 

Another terrific website/software...

 

http://www.gingersoftware.com/

Another website/software for writing.  This software allows users to write easily with any reading/writing disability.  I would love to have this in my classroom as it offers grammar/spelling checkers.  It's a virtual English assistant.  Ready to help you perfect the English language, grammar, and spelling.  It has many neat features that would be very easy for students and adults to use! It would absolutely help students to become more aware of their mistakes in writing.  It does require the students to be able to type however, so may not work for everyone. I was parusing the site to find prices, and I kept seeing free download buttons!  Free!? Who doesn't love that?  I would love to add this to school Ipads to allow students to check their work during the editing process.

 

Both of these websites/software pieces would be excellent in the classroom, especially for the writing process.  The writing process is challenging for many people/students and any AT device to help would be terrific. 

Taking a closer look at IEP goals

In my last post, I spoke about the importance of consideration of AT devices in the IEP process.  Below are 5 examples of IEPs with AT devices to help students reach the goals on the IEP.  These examples come from the Wisconsin Assistive Technology Initiative.

 

Example 1:

Present Level of Academic Achievement and Functional Performance: Eric participates in regular education programs for his academic subjects. His hand strength is limited and he fatigues quickly when doing any handwriting task. Civics and English homework are a particular problem because of lengthy assignments and reports that need to be completed.

Annual Goal: Eric will use a computer or portable word processor to complete 100% of his assignments in 10th grade English and Civics classes.

 

 

Example 2:

Present Level of Academic Achievement and Functional Performance: Becky is learning to read and is anxious to complete writing assignments with her peers. She is not able to produce handwritten material due to severe spastic quadriplegia. Becky is interested in using the computer and has been introduced to it. The staff has helped Becky experiment with several switches in a variety of locations. She seems to be most accurate using a switch mounted next to her head.

Annual Goal: Becky will use a single switch mounted on a switch-mounting arm positioned to the right side of her head and scanning software to access the computer 9 out of 10 times for a variety of educational assignments.

 

Example 3:

Present Level of Academic Achievement and Functional Performance: Brandon communicates by using unintelligible vocalizations. He will physically obtain desired items independently and indicates refusal by pushing objects/people away. Brandon currently understands cause/effect relationships and will activate a switch with voice output to obtain a desired activity. It is questionable whether he understands the specific meaning of the utterance he has produced or if he simply knows that pressing the switch earns him an activity.

Annual Goal: Brandon will select activities and interact with peers/adults within those activities four out of five times when provided with voice output devices.

 

 

Example 4:

Present Level of Academic Achievement and Functional Performance: Kelly is in the third grade classroom for most of his day. He has a full time paraprofessional who assists him. He is unable to use a standard keyboard because of his physical limitations. Additionally, his speech is frequently unintelligible. He currently uses single message and multiple message voice output devices, eye gaze, and limited direct selection to complete his academic work. Kelly is functioning at about the second grade level in most curricular areas.

Annual Goal: Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work.

 

 

Example 5:

Present Level of Academic Achievement and Functional Performance: Steven is a four-year-old boy diagnosed with pervasive developmental disorder. His placement is in an Early Childhood classroom. He is able to understand and comprehend when spoken to, but does not communicate his needs consistently. When choices are simplified and broken into steps, Steven will try to communicate wants and needs. Peer interactions are limited.

Annual goal: Steven will use a picture board or voice output device to express wants and needs to adults and peers in both home and school at least four times each day.

 

 

IEP Considerations and AT

As I continue my journey with assistive technology and helping to aid the diverse learners we'll teach, I'm finding that the AT we choose has a large impact during the IEP process.  There are so many things to consider when creating an IEP for a student.  I decided to read further, as I've only been a part of annual review meetings and have never had the opportunity to create an IEP myself.

http://nichcy.org/schoolage/iep/meetings/special-factors/considering-at

A terrific website! ^




Although it is important, sadly, some may not agree.

"Why is it important?
Assistive technology increases a student’s opportunities for education, social interactions, and potential for meaningful employment. It also supports a student’s participation in learning experiences in the least restrictive environment. Assistive technology is a tool to help the student benefit from the general education curriculum, and access extracurricular activities in home, school, and work environments.
In addition:

__ A child’s need for assistive technology must be determined on a case-by-case basis and could be special education, related services or supplementary aids and services for children with disabilities who are educated in the least restrictive environment.

__ A district must provide a device for use at home if necessary for FAPE. Decisions regarding the use of the assistive technology device or service in other settings outside school must be made on an individual basis.

__ A school may access alternative funding sources to defray costs of assistive technology devices and services. Schools may not compel parents to file an insurance claim and may not condition provision of equipment or services on filing or approval of a claim."

 

This is a small piece of the very detailed webpage that I think sums it up quite nicely.  AT isn't just for academic purposes.  It's for social purposes, future employment, use at school, home, and extracurricular activities.  I think for anyone unsure of the true power/importance of AT for students during the IEP process would be swayed with this website alone!

Expressive communication and it's challenges...

In my studies I've learned a key tool that is modified are ways of communication. My style of teaching is based on the Whole Brain Teaching movement. This is a high energy and exciting way to access the full brain while learning and actively engage all learners. While exploring this during my coursework a great question was brought up..."What about students with communication difficulties?". I decided to look into how/if this style of teaching would present extra challenges.  Many students with autism struggle with expressive communication. "Expressive communication involves sending a message to another person(s) to (a) make something happen or (b) stop something that is already happening.

Children and youth who are deaf-blind are able to express themselves in many different ways. Parents, siblings, and service providers must be responsive to their varied forms of communication. In addition, they must notice and encourage opportunities for expressive communication."(NCDB Products).  

