For Presentation Monday Night

My Final Post- Reflecting on a Semester of Assistive Technology

It is hard to believe that I am so close to completing my semester of the Assistive Technology Course at Carbini College. After this semester I hope to get a job in the special education field. This course and these blog posts are definitely a great resource for me to use as a special education teacher. Although I would like to work with more mild to moderate disabilities, I am still able to pull from this wealth of knowledge that I have learned over the course of this semester.

Before coming to this class, I have very little knowledge of Assistive Technology and the process involved in getting one for a student. I also have very little experience or knowledge of different products out on the market for different needs. I had little expose to augmented communication devices, single message output devices and choice boards. One cool thing that I realized as I was going through this course is that some of the tools that I use in my classroom are considered AT, although they are low tech. The 5 point scale for self regulation, Michele Garcia Winter's zones of regulation and break cards are all ways that I am implementing assistive technology in my classroom without even knowing it!

I really enjoyed learning about the adaptive keyboards, the different computer programs that allow text to speech, speech to text, screen magnification, and even the different companies that provide the software. Knowing I have these blogs in my arsenal, feel more comfortable in recommending AT for any of my students.

I also liked learning about the processes involved ( SETT) with identifying a student's need, identifying the type of product that may help the student, identifying the environment in which it will be used and finding different alternatives before going to the high tech devices. I think that the low tech devices are just effective strategies good teachers have been employing for years, such as maps, charts, visuals, graphic organizers, stations, choices etc.

And as much as I am sick of hearing about UDL, I can see how this buzz word plays into the AT process. Good teachers are employing lots of UDL strategies, and only until you have exhausted all of the low tech strategies, should the teacher and the IEP team be considering higher tech devices. I can finally see how the AT process, can come back to connect to UDL, the first couple of blog posts I had created.

Finally, as always this course has taught me that the student need is the most important thing in special education. The need takes precedent over the student's classification of disability, the parent's wants, the school administration demands and even the teacher's agenda. If  the student is getting  exactly what he/she needs than nothing else matters, not the price of the device, the headache of the paperwork, the bureaucracy of the process. NOTHING ELSE MATTERS BUT THE CHILD'S NEED! Sometimes I wish this was the case in all aspects of life....

What a journey! And I'll continue on this journey and see where it takes me..... so long for now.

AT: Assisting young adults with autism, congnitive disabilities or multiple disabilities achieve independence

Before I get into AT devices that help adults achieve independence, I should talk about the four main areas students must develop in order to achieve independence with the device.

Operational Skills-  the skills needed to operate the device

Functional skills- knowing how to perform the tasks in which the device is intended and including how the AT helps with the task.

Strategic Skills- involve the ability to decide which tool or strategy is used for a specific task.

Social Skills- the context in which the assistive technology is used.

In school, teachers help students learn these different skills so that they become independent in the use of the device. Once the student is using the device independently, the device can help him/her become a more independent individual in daily life.

AT can help teach functional skills that will help the student become more independent. Instructional applications from Laureate Learning Systems are available to help with functions such as early vocabulary, cause and effect, and cognitive concepts. Such programs can help students learn essential vocabulary of his/her surroundings with the My house, My town, My school programs. Attainment company also makes available customizable applications that help build functional skills of counting money, telling time, and making change.                                          

Assistive Technology for Students in College

Although I have been focusing on students in a prek-12 program in my blog posts, I want readers to know that AT does exist for students who go to college. In fact all of the things I have posted about, graphic organizers for writing and reading, text to speech and speech to text technology, overlays on keyboards, adaptive keyboards, software and applications for computers and iPods are all Assistive Technologies that can help students with disabilities in a College setting.

Reasonable accommodations are also made for students who have disabilities and who have a need for them. A student who is hearing impaired can use an assistive listening device. A student who is blind will be given access to a Braille reader, printer and translation programs. These students might also need a screen magnifier to help with on screen work. For students who may struggle with reading and writing, text to speech software may be used as an auxiliary aid. 

One thing to point out, is that although the college may be required to provide auxiliary aids and services, they are not mandated to give the most sophisticated technology. Therefore the brand of  technology requested may not be the technology that the student receives. As long as the college does provide equivalent services, then they can not be deemed as negligible. 

