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

Talking Word Processor Software: Write:Outloud

Write:Outloud is a Talking Word Processor that makes text audible while the student is writting, providing immediate feedback for the student. The student can choose to have a single letter, word, sentence or paragraph read as it is typed. Write:Outloud program includes a talking spell check, homophone check and build-in dictionary to help students narrow down their word choices. This type of product is great for students who need help with grammar and spelling support. For students needing a little extra support taking tests,  the test can be read aloud to the student using the software.

 

Scan and Read Software: OpenBook

OpenBook software is a scan and read program that takes printed documents and turns them into electronic text so that it can be read back by a Naturally Speaking or Voice Synthesized program that is embedded into the program. OpenBook allows you to visually change the text via font style, size, color and spacing once the text is scanned into the computer. OpenBook can capture up to 20 pages per minute and has a motion detection device that prevents snapping a picture until a page is turned and is perfectly still.

This program helps students who are visually impaired or are legally blind to access printed documents in a school or work setting.

Automated Speech Recognition (ASR)

This post will discuss how Automated Speech Recognition software can be used as an Assistive Technology device for students with disabilities.

What is ASR?
Automated Speech Recognition Software helps people control a computer or other device by using their speech. Examples of these programs include voice recognition software that transfers spoken word into text on word processing programs, or other systems that help you to control the movement of a wheelchair, appliances or a telephone. 

Who can use ASR?
Lots of people with a variety of disabilities can use ASR effectively. People who would benefit the most from using ASR software would be people with mild to moderate learning disabilities and those who have physical disabilities as well. Students who have a hard time writing and/or spelling can benefit from using the programs, as it can digitally input spoken word content and automatically spell words correctly. In fact, ASR software is already present in most smartphones and tablets, and people who don't have any disabilities are reaping the benefits too!

People who have speech irregularities such as people who have had a stroke, brain damage, or have cerebral palsy are still able to use ASR technology, if they have control over their speech articulation and can mutter the same sounds repeatedly, they can control the program and it will adapt to their sounds. 

How to use ASR in a classroom?
ASR software can be used in conjunction with word processing software in replace of paper/pencil writing assignments, note taking or tests.

AT Considerations in the IEP Process

Although most student do not require the use of Assistive Technology, IDEA 2004 requires that IEP teams must consider AT for each student. In order to maintain that IEP teams do meet this requirement they must ask themselves these questions: 1) What is the child expected to do, that he cannot do currently in his placement due to his disability? 2) Can AT help the child to do what is expected of him and provide a solution to his current problem?

Assistive Technology does not only include the technology device or software, but it most often includes additional services that relate to the use of the AT device. The IEP will contain the AT device AND the AT service if any is deemed necessary. Not only is it important that the student be trained in the use of the device, but it is equally important that teachers and paraprofessionals be trained in using the devices as well. In addition, there are expert staff who are available to help support students/teachers/parents in the school and home setting.

Before researching this topic, I did not realize that AT in IEP's also meant including related services such as trainings and supports. In hind sight, it does make sense that related services should be included in the IEP process, just like other related services are included for things like OT, Speech etc.  And it does make an impact on having training and support especially for devices and software that may be more obscure, unlike devices like the iPad which are being used everyday, not just for AT devices.

SETT Framework and AT Assessment in Schools

When a child is recommended for receiving Assistive Technology
services, it is the IEP team who is responsible for considering that
student's needs. That process involves gather lots of important data on
the child's current environment, abilities and tasks faced, which then
helps the IEP team determine which AT is right for the child. The IEP
team may consider a SETT framework, one of the most popular frameworks
used in the field. The SETT framework identifies the Student, the Environment, the Tasks and the Tools. Before deciding on any technology, the IEP team must take into account
the student's needs, strengths and preferences. If the technology does
not address the student's need, or the student cannot access the
technology then the whole process will go to waste.

