AT and Transition Planning

This entire blog has been focused on how AT can support the learning of students with disabilities. This specific post is going to discuss the implementation of assistive technology in transition planning for individuals with disabilities.

AT as accommodation for students with disabilities in college

AT can be used in various ways to help college students with disabilities during classes, testing situations, and in completing assignments. In order for AT to be effective and accessible to the student in this context, it must meet the following criteria: the AT tool must be easy to use and easy to customize; the tool must be age appropriate; the AT tool selected must be the student’s own choice; the tool must carefully match the specific task that needs to be accomplished and the environment in which it will take place; and training and ongoing technical support must be provided to students and staff.

Implications of AT needs in college for transition planning and implementation in high school

In order to access and use AT effectively in college, students with disabilities must be adequately prepared in high school. IDEA mandates that transition planning begin at age 16. Starting at 16 means that most students will have 2-3 years to learn the skills they will need in order to succeed in college. Transition plans for students with disabilities who want to attend college must include the development of two kinds of skills: AT skills for independence and self-advocacy skills.

Assistive Technology Model Operating Guidelines

Another excellent AT reference comes from the Oregon Technology Access Program. This website features training opportunities, information, technical assistance, and resources regarding the use of assistive technology for children with disabilities. 

Assistive Technology Implementation: Working Together to Make a Measurable Difference

The past few posts have been discussing how to incorporate assistive technology into mathematics instruction. The Texas Assistive Technology Network features a complete instructional module on AT implementation that includes an implementation form. Throughout the module, participants will learn:purposes and results of AT, big ideas in AT implementation, planning for AT implementation, and evaluating the effectiveness of AT implementation. 

Resources

(n.d.). Retrieved from http://www.texasat.net/default.aspx?name=trainmod.implem

Augmentative Communication Devices

The purpose of this entire blog is to explore assistive technology and the many ways it can support the learning of students with disabilities. This section is going to introduce augmentative communication and discuss how it can support students who have communicative difficulties.

Prerequisites to augmentative communication

An augmentative communication system needs to reflect the basic features of any traditional method of communication. In other words, it must provide the user with the ability to: construct a message using symbols, deliver that message to another person (receiver), and further respond to the receiver in a timely manner.

Myths and realities surrounding augmentative communication

Myths

-      - Augmentative communication will inhibit an individual’s development of speech

-       -Specific levels of cognitive abilities are required prior to using augmentative communication devices

-       -A student must present specific adaptive behavior skills such as eye contact and a well-defined point before augmentative communication may be considered

-       -Augmentative communication requires some level of literacy skill prior to consideration

Realities

-Augmentative communication does not inhibit an individual’s further development of speech, and in some cases, may actually enhance speech development

-There are no readiness criteria for teaching communication. Waiting for students to “be ready” only prevents the further development of needed communication skills

-Readiness criteria based on behavioral characteristics are unsupported by the research and should not apply to augmentative communication consideration process

-Augmentative communication devices can be used as a source of support or scaffolding in the educational process and can provide a means to further develop literacy skills

Who is involved in the selection and design of a student’s augmentative communication?

-The student provides input regarding successful existing methods of communication, personal preferences, and ease of use

-Teachers provide input regarding classroom environment and daily and communication needs in the curriculum

-Parent(s) and family members provide input regarding the home environment and daily communication needs in the home and community

-The occupational therapist provides input regarding the student’s fine motor abilities and sensory challenges

-The physical therapies provides assistance and support for the gross motor and seating or positioning needs of the student

-The information technology support person provides advice about and technical assistance in connecting augmentative communication devices to computers, the school network, and the Internet

-Peers of the student provide input to the appropriateness and function of augmentative communication systems from an age-appropriate perspective

Three major components of an augmentative communication system

-Symbols

-Vocabulary

-Access method

References
Dell, A. G., Newton, D., & Petroff, J. (2011). Assistive technology in the classroom, enhancing the school experiences of students with disabilities. Allyn & Bacon.

Exploring an Educational Application for Math

My previous post explored a virtual manipulative program. This post is going to explore a specific educational application: Vizzle! 

Vizzle is software specifically designed to support students who learn best from visually supported materials. Vizzle can be bought and used on the computer, or downloaded as an iPad app. Vizzle can be used for a variety of subject matters, including mathematics.