Assistive Technology Implementation: Working Together to make a difference

One of the resources my textbook provided me with was the Texas Assistive Technology Network Modules. This is a place for Special Education teachers, administrators, and students can come to find modules on different parts of the Assistive Technology process. Different modules include consideration process of AT, implementation process, the legal process, the administration process and the evaluation process among others. Each module will bring you to a page that describes the Purpose of the module, the description with basic summary, and objectives that users will learn about.

The modules consist of presentation slides and presenter notes. Some of the modules also include videos and other resources for the user to check out. What I liked about this website was the different processes that were broken down for me with a wealth of information and facts about each process. I will definitely come back to this site and print out some of the slides for my own collection.

Augmentive Communication devices desgined to meet the communication demands in the community

Augmentive communication boards are a great tool for a student who is unable to communicate verbally. They can use it in school, but as I stated in the last post, the eventual goal is to have the student use them at home and in the community.

Luckily, communication devices are very versatile in the their function. Most boards are able to switch out overlays and change the verbal output to match different activities/social situations. It as if you were to bring an Easter Basket to a Christmas party. That wouldn't fit, so you wouldn't use a overlay designed for a Christmas party, for an Easter Dinner with family. There are also lots of programs out there that can create custom overlays for special occasions. As a special education teacher, you should be able to access Board Maker, a computer program that allows you to create a board using visual pects. Some other resources such as I Can Cook, Too! and Art for Me, Too! are two collections that have activities and board overlays customized for the activities.

In order to maintain that the student will be successful at home and in the community, it is imperative that teachers arrange for family members to be instructed on how to use the device. This will help the student to continue to learn the independent use, and in case the family needs to trouble shoot any problems with the device.

Supporting Augmented Communication in the home and in the community

Supporting students with augmented communication devices is just as important at home and in the community as it is at school. By using the communication device within the home and community will reinforce the skills learned in school and helps then transfer and generalize them into other settings. Because the transfer of skills would greatly benefit the student, it is very important that school and home communicate effectively with each other. First off, training of the device should be provided to the family so that they know how to operate the device and troubleshoot if something goes wrong.

Other tips for implementing the communication device in the home and community are below:

• Provide Direct instruction on using the system 
• Identify key vocabulary relevant to the student's home and community
• Teach Family Members to provice opportunities for communication
• Provide simple data and evaluation sheets for home/community
• Give permission to parents to expand studnet's communication
• Keep it simple

For ways to help the child communicate with people who are less knowledgeable about the device, you as a teacher should plan assemblies, field trips or other special activities that will get the student to communicate with unfamiliar people.

Integrating Augmentive Communication into the IEP

Once the IEP team determines a child needs a communication device, The components of the system should be included in the IEP. Also specified in the IEP is how the student will use the communication device within his/her educational program. The student's academic goals are written with the Augmentive Communication Device in mind, as the student will be using the device to achieve his/her academic goals. IEP teams should also create goals and objectives that cater to the use of the communication device.

Below are a few examples of IEP goals for communication:

• The student will increase his or her spontaneous use of appropriate communication with familiar partners for at least three communicative purposes.
• The student will independently navigate the augmentive communication device without assistance or prompts.
• The student will communicated more complex messages by selecting a three-icon sequence.  

Below are Sample IEP goals to support instruction:

• Jess will participate in social studies class through a specifically designed overlay that is developed for her augmentive communication device for each unit. She is expected to volunteer answers to at least two questions per lesson.
• Bob will participate in cross-content unit of study such as a class play about the state of New Jersey by using preconstructed messages on his communication device. 

There are additional components that must be included in an IEP for student with a communication device. One is a list of services to be provided by related service personnel and the other is the identification of the party responsible for maintenance of the device. 

Helping Students Overcome Learned Helplessness

Students who have moderate to severe disabilities are more prone to having what is known as "learned helplessness". Learned helplessness is when a student learns to be dependent upon other through years of disempowerment. Here are a list of strategies to help teachers help students overcome learned helplessness:

• Build daily expectations for students to communicate through different ways, i.e. choosing the activity for recess/break time, choosing a book for a read aloud, or choosing their seat during a lesson or at lunch time.
• Help the students conduct a brief daily report of things that had happened during the day, i.e.  a list of subjects that were taught, special (art, gym), what he/she ate at lunch, which book was read etc.
• Allow natural consequences to occur and provide ways for the student to rectify the situation. 
• Provide choices for student to exhibit control over environment, assignments, and will provide opportunities for students to communicate their wants/needs
• Provide powerful words or phrases on the communication device that will allow students to show support/approval, disgust/disapproval or emotions/feelings

Holding high expectations for students with disabilities is imperative to ensure that they will not developed the "learned helplessness" syndrome that could be a potential threat to living life independently.

