My AT Reflection

When I began this AT journey, I had no idea what the process, devices or services entailed. I worked in the special education community in a limited respect, and was fortunate enough to have a classroom equipped with ipads. That is what I thought AT was, I quickly found out how wrong I was. A pencil grip, modified scissors, and visual schedules are all examples of AT.

I am grateful for my journey through research, examination and discussion of assistive tech. There are so many wonderful resources available to teachers, and so many tutorials that can help quell the anxiety that may come along with the AT selection process for students.  ASL, Speech to Text software, using a different instrument to type, etc. are just some examples of AT options.

It is imperative to view AT on the continuum that it exists upon. AT ranges from low to mid to high tech. As I said in the beginning of this post, I was predominantly concerned with, and only recognized what high tech devices were. 

 

It is crucial to reach out to your coworkers, to the internet and find workshops that will help you grow in your AT knowledge base. Through my journey I have discovered a wealth of information, as well as the means of how to incorporate it into my educational setting right away. 

Achieving independence with visual support

Self management and personal organization skills can be difficult for all individuals, specifically for students with disabilities. Visual supports and picture schedules can help accommodate and spur desired behavior of students with these issues in a nonthreatening manner.

Visual schedules and supports are essentially visual to-do list. By providing students with this it gives them the expectations for what will happen during their day, and give them the ability to understand what will come later. This is comforting Research shows that through these visual prompts acting out behaviors usually decrease. Additionally, through repetition and sequence students can begin to self determine and advocate because they understand what their day will be like or how it will "flow". 

The gradual release of responsibility and these forms of AT (picture schedules and activity sequences) can help students acquire independence and be able to advocate, which is of course what we all want for our students. 

 

AT Considerations for College Age Students

Thus far my blog has been a conglomeration of research, experimentation and explanation of experiences within my limited realm of AT in the educational environment. I work with elementary age children, thus it is only natural that I transcend my research and applications to the environment and population I work with. While it is important to be relevant with research, it is important to think about the long standing goals and objectives for your students. IEP's are legal documents that are honored until students exit the secondary education program. All of the planning, servicing and diligence of appropriate AT use and considerations no longer stands when a student enters the college setting. Due to this, students who enter the university setting must be fairly independent and advocates for themselves when it comes to AT usage at the collegiate level.


A critical tool almost every college uses (regardless of disabilities) is a computer. Computers can be used by students inside and outside of the college classroom.  The computer can offer a variety of AT services and tools, as well as having an adapted keyboard for easier note taking, depending on the student.  Section 504 and ADA state that colleges must provide reasonable accommodations to make their programs accessible to students with disabilities.  Some examples of this are:

-students who struggle with reading and writing 
-students who are hard of hearing- use of an assistive listening system for lectures (fm system) 
-students who are blind- a Braille reader, printer, and translation applications so student can produce written assignments 
-students who are in a wheel-chair- scheduling first in order to be on a first floor classroom 
-students who are deaf- providing sign language interpreters

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the classroom: Enhancing the School Experiences of Students with Disabilities. Pearson.

Implementing AT effectively

Implementing AT can be overwhelming, but hopefully using knowledgeable individuals and resources can make this process easier.  Recommending the use of AT to be implemented into the classroom may be difficult when going through a school district.  Ensuring that professionals and student have the knowledge and skills to implement a successful transition to using the AT devices requires much planning.  Below are two resources I found to be very helpful in assisting with the AT process. 

 http://www.setbc.org/setbc/topics/effective_implementation_of_assistive_technology.html


They provide a lot of pre-made social stories, schedules, and PECS images that can be used for free.

Other areas of the website offer a guide on how to effectively implement assistive technology.  In a previous post I briefly talked about AT and the IEP.  AT should be considered for every student.  This website breaks the process into seven steps:

• Gather Relevant Information
• Establish IEP Goals
• Conduct AT Trials
• Identify AT Solutions
• Develop AT Implementation Plan
• Adapt Lessons for Technology Integration
• Follow up and Plan Transition.

The next resource I researched was the Oregon Technology Access Program. Below is a description of my findings:

 

 

http://www.otap-oregon.org/Pages/Default.aspx

This program designs documents to be used by agencies/ school districts who are developing plans to implement assistive technology. What is great about this website is that is has PDF's available including samples, checklists, and suggestions for how to implement AT elements into the school your work for. 