Here is an example of a math activity on Vizzle. I have seen Vizzle used with a variety of students and I think that is a great way to present academics to students with disabilities, especially students with autism. 

Exploring Virtual Manipulatives

The past three posts have discussed various ways to use AT to support mathematics instruction. This post is going to introduce another method: virtual manipulatives. Virtual manipulatives can be used when teaching number & operations, algebra, geometry, measurement, or data analysis & probability. The National Library of Virtual Manipulatives provides activities for a variety of grade and ability levels.

I explored the above activity, found in the K-2 grade range. This activity is a great way for students to practice sorting, addition, and subtraction. I feel as though this will be a great tool for students with disabilities, especially visual learners!

This activity, found in the 3-5 age range, is a great way to introduce students to bar graphs!

This activity, found in the 6-8 grade range, is a great way to make geometry accessible for students with disabilities.

Overall, I think that the National Library of Virtual Manipulatives is an excellent resource for all educators! I can see these activities being beneficial for students with or without disabilities. I cannot wait to explore them and try them out in the future!

References
Utah State University. (n.d.). Retrieved from http://nlvm.usu.edu/en/nav/vlibrary.html

At and Math: Educational Apps part 2

The previous post introduced the concept of using educational apps in the classroom to support mathematics instruction. This post addresses a number of other questions to consider when using educational apps. 

What key questions should be considered when selecting educational applications to meet students’ goals and objectives?

•        What is the goal or purpose of computer use?
•        Does the content of the educational application match the goal or objective?
•        Does the educational application match the student’s needs?
•        Can the visual display be customized for student’s needs?
•     Can sound or music be turned off?
•      Can levels be selected or modified?
• Can specific content be selected?
• Can speed and reaction time be modified?

What kinds of educational applications can be used to address automaticity/ math fact fluency?

·       FASTT Math (Fluency and Automaticity through Systematic Teaching with Technology) is a math intervention educational application that helps students gain math fact fluency by assessing students’ command of the basic facts by measuring response time and generating customized activities based on the results. Through FASTT Math, students’ progress through customized series of activities to strengthen memorization of facts. Teachers can monitor students’ progress via generated progress reports

·       Timez Attack (Big Brains) focuses solely on multiplication facts: the 2 to 12 times table, to be exact. This program engages students in a high-tech video game-like manner with high-quality graphics.

·       ArithmAttack can be played online or can be downloaded for free and played off-line. With this program, students can practice basic addition, subtraction, multiplication, and division facts. Customized problem sets are easily generated by setting the highest and lowest numbers to use so student’s practice can be targeted to their particular areas of need.

      What kinds of technology tools can be used to address visual-spatial or motor control difficulties?

o   MathPad (Cambium Learning) is a talking math worksheet program that allows students to perform arithmetic computations with whole numbers on the computer in much the same way they would using pencil and paper. Students with fine motor difficulties can demonstrate their skills by using the keyboard or clicking the mouse. Students with severe disabilities can utilize the scanning feature  or customizable speech output.

o   MathPad Plus (Cambium Learning) extends all of the features of MathPad to arithmetic computations with fractions and decimals.

o   Virtual Pencil (VP) Arithmetic (Henter Math) is an educational application designed for students who are unable to operate a pencil effectively. VP Arithmetic allows students to solve problems in a similar way they would using pencil and paper, including performing and showing immediate steps.

      What kinds of educational applications can be used to teach math concepts, math skills, and problem solving?

o   Math Playground provides many resources to support learning math concepts, skills, and problem solving. Free, online math activities are provided in the categories of Math Games, Word Problems, and Logic Puzzles.

o   Conceptua Math focuses on fractions and offers a variety of tools for teachers to use to enhance their whole class instruction.

o   Destination Math (Houghton Mifflin Harcourt Learning Technology) targets the development of skills in math reasoning, conceptual understanding, and problem solving. The use of animation and audio output helps keep students engaged.

What kinds of low-tech and mid-tech adaptations can assist students with disabilities in completing math assignments?

o   Mid-tech:

o   Talking calculators

o   See’n’solve calculators which allow students to see entire problem on screen at once

o   Calculators with oversized buttons

o   Low-tech:

o    math manipulatives

o   fraction rubber stamps

o   manipulative number line

o   laminated addition and multiplication tables

o   ruler with transparent overlays to help students understand the relationship between the different units of measurement

Overall, I think that educational apps are a great tool to support mathematics instruction for students with disabilities. I've used a number of educational apps with students before, but none that were mentioned in the text. I am very excited to try some out in the future!