Adding More Math REsources to Your Portfolio

In previous posts I had blogged about different math educational applications for the computer. These were all resources I had found in my text book. In this blog I will explore other resources I was able to find on the internet and even ones that my district uses.


Xtra Math- This is a program my district uses and it helps students build addition and subtraction facts. Students use the number keys to type in answers to the problems. Each question is timed for a response. If the student does not answer in time or gets the wrong answer, the correct answer appears. Students get immediate feedback on answers and it will have students repeat facts that are not memorized.

IXL- This is a fantastic website for teachers to use to help reinforce skills that are learned during whole group/small group instruction. Students use this program individually on the computer, and can be performed independently. Students are able to click the speaker button to have questions and answers read to them. Content is broken up into categories such as addition, subtractions, measurement, geometry etc. Categories are broken down further into sub categories which the user can click on to access the questions. The student's progress is tracked by the number of questions they answered correctly and there is instant feedback with explanations if a student got the question wrong.


Interactive Sites- This site is a great resources for interactive sites for math concepts. This website has sourced interactive material from all over the web and made it available in one place. The content is broken up into categories such as algebra, graphing etc. and once the user clicks on the categories a whole wall of games appear for the user to browse.

Low and Mid-tech adaptations for Math Assignments

If you are getting concerned reading the list educational applications for math and how you will use assistive technology in a math lesson, have no fear! There are lots of ways to incorporate low tech and mid tech adaptations to math lessons that will come naturally to any good teacher! 

Manipualtives, a low tech aid, which any good teacher should use and would have at his/her disposal are a great way to adapt any paper/pencil lesson. Make it hands on and fun! Students will be much more engaged if they have base ten blocks in front of them, instead of just a worksheet.

Onion Mountain Technologies produces lots of useful manipulatives such as number lines, fraction rubber stamps, addition/multiplication tables, and a special ruler with different unit overlays.

For students with fine motor disabilities, a calculator with oversized buttons will help them to input numbers easier. A talking calculator is great for students with visual impairments.

Touch Math is a great low tech curriculum for students with an Intellectual Disability. They have curriculums for touch addition, subtraction, multiplication, division, and money.

Tools for Math concepts, math skills, and problem solving

It is essential for students to learn math concepts jut as they learn math computation. Learning math concepts helps students transfer previously learned procedures to more advanced procedures and skills. To help students understand math concepts, experts agree that the use of manipulative help all students, not just students with disabilities. Manipulatives help all students understand even the most abstract of math concepts. Imagine trying to teach regrouping in subtraction, without the use of ones and ten blocks!? Both concrete and virtual manipulatives are useful for establishing an understanding of a math concept or problem solving. In order to make sure that students get the most out of the manipulative, the teacher must understand the use and how the student can access the manipulative. For students with a fine motor disability, it may be harder for them to access standard manipulatives available in the classroom. Luckily, there virtual applications that can provide access to manipulatives online/on the computer.

National Library of Virtual MAnipulatives- This site is operated by Utah State University and provides access to a number of virtual manipulatives for all levels and concepts in math, from base ten blocks, to fractions, to geometric shapes to measurement.

Math Playground is another resource to help support math concepts and problem solving. there are free online activities that are separated into math categories.

Destination Math is a Houghton Mifflin Harcourt Learning Technology resource that helps to develop skills in math reasoning and understanding and problem solving for students in K-12. It provides step-by-step instruction and opportunities to practice skills.

Technology Tools for Visual-Spatial or Motor Control Difficulties

Students with Visual-Spatial or Motor control dissabilities may experience difficulty writing numbers, aligning digits in computation problems, and creating visual representations suchs as shapes, or angles. These students usually have a hard time writing work down with pencil and paper, and when they do it is very difficult to read. It is especially difficult for these students to write down computation problems with numbers in the correct place value space. Keeping numbers in the respective ones, tens and hundreds place is exceptionally difficult. Luckily there are applications that help students with these types of issues.

Math Pad- This application is a talking math worksheet program that allows students to perform computations with whole numbers on the computer. It is much like performing computation using a pen and pencil. This allows students with fine motor disabilities access the curriculum by allowing them to click the mouse and use the key pad. Customizable speech output can allow students to access this  who have visual impairments.