Many students with autism will have great difficulties expressing communication in a variety of facets. In the book, Teaching Communication Skills to Children with Autism, a plethora of examples and strategies are given.  Students with autism may have difficulties reading social cues or facial expressions which is a large part of any communication person-to-person.  Car with pictures or extra social contact and role playing am be a great strategy to show students appropriate means of communication. Another important aspect of communication in person is personal space. Students with autism may not realize how close they're getting while chatting or may not understand why it bothers people. This book addresses strategies for the as well. The book has various pictures, assessment tools, options, strategies, and difficulties you may come across. Every child is different and they will need help in different aspects of communication.   One strategy to help children with autism to communicate are cards...

Break Cards -A visual aid to allow students to request a break from class to refresh mentally or physically.
 

Choice Cards- Another visual aid for students to pick an option. Great for students who need to see various options and have difficulties verbalizing what they'd like to do, eat, play, etc.

 

 

The website below is for the book I was able to find. It is full of strategies, picture examples, and fantastic information. 

http://www.attainmentcompany.com/sites/default/files/pdf/sample/TCSWA_Sample.pdf

 

Ipads in the Classroom.. Various Perspectives

There are so many tools to enhance classroom learning, one of which being, the Ipad.

From a teacher's perspective, I love it!  The students are learning new types of technology, actively engaged in something different, and can be working on customizable skills or apps.  Students also learn how to use the Ipads for more than games and apps.  In my classroom we use them for research, typing, video production, etc.  We also practice academic skills and then if time permits students may play a game of their choice.  I must add that I am incredibly spoiled to work in the school district that I do!  We have an Ipad cart at each elementary building (an are acquiring more).  At the upper building (4th through 6th) there are multiples carts of Ipads and each 6th grade class has their own set.  It's really amazing the functions the Ipads have that are so much more than games!



A parent perspective can be seen in the video below.  I was happy to hear that she originally had doubts that were addressed and changed to positives!

A child's perspective seems pretty predictable.  It's something different to practice skills with, often times this skill practice can be disguised as a game, and it's independent work time.  In the video below (which is long) they allow the students to chime in to say what they enjoy about the Ipads.  Love hearing from the kiddos!

Ipad Apps for Austistic and Nonverbal Children

In my exploration of so many assistive technology devices, one of my favorites was the Ipad.  I was the most familiar with the Ipad and it's something I have and continue to use in my classroom.  In the following link, you'll be able to watch a video on using Ipad apps with students who are nonverbal and students with autism. 

 http://www.youtube.com/watch?v=FGU1ELjS7bQ

The video begins with the presenter speaking about a 2.5 year old girls with cerebral palsy who would typically have closed fists.  This is very common as my brother with cerebral palsy has the same attributes.  When given the Ipad however, she started to open her hands and use only one finger to play songs on the virtual piano!  The presenter mentioned that some students who wouldn't use other devices would however use the Ipad.  The main focus of the lecture was that Ipads are effective and easy technology to use with a wide variety of learners.  However, the Ipad and coordinating apps shouldn't replace social interactions or other processes such as writing, puzzles, mazes, etc.

Introductory Apps:
 -Duck Duck Moose: Students use the touchscreen to interact with childhood songs.
- Drum App: Helps students to practice using one isolated finger to interact with the tablet.

Communication Apps:
- Going Places: Stories about social interactions.
- Yes, No: Great for making choices rather than using picture cards.
-Sonic Pix: This makes social stories about various topics.  How to order at a restaurant, etc.
-Speak It: Text to speech app.
- Tap to Speak: Not customizable (i.e. "I want fruit, please" Then click desired fruit)
- Proloquo2Go: This app is fully customizable but very costly at $200.
-Sono Programmable: Multiple and customizable ways to communicate.
-Sound Touch: This was used with triplets at different communication levels.  One verbal, one receptive, one nonreceptive.  The app taught about generalizations.
 - Leonard: Used with a boy who had a brain tumor and speech difficulties.  The voice back-up motivated the boy to speak more clearly.
- Vocal Zoo: All about animals and sounds.

Writing Programs:
-Little Sky Writers: Used with a 2nd grade child with down syndrome who was working on handwriting. She could spell and read. Used app to trace letters correctly. This helped her work up to 20 minutes of nonstop handwriting.
- Doodle Buddy: Practice writing letters and creating pictures with stamps.
- Various: Different puzzles and connect the dots activities.

Apps for Younger Students:
- Elmo's Monster Maker: Helps students learn about body parts.
- Grover's Restaurant: Great for hand/eye coordination.
- Maze: More hand/eye coordination.
- Monkey Preschool Lunchbox - Teaches about size, puzzles, fruits, colors, and letters.
- Following Directions Fun Deck - Teaches children how to follow directions.
- Matching- Match pictures.

Apps for Older Students:
- Angry Birds and Cut the Rope: Teach finger isolation and physics.  Also, good reinforcement of cause and effect.

Books:
- Toy Story- Read words, look at pictures, then swipe finger to turn the page.
- Disney books can also become coloring books for students!

Closing:
- iPad apps are NOT for everyone
- Think about skills- Communication? Writing? Motor skills? Physical skills?
- Can be used as a reward or motivator for many students

 I really love using the Ipads with my class.  It's taught them a sense of responsibility.  They take care of the Ipad when we're using them, they understand they are tools, not toys, in our classroom, and work very well with them.  I understand not all districts have the funds to support purchasing Ipads, but they are an excellent addition to any curriculum!