References:

 

 http://www.setbc.org/pictureset/Default.aspx http://www.setbc.org/setbc/topics/effective_implementation_of_assistive_technology.html

 

Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the classroom: Enhancing the School Experiences of Students with Disabilities. Pearson.

 

http://www.otap-oregon.org/Pages/Default.aspx 

Augmentative Communication Systems at Home

Building upon my last blog post. The AT selection process and successfully completing an IEP can be difficult, but one thing that is important to touch on is the importance of the successful use of augmentative communication throughout the school day, both during non-instructional and instructional time. 

Students go home after school, and their use and practice and use their augmentative communication systems at home and within their communities must occur.  Using their systems in these other settings reinforces the communication skills learned in school and helps them learn how to use it in other places and situations.

 Teachers must communicate with the parents to see if the ability to use augmentative communication will be upheld out of the school setting. 

 

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

Augmentative Communication & IEPS

The IEP process can be overwhelming. But hopefully through my blog entries and visited webinars, you have found that the AT process is built on a teamwork approach, and that many people contribute to the successful implementation of devices for students. In reference to augmentative communication, educators and At team members must be aware of a few elements.

1. When creating an IEP for a student who uses augmentative communication, it is critical that the document states that the student is able to use the device across the school day.

2. It is important to remember that the augmentative communication device is not an IEP goal in itself, rather it is a tool to help the student accomplish a goal.





Non negotiables for the AT IEP process when student uses augmentative communication devices:
1) A list of the augmentative communication services that will be provided by related services (Example: Speech/Language Pathologist or Occupational Therapist). 
2) Name the person/s responsible for the maintenance and operation of the device.

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

Eliminating Learned Helplessness

When working with students with disabilities, it is so important to provide students with a voice and the belief that they are able. Many students perceive the ability of their teachers in wanting to assist them and can display learned helplessness. There are several tips for educators to help them to extinguish this displayed behavior:

* Build a daily expectation of communication through specific activities such as choosing the activity during recess, picking a book to read, or identifying where to eat lunch. 
* Create a brief daily report to parents that is communicated by the student (if capable). This is an imperative suggestion, but parents must also hold up their side of the bargain. * Allow natural consequences to occur and provide avenues for repair. Give students the ability to rectify their mistakes.  
*Provide choices!  
* Provide powerful phrases on the device for students to reject or protest something, or ask for assistance!




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

Ch 5 Suggested Activity 2

Ch 5 Suggested Activity 1

Low-Tech and Mid-Tech Adaptations for Math

AT for Math Concepts, Skills, and Problem Solving

AT Tools for Visual Spatial and Motor Control

Students with spatial and motor disabilities find difficulty with their fine and gross motor skills. Additionally, visually impaired students have difficulty with a variety of tasks. Pertinent to math, a very detail oriented academic area, students with disabilities may have trouble writing numbers, lining up digits, and creating visual representations (like shapes or angles) for a variety of reasons. It is difficult for these students to demonstrate their level of achievement or mastery of concepts.  Below are several applications that can help assist students with visual spatial and motor control disabilities:

1) MathPad/ MathPad Plus (Cambium Learning)-  talking math worksheet program that allows students to perform arithmetic computations. Students with fine motor difficulties can demonstrate their skill simply by using the keyboard or clicking the mouse, and students with severe disabilities can use MathPad's scanning feature. Multiple means of representation and expression!

2) Virtual Pencil (VP) Arithmetic/ Algebra (Henter Math)- designed for students who unable to use a pencil correctly.

3) Number Navigator (Oats Project)- simple math processor

4) Microsoft Word- can also be used as a math processor.  Microsoft Equation Editor allows students to make simple or advanced equations in correct mathematical notation.

5) MathType (Design Science)- uses color coding for students in advanced math classes with advanced equations and symbols

AT apps for fact fluency

While teachers recognize and value the process of learning, it is imperative that students build foundational knowledge and automatic memory recall skills in order to solve higher level and abstract thought problems. Students that do not have fact fluency will get caught up in solving this first step, while unable to focus on the higher level thinking aspects. Fact fluency can be tough, but fortunately there are several applications that can help promote learning fact fluency for students in an engaging manner. Below are several resources to help promote automaticity of math facts. 