MAth Pad Plus- This application extends the features of the Math Pad to computation with decimals and fractions computation. Studetns have th option of viewing the problem as a pie chart, fraction bar, and decimal grid. Students are able to manipulate numbers and computation directly on screen.

Virtual pencil- This application helps students work through basic operations of whole numbers, fractions and decimals. If it is paired with a screen reading software it provides speech feedback for students who are blind or visually impaired.

Math Talk/Scientific Notebook- This application must be used with Dragon Natural Speaking voice recognition software because when the student speaks the math problems, it writes and records the equation or problem. It can be used with prealgebra, algebra, trig, calc, stats, and graduate level math courses.

Educational Applications to assist automaticity/math fluency

Student automaticity and fluency in math is extremely important, especially in today's world of high stakes testing. Automaticity is the student's ability to recall math facts fast and accurately. Computational fluency- the ability to compute and accurately conduct math procedures, depends on the student's ability to recall basic math fact information (automaticity). Educators are putting more emphasis on achieving fluency and automaticity with addition, subtraction, multiplication and  division because fluency with these operations help students achieve computational fluency in later grades and with harder math content.

A few applications to assist students who are having difficulty to achieve automaticity with math facts:

FASTT Math- A math intervention program that helps students gain math fact fluency by assessing their response time, and then generates customized activities based on the student's score. Teachers can monitor student's progress and creates reports based on progress.

Timez Attack- This application solely teaches multiplication facts from 2 to 12 times tables. This application is produced by the team that created Sony Playstation and is engaging to students as it feels like a video game.

Arcademic Skill Builder- These are math games designed to help students acquire automaticity with addition, subtraction, multiplication and division facts, integers, fractions and ratios. It allows for up to 4 players, is fully customizable allowing the user to work on area of need.

ArithmAttack- is an online or downloaded game that helps students build automaticity with basic subtraction, addition, multiplication and division fats.

Key Questions when Selecting Educational Applications

When selecting a educational application for a student with a disability, it is important for teachers to consider certain aspects , mainly the needs of the child and their learning objectives/goals that are included in the IEP. The educational Application should naturally fit with the learning objectives and goals and should be appealing to the student's interests. When selecting an educational application it is best practice to use a user-centered approach, meaning the program fits with what the students needs.

Here are some key questions to consider that will help you better fit the educational application to your intended student.:

• What is the intended outcome of the application? i.e. rote memorization for speed and accuracy or working on problem solving skills

• Is the educational applications likely to fulfill its purpose (identified by the first question)? will the child receive feedback in said problem solving skills, or will it just assess whether the question in right or wrong

•  Can the applications be used as an alternative to traditional classroom activities to enhance child's participation? will the student be able to better access online manipulatives than traditional manipulatives

When a teacher considers these questions, and selects the application with the child's goals in mind, the teacher will be following best practice and the student will be getting the greatest benefit because it will be meeting his/her needs. 

Assistive Technology and Math

Up until now, I have been blogging about general assistive technology
and also assistive technology that would help students access content
and curriculum in Reading and Writing. Now it is time to switch focus
onto helping students through Assistive Technology for Math. I would say
that I have not really ever focused on, or heard of students receiving
AT for Math as it is more focused on Reading and Writing. But since this
is new to me I am excited to learn more about it.

Ron McCallum: How Technology Allowed Me to Read

Ron McCallum, a renowned activist for Blind people and people with disabilities, talks about how technology has allowed him to read. From braille, to tape recorders, to speech synthesizers and computers, he recalls technology and the people that have helped him along the way. 

http://www.ted.com/talks/ron_mccallum_how_technology_allowed_me_to_read

Past Event Cards: Help Children with Autism Remember Their Day at School

When having to research past event cards for students with Autism, I had no idea what I was looking for. I had worked in an Autistic Support class for two years and have never heard of the term "Past Event Cards". While researching, I realized that I have used them before and are basically a picture schedule with PECTS that tell the student what is coming next, and what has already been done. I have also seen a take home paper that includes what the student's schedule is, what their special was, what they had to eat, if they felt happy/sad in the morning and in the afternoon. This is so that parents have an idea of what goes on in their child's day. I know this is particularly relevant for students in an ABA classroom because most students are non-verbal, and this is the only way teachers can communicate the student's day with the parents, besides making a phone call.

