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.