Application:	Details:
FASTT Math  (Fluency and Automaticity through Systematic Teaching with Technology)	-Assesses accuracy -customizable -strengthen memorization
Timez Attack (Big Brainz)	-Focuses on multiplication facts only -High quality graphics
The ArithmAttack	-basic math facts -addition, subtraction, multiplication and division  - customizable by user
Arcademic Skill Builder	-math games -promotes automaticity -multiple player option -multiple means of expression through use of clickers, buttons, mouse pad or keyboard

Process of selecting educational apps

Not only in the core area of math, but in all subjects, the selection of AT educational apps must pertain to the needs and modifications for the individual student. The beauty of the AT selection process, and also the burden, is the expansive options the AT team has. Even if students' have the same diagnosis, the same AT device may not be right for both.

Educators and AT team members can use a checklist to help deduce the parameters for the educational software device usage. Some questions to answer are;
1. To what end is the software to be used for?
2. Does the content of the educational application match the goal to be attained?
3. Does it match the students' needs? Can the student use it?
4. Flexibility of the application- can the teacher or student modify setting controls to further accommodate?

Assistive technology considerations & math

While the beginning of my blog has been predominantly focused on defining what AT is and how it can be used, I realize that several of the examples I have researched and shared pertain more to the reading and writing academic disciplines. Being cognizant of this, I hope to learn more about and share AT devices and software that can help accommodate the learning environment for students in the academic area of math.

Enhancing Reading instruction through Assistive Technology

I am very passionate about reading instruction in the general education classroom. When I began working with the special education population, my eyes were opened to how different reading instruction looked and how it was implemented, specifically at a primary level. Even more in depth, my first ESY reading instruction lesson included a nonverbal CP student. I felt guilty and disappointed in myself, as I was unable to provide instruction and participation for her to the extent that I wanted. Furthermore, she wanted to participate, but because I was not proficient in my assistive tech skills in regards to reading, I felt like I failed her.

After visiting a reading assistive technology webinar found at http://www.gatfl.gatech.edu/tflwiki/index.php?title=Webinar_Archives I felt rejuvenated and optimistic about how to implement more productive and effective assistive technology options within my reading instruction.

The webinar highlighted a program called Bookshare. This was an electronic text database. This program was deemed appropriate for students with learning disabilities, reading difficulties, or who have dyslexia. This is available for all students who have IEPs, 504 plans, and who receive specialized services.

Text to Speech Software

TextAloud

Building off my last post, I have continued to research specific software applications. In my research I hope to obtain meaningful resources that I can implement in my classroom in the future.


 As I research I am finding the importance of multiple means of representation and display as inherently built into what assistive technology is. In previous posts I have explained what text to speech software is and how it can be used. Text to speech can be used in different facets, and is helpful for children with a multitude of disabilities.

A particular software I found information about was Textaloud. A text to speech software for your windows PC converts text from many things like word documents and emails into spoken word for the user.

http://www.nextup.com/

Organization Software

Inspiration9 Website

 

This blog has been an incredible journey of discovery and learning. Assistive technology is so rewarding if you commit yourself to finding out about what is available. In this blog post I am sharing about specific assistive technology software.

I researched Inspiration Software. This software offers graphic organizers, concept maps, webs, and outlining.  What is great about this software is that there are hundreds of templates, including fonts and color themes!

With this software students find ease in the ability to organize information prior to writing a paper or creating a presentation. Through exploration, I perceived the software as relatively simple and manageable to use. It can be purchased as an app on the iPad for $10-$15. A single purchase license costs $40 and a license for 20 computers is $640. This is very cost efficient for a classroom! 

Reference: http://www.inspiration.com/

Communication Assistive Tech for Autistic students (or many kinds of students!)

Students with autism spectrum disorders are unique, but generally, many of them suffer with communication. After researching and incorporating my experiences, I have put together some information about three communication systems that help enhance students’ ability to communicate and self advocate.

                                                                          Break Cards

Break cards are used for students that need to communicate they need some time to disengage from an activity. The use of break cards is usually communicated in the IEP or behavior plan for students with autism spectrum disorders. The overarching goal of break cards is to motivate students to be able to self-advocate for themselves in academic or social situations that may be over stimulating.

I worked with a student who used break cards. After reading his behavior intervention plan it was outlined that the break cards, if used, must be immediately recognized, praised and a break accommodated for the student. I found these cards were extremely useful and motivated the student to self-determine their need for a break verbally by the end of the year.