AT and Math: Educational Apps (part 1)

The previous series of posts discussed how to incorporate assistive technology (AT) into the classroom to support the learning of students with disabilities. This next series of posts is going to revolve around how to use AT to support mathematics instruction. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities poses a number of focus questions to consider when thinking about using computers and the internet to teach math.

    Why are good educational applications effective teaching tools for students who have disabilities?

The term educational application is used to encompass both software programs and interactive Web-based activities. Instruction through these methods is helpful to students with disabilities who need extended practice and repetition in order to fully grasp concepts and skills. Educational applications are extremely effective teaching tools for students with disabilities because they can be customized to meet individual needs, provide repetition, and systematically present materials. Also, they can be very engaging and motivating, which is key for students who have difficulty with memory, visual perception, auditory processing, language, internal motivation, or attention.

    What features of educational applications are likely to accommodate individual preferences and meet the needs of students with a wide variety of disabilities?

·       Simplified screens and instructions

·       Consistent placement of menus and control features

·       Graphics along with text to support nonreaders and early readers

·       Audio output (spoken instructions and auditory feedback)

·       Accessibility by a variety of methods

·       Ability to set pace and level of difficulty

·       Appropriate and unambiguous feedback

·       Easy error correction

References:

Dell, A. G., Newton, D., & Petroff, J. (2011). Assistive technology in the classroom, enhancing the school experiences of students with disabilities. Allyn & Bacon.

AT for Reading Webinar

My previous post focused specifically on supporting students during writing instruction. This post is going to focus on tools that can support students during reading instruction.

To support my learning on this subject, I reviewed a webinar titled Assistive Technology for Reading provided by Georgia's Assistive Technology Act Program. Click here to visit the webinar!

I learned a lot of valuable information through this webinar. One thing I took away is the distinction between text readers and speech readers. I used to think these terms were interchangeable, but I was wrong. Here is the major distinction:

Text readers are software programs that read all the text in a given program or application.

Speech readers are software programs that read ALL the text elements on the screen, including menu bars, buttons, and dialogue boxes.

AT and the Writing Process

My previous posts have outlined the basic principles of AT and highlighted examples of AT devices and tools that can be implemented to support students in the classroom. This post is going to focus on tools to support students throughout each stage of the writing process.

Prewriting

This stage is all about inspiration and organizing thoughts, both of which can be especially difficult for students with disabilities. Graphic Organizers can be used to support students during this stage. Graphic organizers can be designed specifically to fit the needs of the individual student and can be used to organize thoughts and provide inspiration. These tools can be low-tech (printed or drawn on paper) or high-tech (computer-based, on an iPad or SmartBoard).

Drafting

This is the stage where students need to put their thoughts onto paper. This can be difficult for students with special needs for a variety of reasons. Students with fine motor issues may find it difficult to handwrite their draft. These students can use word processing software to make the drafting process easier for them. Students who struggle with word retrieval can benefit from word prediction with custom dictionaries. Students who are unable to type due to paralysis, physical disabilities, or fine motor issues can use speech recognition software to draft their writing through speech.

Reviewing

This stage requires students to read over their writing in order to make revisions. Students who find this challenging could benefit from using text-to-speech software because it allows them to hear how their writing sounds without having to actually read it aloud.

Editing

Students who struggle with making revisions to their writing have a number of options for support depending on their needs. Students who struggle with spelling and grammar can use phonetic spell checks, talking dictionaries, thesauruses, text correction, or track changes and insert comments features along with word processing software.

Publishing or Sharing

 Students who struggle with this part of the writing process can use multimedia presentation applications, digital storytelling, or blogs to make sharing more accessible to them.

Writing is an area that is extremely difficult for many students, especially students with disabilities. Therefore, I found it to be very helpful to learn about a variety of ways to support students throughout the writing process using AT. I did not previously know about many of these programs/features and I am excited to try them in my future practice.

Websites to Explore!

A major part of incorporating AT into instruction is being able to find resources that can help make learning accessible to all learners. In this post I will be reviewing two websites that exemplify everything I have been discussing up to this point. Click the site name to be taken to the actual website.