Although I do not plan to work in an ABA classroom, I can see how this communication device would be particularly useful especially when trying to stay in communication with parents at home. 

AT Considerations for Andy's IEP

Here is one last example of how to consider Assistive Technology in Andy's IEP:

 

Present Level of Academic Achievement and Functional Performance: Andy uses a variety of sounds, gestures, signs, and picture/symbols to communicate with his family. He is very social and enjoys parallel play. Andy does not communicate vocally in the classroom, but does use some gestures. At school Andy will sign, but only with prompts.

 

 

Annual Goal: Andy will increase expressive language production by using a variety of communication methods in the classroom, including sign language, gestures, communication boards, pictures, and simple voice output devices during four out of five opportunities. 

AT IEP Considerations for Andy:

Andy would benefit from a variety of communication devices, both high and low tech. Expressive communication boards, both as a device and made from paper/cardboard are excellent ways for Andy to express his feelings, needs/wants and communicate effectively with his classmates. PECTS with objects or phrases that are the most common for Andy's environment should be used. Big Macs (single message devices) might also be effective in helping Andy communicate with teachers and peers.

Becky's AT recommendations

Becky is one more example of how to apply AT considerations to a student's IEP. Her present levels, annual goal and AT recommendations are below.

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.

Becky's AT Recommendations:  

Becky would benefit greatly from using an Tobii EyeMobile eye scanner and Jelly Bean Twist wireless switch. The technology in the eye scanner can allow Becky to access the computer using only her eyesight, which will help her overcome her limited mobility. The Jelly Bean wireless switch will be accommodating for when she has to turn on the device using only her head. It can be mounted on her wheelchair next to the right side of her head. 

Mary's AT recommendations

Here is a 4th example of how to apply Assistive Technology in a student's IEP:

Present Level of Academic Achievement and Functional Performance: 

Mary currently communicates with sounds that are not always understood by those around her. She often becomes upset when she is not understood. She likes people and likes to be around both adults and children. She is beginning to play simple games.

Annual Goal:  

Mary will communicate her interests and needs in three or more environments/situations using a single message voice output device.

Short Term Objective (STO) 1: Using a single message voice output device, Mary will communicate when she wants to change activities during play time on three out of five opportunities on three consecutive days.

STO 2: Mary will use the single message device to interact with others during games, such as Peek-a-Boo on three out of five opportunities on three consecutive days.

STO 3: Mary will initiate communication by “calling” someone using a preprogrammed message on a single message voice output device on three out of three opportunities on three consecutive days.

STO 4: Mary will “lead” singing during circle time by activating a preprogrammed single message voice output device on three out of three opportunities when it is her turn.

AT Recommendations for Mary:
Mary would benefit from using the iTalk 2 with Levels which is a single message voice output device that allows the user to choose between 2 buttons with two different messages. This device is perfect for choosing between 2 activities, starting conversations, leading songs and with three levels there are lots of opportunities to record what Mary needs. 

AT Recommendations for Eric

 Here is another example of how to apply knowledge of IEP considerations for AT. Below is Eric's Present Levels and Academic Goals:

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.

AT Recommendations for Eric:

Eric would benefit from a portable word processor such as Chrome Book and a speech recognition  software program such as Dragon. The portable word processor will allow Eric to bring the device to Civics and English class. Dragon speech recognition software will allow Eric to speak into a microphone and translate his words into text in a word processing program. This will help Eric to write his reports and complete his assignments in a efficient manner. 

Johnny's AT Recommendation

Now that I have a better understanding of the considerations that go into an IEP for students who need Assistive Technology, I can start applying it to examples of students IEP's and provide recommendations as to which AT I think would best benefit that child. Here is one example of "Johnny" and his present levels and annual goal:

 

 Present Level of Academic Achievement and Functional Performance:  

Johnny uses his right hand to write and to physically position his left arm and hand. He has difficulty managing papers as he writes. He collects and utilizes a lap tray, incline board, non-slip mat and modified clipboard but often waits for staff to set up modifications.

 Annual Goal: 

Johnny will initiate the set-up of his writing station 80% of the time given a chart of needed materials for each task.

AT recommendation for Johnny:

I feel Johnny would benefit greatly from the use of a expressive
communication board such as the Gotalk. An overlay with all of the different materials needed for his writing materials can be made and can even be linked with the phrase "Can I have" and he can link all of the materials needed to create a complete sentence. 