 Choice Cards

Many individuals with autism spectrum disorder (ASD) utilize the assistive technology known as choice cards. Choice cards are used to communicate decision to others.  For example a student may be given a multiple (maybe one or two choice question) choice question such as, “Do you need to use the bathroom?” Students use the choice card to communicate their response nonverbally. Choice cards can be used for a multitude of students with disabilities, not just those with ASD. I have used choice cards as a behavior management and modification assistive technology in some of the classrooms I have worked in.

Past Event Cards

Past event cards are an assistive technology resource that is useful students with a multitude of disabilities and levels. These tools are cards, either made of paper, or other available/appropriate resources that have a picture or label of something that occurred in a students’ school day. They have a great amount of utility.

 

Autism & Communication

In essence, communication consists of receptive and expressive language. Receptive language, our ability to receive and comprehend and expressive language, our ability to communicate to and with others, work in tandem to help individuals create meaningful relationships with individuals and the world around them. Unfortunately, many individuals with autism suffer with the ability to express themselves appropriately for a multitude of reasons. Due to these cognitive breakdowns, children with autism can find difficulty appropriately socializing and creating friends. While there are an enormous amount of studies surrounding the phenomenon of autism and its observable traits, there is still so much more to be learned. Additionally, as this disability exists on a spectrum, the degrees and variances between individuals suffering from autism has great depth and breadth.

While generalized, common characteristics of expressive language difficulty for individuals with autism include repetitive speech, impairments with initiated and sustained conversation, and a lack of developmentally appropriate language.

It is important for educators to understand and accept that students with autism spectrum disorders of varying communication abilities. Some students are verbal, and some are non-verbal. While treating students appropriately in regards to their degree of communication needs, teachers also must recognize the child as a whole. Different strategies to use with children with expressive communication needs include consistent and systematic modeling. The implementation of social skills lessons and use of social stories also help model appropriate behavior. Teachers can also use token systems and communication boards to help shape appropriate communication and social behaviors.

There are several different assistive technology devices that educators and parents can use to help enhance and structure expressive language for individuals with autism spectrum disorders. Some of these tools are break cards, choice cards and past event cards. I will explain these tools in my subsequent posts.

Assistive Technology to help meet IEP goals

As I have gone through my journey of assistive technology studies, I have learned that the IEP document guides specially designed instruction for students. IEP’s must contain an AT consideration in order to provide students with an optimal learning experience. If AT is designated for use, it is included within the IEP. In this area of the IEP, AT goals, functions and tasks are shared about the student in context of using AT. This information can usually be found in the supplemental aid or services area of the IEP. After studying several examples of IEP’s provided by the Wisconsin Assistive Technology Initiative, I have deduced appropriate technology for several students and provided visuals for each scenario.

In each scenario a student and their current behaviors are described in terms of technology use (either effective or ineffective).

IEP Example 1: Eric

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.

  

IEP Example 2: Andy

 

      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. 

    Upon researching the American Sign Language, I found that their website boasted software that they endorse and have found to be beneficial for heard of hearing individuals. The ASL (American Sign Language) software recommendations can be found at the following website.

ASL Software Recommendations

Example 3: Jeff

Present Level of Academic Achievement and Functional Performance: Jeff likes to interact with his family. He enjoys eating and being involved in mealtime and other functional activities in the home. He has not been able to participate in cooking or cleaning except to look toward the item that is needed next, or make a sound when his mother purposely “forgets” something.

 

      Annual Goal: Jeff will use a single switch to activate adapted utensils and appliances to assist family members in targeted functional household tasks during three out of four opportunities.

      STO 1: Jeff will activate the blender and mixer with a single switch at appropriate times to participate in preparing meals in three out of four opportunities on three consecutive trials.

      STO 2: Jeff will activate the vacuum cleaner using a single switch at appropriate times when cued by his mother to participate in vacuuming in three out of four opportunities on three consecutive trials.

     

 IEP Example 4: Steven

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

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

      STO 1: During meal times at school and at home, Steven will use a picture board to point to at least three of six foods he wants to eat, two of three meals each day.

      STO 2: Using a voice output device, Steven will make a choice of a “center” he wishes to participate in during choice/work time three or four days per week.

      STO 3: During group story time, Steven will use a single message voice output device to complete a repeated story line with peers 90% of the time as observed on 10 random trials.

                                                                                       

 Both of the below assistive technology devices will be used in order for Steven to meet his short term objectives as well as his annual goal.

Example 5: Johnny

      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.

   

Wisconsin Assistive Technology Initiative and CITE provided IEP data.