The "team" that identifies the best AT for the student can be found in
various models, such as using the IEP team as an AT team, an AT team
that provides assistance and knowledge above and beyond the IEP team, a
consultant that comes in to inform an IEP team on current AT devices, or
an AT coach that guides the IEP team to find the best product for the
student. There are advantages and disadvantages of each model and each
student's situation may require a different approach.

The job is not finished when an AT devices is chosen for the student. The
team must make sure that as the student uses the device, there is data
that is being collected to support this student is making gains with the
device. This process is never really final. There should always be
periods of time where the IEP team reflects on the device to ensure that
the AT is meeting the student's individual need.





http://www.atinternetmodules.org/mod_intro.php?mod_id=148

Can You Hear Me Now? : Practices for Teachers to help students with hearing disabilities.

If a teacher has a student who has a hearing disability there are low-tech and high-tech solutions to adapting the classroom environment for his/her needs.

Low-Tech Solutions: 

Keep Your Mouth Visible- Some students are very good at reading lips and understanding what is being said. But teachers have a tendency to turn away from students or move about the room while teaching. Be mindful of your relationship to the student, especially if directing a question or statement to him/her

Provide Visuals- Providing visuals and pictures for students to use is the easiest solution and most cost effective way to help adapt the child's environment. The best thing is that by providing visuals of directions on the board, pictures to go along with a story, or other type of visual aid to the whole class, other students can benefit too! 

High-Tech Solutions:

Assistive Listening Devices- Assistive listening devices help to eliminate background noise in the typical classroom and amplifies a specific voice speaking into a microphone. It works in conjunction with the student's hearing aids. The microphone can be worn all day by the teacher or other important person who is speaking and the sound is transmitted to the receiver. 

Computer and Mobile Applications- Computer based programs and portable device applications are helping students who are hard of hearing, by allowing them to become more independent, especially in the classroom. E-mails, web research, blogs, speech recognition software and the like are all text-based, not limiting the student by being dependent upon hearing or speaking.

Reference:

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

Say WHAT?!?: Oblstacles for students who are hard of hearing and deaf

Students who are deaf have many obstacles to face while in the typical classroom. These children specifically may have a hard time speaking, and may be self-conscious of speaking with other students as their speech may be altered. Other students, unless they can sign, will have a hard time communicating with students who are deaf. Therefore these students tend to feel isolated from the rest of their class, unless they have an interpreter with them in class. Even then, they may still feel different from the rest of their peers and lack the feeling of independence.

Students who are hard of hearing, not deaf, also have challenges in the typical classroom. Although they do not rely on sign language for communication, most use hearing aids, they can have a hard time following class discussions especially if students and the teacher talk too fast, too quietly or there are multiple people talking at once. Most classrooms also have terrible acoustics that diminish the hearing aid's effectiveness. Another tactic children who are hard of hearing use is lip reading. This can also be ineffective while the teacher walks around the room, or turns his/her back to the student.

There are ways that teachers and administrators can make the classroom friendly and inviting to those who are deaf and hard of hearing. The use of Assistive Listening Devices can help drown out bad acoustics and unwanted background noise to help focus the teacher's voice. ALD's can be worn around a teacher's neck, just like a microphone. There are many different types of ALD's such as FM System, Infrared Systems, Induction Loop system and Sound Field Amplified Systems.

Reference:

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

iCan!: iPad Communication Apps for Autistic and Nonverbal Children

The a iPad is undoubtedly one of the most engaging devices of our time. As applications and new technologies develop, students with more severe disabilities and non-verbal communication are able to be engaged by just the touch of one finger. In this video, Lauren discusses different iPad apps for students with more severe disabilities.