Autism and Expressive Communication

It is common for students with Autism to lack the necessary expressive communication skills that facilitate social interactions with others. Communication can be defined as a motivation or desire that needs to be communicated within a social interaction with another person. Therefore, communication skills and social skills are both necessary to express the motivation or desire (Stokes). Unfortunately, students with Autism tend to need help in learning both types of skills. Students with Autism tend to be unable to generalize other people's feelings, thoughts or opinions and don't understand they can be different than their own.

The best strategies for teaching students with Autism to effectively express their thoughts and opinions is through explicit social skills instruction and replacement behavior strategies instruction (Coping skills). Michelle Garcia Winter is the Social Skills queen in the Autistic support field. Her social skills curriculum books are a fantastic resource for any teacher entering the Special Education field.

I have used a lot of Michelle Garcia Winter's Social Thinking curriculum and strategies. One of my favorites is the Superflex curriculum that is geared more for elementary school students. Superflex is a superhero that fights super villians of social behavior (i.e. rock brain, mean jean, glass man etc). The curriculum describes these super villians  and how they relate to anti-social behavior by providing examples and social stories. Another one I have used that is effective, is the Zones of Regulation. This help students to self-identify emotions and self-regulate behavior according to their identified emotions. This curriculum has lots of lessons on how to promote positive strategies when dealing with negative emotions.


References:
Stokes, Susan. (2014) Increasing Expressive Skills for Verbal Children with Autism.
CESA #7. Retrieved from http://www.specialed.us/autism/verbal/verbal11.html

Give Me a Break!

After researching students with Autism and their struggles to communicate, I will be posting some strategies teachers can use to help bridge the communication gap. Break cards are an excellent way for students with Autism to communicate that they need to take a break from the activity, especially if they are non-verbal. But this strategy is great for students who are very verbal too!

To request the break, students must point to or give the teacher the break card and the student can receive the break. It is best to make the break a consistent time, such as 5 minutes. Set a timer and when the timer goes off the student must return to the activity that he/she took a break from. This a usually used as a replacement behavior/ an can be included in a student's Positive Behavior Support plan. The behaviors the break card is attempting to replace is non-compliance, verbal/physical acting out etc. due to the student's frustration over the task at hand.

In my classroom, we use break cards all of the time, because we are trying to get students to self-monitor their behavior, know when they are frustrated and advocate for themselves (the 5 minute break). At every table, a break card is attached via velcro and if a student needs a break they can physically hand the teacher a break card and/or verbally request a break. It is used best when explicitly taught and modeled, and describing when is the best time to use them and how.


http://www.erinoakkids.ca/getattachment/Resources/Autism/Visual-Supports/Requesting-a-Break.pdf.aspx

https://www.spectronicsinoz.com/product/pecs-break-wait-and-help-cards

Choice Cards

When working with students with Autism, Non-verbal, Multiple Learning Disabilities, and Emotionally Disturbed, choices are an important strategy teachers can use to help curb a behavior, be used as a motivator or for inclusion in a lesson. Choice boards help students to pick from a variety of materials or rewards, and they see it visually on their choice card.

In my classroom, we use choice cards as token boards for highly preferred rewards/activities once the student complies with the work that needs to be done. But I have also seen choice cards used for manding for specific objects in ABA classrooms, and also as first/then cards. The first/then cards are nice because the teacher chooses the "First" activity, usually the must-do activity and then the student will choose the "Then" activity, which is usually the highly preferred activity or reward for completing the work.

Both "boards" can be created using PECTS and BoardMaker, which is a program that has lots of Choice Card templates for teachers to use. What is nice about the BoardMaker program is that there are lots of pictures/word combinations that the teacher can search for the best picture that relates to the student and his/her environment. Also BoardMaker can make customized boards using pictures that you and your students can create or take from the internet. 

AT Considerations in a Child's IEP: Putting Everything Together

This post will discuss how the IEP team's consideration for AT is conducted, handled and ultimately implemented for students with disabilities. I had previously posted about AT and the IEP process, but wanted to go a little more in depth as to what that process looks like.

The IEP team must choose how they want input about AT. There are a few different methods: 1) creating an AT team, either separate or with the same members of the IEP team 2) a consultant/coach (expert in the field who advises the IEP team). The IEP team will determine which model is best for the current situation. Then, that team is responsible for assessing the student and gathering initial data on the student for AT considerations. The data collected will determine the student's interests, strengths, and current need in relationship to his IEP goals and objectives. That is when the SETT Framework comes in.

I also previously blogged about the SETT Framework, which stands for the Student's Environment Task and Tools, is a standard model that most districts follow. The SETT Framework is a guideline  that helps the IEP team answer these essential questions:

• What area(s) of need are not being met?
• What goals and/or benchmarks do not have the necessary tool(s) for achievement?
• What tasks require adult assistance to complete (e.g., scribe)?  (OCALI, 2014)

Once the team answers these questions, the AT or IEP team can then start to look at different AT devices or software. This is where the AT Continuum comes into play. The team should first consider any "no/low-tech" devices or software that may meet the child's needs before considering "mid/high tech" devices. Once the device is chosen, the IEP must be updated with the Assistive Technology and any related services required for the use of the AT. Then the team must revisit the SETT framework as a guide to how the device will be implemented.


Reference:
OCALI leadership team. (2014). Assistive Technologies Internet Modules. AT Consideration in the IEP Process. Retrieved from http://www.atinternetmodules.org/mod_view.php?nav_id=1282

The Assistive Technology Continuum

The Assistive Technology Continuum refers to the range of low-tech, to mid-tech to high-tech devices that can be used as Assistive Technology. IEP and AT teams are expected to consider low-tech options first before considering mid or high-tech devices. The difference between low, mid and high-tech devices is the range in mechanical/non-mechanical device or adapatation, accommodation and usually price. By understand the SETT Framework as previously discussed on this blog, the IEP or AT team can best determine if a student needs a low, mid or high tech device.

Reference:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the Classroom. Upper Saddle River, NJ: Pearson Education, Inc.

Computer Access for ALL Students and OS System Features That Allows Flexibility

As computer technology continues to grow, students with disabilities are able to access computers more independently. The flexibility of computers is virtually endless, especially with available features such as adaptive keyboards, mice and applications that can now be used as assistive technology. Computers can accommodate students with low motor abilities and both right and left handed users. For students who have impaired vision, icons can be made larger, contrast and brightness can be increased etc. In the book Assistive Technology in the Classroom, there is a chart that describes the flexibility in use of computers for students with disabilities. The chart is listed for you here:

As you can see in the chart, there are built in features of most computers, therefore it does not require extra resources or money to create accomodations. The computer is flexible for students have deficits in fine motor skills, limited range of motion, vision difficulties, hard time tracking and scanning, reading disabilities, and issues with visual perception. The computer programs also help students who have dyslexia, dysgraphia, and other moderate learning disabilities.

Reference: 

Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the Classroom. Upper Saddle River, NJ: Pearson Education, Inc.

Electronic Touch Tablet: Alphabet Smooth Touch Tablet by Kidz Delight

Alphabet Smooth Touch Tablet is a simple touch tablet that is used by young students to learn numbers, letters, first words and spelling in an engaging way. This tablet is
bilingual, and can convert from English to Spanish. It is recommended for children who are 3 years or older.

I can see this type of product being used in a pre-school or kindergarten classroom, as I believe it is meant for early childhood. The fact that it is bilingual is great, providing not only the words in English but in Spanish too. It is great for students to learn Spanish at such a young age where they are developing their 1st language as well, and might be able to hold on to more of the new language skills learned.  

Assistive Literacy Software: Computer Assisted Literacy Solution

Computer Assisted Literacy Solution is a computer aided program that teaches students the phonemic awareness and letter sound combination that students need to be successful readers. The program repeats skills that the students needs and will set short term goals that are made individually for each student. Once the student has mastered his/her goals they go onto the next skill. The skills range from recognizing phonemes (the basic skills needed to read fluently) all the way up to reading comprehension (reading for meaning). Activities range from isolated skills tests to reading short books and completing comprehension questions. The video below gets Teacher, Administrator and Student testimonials on the program. CALS was created in 2005 by the Rotary Club.

Keyboards Galore and More!

Another way to adapt the computer for easy accessibility would be through the use Adaptive  of Adaptive Keyboards. There are many different types of Adaptive Keyboards:

Expanded Keyboards which are over-sized and have more surface area than your typical QWERTY keyboard. These keyboards are typically used for students who need fine motor supports, such as students who have Cerebral Palsy,

Mini-Keyboards are much smaller than the typical keyboard and are used for students who have a limited range of motion or can only use one hand for typing. These keyboards also look like the typical QWERTY keyboard, therefore don't look different than their typical peers. 