Applications that are available for the iPad: Duck, Duck, Moose (different interactive nursery rhymes), Magic Piano, Sign Language , Model Me Going Places (Social Stories), Yes No (simple program that allows kids to give an verbal choice of yes/no or program different choices), Sonic Pics (create your own picture story), Speak It (computer generated voice output system for words that you type), Tap to Talk (voice output communication device, not customizable), Pro Lo Quo To GO (customizable voice output communication device), SoNo Flex (another voice output communication app), Furry Friend (voice repeating application using a friend named Leonard), Little Sky Writers (Letter Writing app), and Doodle Bug (almost like Microsoft paint, students can independently draw pictures for holiday occasions). These are just a few apps that Lauren demonstrates in this video.

 

Lauren does stress that the iPad should not replace verbal communication. Teachers and instructors should engage in communication with students about what might happen in the game or program. Certain skills can be mastered on the iPad such as pointing skills, touching and swiping skills.  Lauren does express that the trouble with some apps is that it does not teach children how to generalize, as they show one specific picture and the kids will learn that all, for example, cats look like that one picture. Apps that allow to customize to the students needs and environments are much more effective than non-customizable apps. Finally, teacher can increase student's confidence and motor ability on iPad, increase child's motivation and then have them be able to transfer skills onto paper.

Books on CD: Scholastic Audio Books

Scholastic, the company that provides schools with educational books, also has audio books available to accompany many of its popular books. Audio books are available via CD which can be played using a CD player or through the media player on any computer. Audio books allow students who need extra support in reading to access books without frustration or anxiety. Students can have a hard copy of the book and follow along with the audio book as it is read to them.   

I have seen audio books used as a literacy station for small flexible grouping, whole group fluency instruction, and whole group read alouds. Audio books are a great tool for all students, not just students who are struggling readers. This type of technology is great so students can understand what it means to read with excellent fluency and expression. It also usually provides different voices for different characters who read throughout the books for increase comprehension.

Word Prediction Software - Co:Writer app for IOS and Co:Writer 7

Co:Writer 7 is a word prediction software that can be used by any application on the computer used to write/compose words or any browser. This program helps students by interpreting the spelling of words by using context clues, recently used words and interprets correct grammar. Corrections are suggested in real time, as the student is typing. What is also nice about Co:Writer 7 is that it can be used on both Macs and PCs and can be used in conjunction with other Assistive Technology such as Portable Word Processing devices like the NEO. This type of technology helps students who have Dyslexia, Dysgraphia and other mild Learning Disabilities that affects writing and spelling.

Multisensory Educational Software: Earobics

Earobics is a multisensory computer reading program that focuses on strengthening students' reading skills such as blending sounds, recognizing phonemes and rhyming. What is unique about this program is that it is entirely based upon the learners ability and level. As the learner shows mastery of certain skills, the program builds upon those skills for more challenging content. This program is typically used for progress monitoring/RTII for reading goals. Teachers are able to access the students data that is automatically collected as the student uses the program. This program is also available for English Language Learners, and is available in 10 different languages.

One of my current students uses this program as part of his progress monitoring data for his reading goals. There are atleast 6 different "activities" for this student to play. One focuses on short and long vowel sounds, another includes identifying pictures with a orally spoken word. This particular student has trouble with identifying phonemes, more specifically onsets, rhymes, vowels and consonant digraphs. Earobics allows him to focus on these areas of need.

Type to Learn Software: Various Keyboarding Internet Games

This Stack Cup game is a fun way for students to practice their typing skills. The point of the game is to correctly type the letters and the cups will appear. Students race against their best scores which makes it fun and competitive.

 Dance Mat Typing is a typing internet game from the BBC. Dance Mat Typing has different levels and stages starting with learning the home row, and then moving to more challenging tasks as moving the fingers off the home row.

 Both internet games are currently used in the school I work at. Students use these programs when in the computer lab. I've seen all types of students use this program, including those who have IEP's. Both games are engaging and fun. The Dance Mat Typing program is a bit more structured for different abilities and grade levels. There is also a bit more instruction on how to properly type using the home row, and even shows you the proper hand/finger placement.