One-handed Keyboards are for students who only have a good range of motion and dexterity in one hand. It looks just like a standard keyboard and can be used for both right and left handed users. Students using this type of keyboard would have good targeting skills and would also have a limited range of motion.

On-screen Keyboards emulate a keyboard on the computer screen monitor. Students who cannot operate a traditional keyboard, or physical keyboard of  any kind would benefit from this type. Also students who struggle to refocus their attention from keyboard to screen, are able to be more efficient since they don't have to divert their attention from the screen. 


Below is a table that describes the attributes for all of the different types of Adaptive Keyboards mentioned above.

 

Reference:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the Classroom. Upper Saddle River, NJ: Pearson Education, Inc.

iPerspectives: Parent/Teacher/Student Opinions on the iPad

The Parent Perspective:

Most of the parent
testimonials I have read regarding the use of the iPad and their
children have had concerns about how addictive their child has become
using the iPad. Athough one of the benefits of using the iPad is that it
is engaging, parents have noticed the addictiveness and some are afraid
of its effects. "When I tell him it’s time to shut off the iPad and
head up to bed, or put his shoes on, or head out to the bus, he doesn’t hear me the first
three times I ask. Sometimes, he gets bizarrely upset when I say I have
to take it away now — out-of-character upset. That’s what makes me think
he’s addicted" (Pogue, 2011). In fact, there are cases of children as
young as four who are in therapy due to her compulsive behavior after
prolonged used of the iPad. "Her parents enrolled her for compulsive
behaviour therapy after she became increasingly “distressed and inconsolable” when the iPad was taken away from her" (Ward, 2013). These parental concerns along with expert concerns
for prolonged exposure, especially for small children, have made it
clear that the concerns seem to outweigh the positive. I am sure there
are parents out there who feel that the iPad is a great tool especially
for students who needs AT, since the iPad and applications are readily
available and engaging. But in researching the parent perspective I have
found more concerns than praise.



The Teacher Perspective:

Being a teacher in an Emotional Support classroom, means that I am always
looking for programs and activities that engage and motivate my
students. We recently received iPads from the district to use as a high
value reinforcer and multisensory teaching tool. Since introducing the
iPads, I have noticed an improvement in compliance with tasks because
students are so motivated to play on the iPad, they will complete even
the toughest tasks. I have personally noticed the addictive effect the
device has on the students, especially when we take the device away.
Students have thrown tantrums and destroyed classrooms when the iPads were first introduced, purely because they had to put them down and continue with working. Besides the addictiveness of the device, it is as versatile as the apps you download onto it. I believe it is a great supplemental tool, to go along with explicit instruction and a fun way to integrate technology into lessons.


Other teachers agree, saying that it is easily accessible for almost all students, it is a great way to view content such as websites, videos, audio and easy read books etc (Wired Educator, 2010). Again, most teachers love the availability and diversity of the applications for the iPad.The video above also gives further testimonials of teachers using the iPad in their classrooms.



The Student Perspective:

As I have seen in my class, the students love getting to use the iPad in the classroom. It is a device that the majority of society would love to have, and my students are excited to have the ability to use them every day.  Students tend to be more engaged on the iPad, especially in the beginning phases of its use. In the video above, students share their opinions on using the iPad. I have not come across any negative feedback in my research, as I feel most students are relatively happy to be using the device.


References:

Wired Education. (April 2010). An iPad in Every Classroom: Teacher Tested, Student Approved. retrieved from: http://wirededucator.wordpress.com/2010/04/15/an-ipad-in-every-classroom-teacher-tested-student-approved/

Pogue, D. (2011). A Parent’s Struggle With a Child’s iPad Addiction. NY Times Online. Retrieved from: http://pogue.blogs.nytimes.com/2011/02/24/a-parents-struggle-with-a-childs-ipad-addiction/?_php=true&_type=blogs&_r=0

Ward, Victoria. (2013). Toddlers becoming so addicted to iPads they require therapy. Telegraph Online. Retrieved from: http://www.telegraph.co.uk/technology/10008707/Toddlers-becoming-so-addicted-to-iPads-they-require-therapy.html