ReadWriteThink.org

ReadWriteThink is a website devoted to providing educators with resources and professional development opportunities involving literacy. The site includes a wealth of resources, included but not limited to: lesson plans, interactive web-based activities for students, mobile apps, free print outs, graphic organizers, etc. 

How useful is this website to instruction?

In my opinion, this the resources provided by ReadWriteThink will be extremely useful when planning my future instruction. The resources address a variety of grade levels, topics, formats, and learning styles, which leads me to believe that I will be able to find materials to use no matter what grade I teach. I also believe that this website would be beneficial to both general and special education teachers.

What learner challenges does this software support?

This website supports a variety of learner challenges concerning literacy. The materials are presented in several different ways and address a variety of learning styles, therefore students with learning disabilities, autism, intellectual disabilities, fine motor challenges, etc. can be supported using the resources found on this website.

How can the software be used?

It can be used to gain inspiration for lessons and activities or to find supplemental materials and/or activities for existing lessons. 

Is it user friendly?

YES! 

Is it intuitive?

YES!

Is it expensive?

NO! It is free! 

What did I learn?

There is a wealth of information on ReadWriteLearn. I learned a lot through browsing their lesson plan ideas and interactive student activities. I cannot wait to try it in my own classroom some day!

Write:OutLoud

Write:OutLoud is word processing software that reads words as they are written. Writing tools include talking spell checker, homophone checker, and dictionary. 

How useful is this software to instruction?

I believe that this software could be very useful to instruction for a variety of classroom situations. 

What learner challenges does this software support?

This software supports students who are reluctant to write, have moderate spelling and grammar challenges, or who write better with auditory support. 

How can the software be used?

This software can be used in place of typical word processing software.

Is it user friendly?

YES!

Is it intuitive?

YES!

Is it expensive?

Prices are based upon how many programs are bought at once. The most expensive cost I found was $86.00/computer, which I do not find to be too expensive, especially when it is paid for by a school district. 

What did I learn?

While I was not able to download a trial of the software to my computer, there were a number or resources to show me how to utilize the software. Click here for a tutorial on how to use the program!

Resources

Write:OutLoud. Don Johnston, INC (2013). Retrieved July 21, 2013, from        

             http://www.donjohnston.com/products/write_outloud/

ReadWriteThink. IRA/NCTE (2013). Retrieved July 21, 2013, from  

              http://www.donjohnston.com/products/write_outloud/

AT and Learning/Sensory Disabilities

Throughout this blog, I have discussed how AT can benefit a variety of learners. This post is going to focus on how AT can be used to support students with learning and/or sensory disabilities. 

AT and Learning Disabilities

Computer Access Approaches:

-Simple layout and appearance

-Cuing built into the program or activity

-Alternate forms of information presentation

-Automatic spell/grammar check

-Word prediction software for spelling and reading difficulties 

-Speech-to-text software for writing difficulties

High-tech Support Options:

- Speech-to-text Software

-Quicktionary Reading Pen

Low-tech Support Options: 

-Highlighters as a writing guide

-Changes in text size, font, color, etc. 

AT and Sensory Disabilities

Computer Access Approaches:

-Screen magnifiers for students with visual impairments

-Large high contrast keys for students with visual impairments

-System beep modification for the hearing impaired

Alternative and Augmentative Communication:

-The use of techniques to supplement speech for communication

-Students who are not able to effectively communicate with speech

Low Tech AAC Support:

-low tech communication board made out of cardboard or felt with pictures words or letters

-low tech communication book that holds language, word, and picture cards

High Tech AAC Support:

-Voice Output devices such as Dynavox or Ipad

-Eyegaze board for individuals who are physically paralyzed and nonverbal

Examples of IEP Goals and Appropriate AT Devices

My previous post outlined a number things to consider when incorporating AT into a student's IEP. To discuss how to align IEP goals to appropriate AT devices, I am going to use examples of present levels and goals created by the Wisconsin Assistive Technology Initiative. If you are looking for more information on the devices discussed in this post, simply click the links below to visit a supplementary website!

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.

To meet his annual goal, Eric could use a portable word processor, such as the Neo Keyboard shown above. This type of device can make learning more accessible to struggling writers by providing an alternative to handwriting that is portable, lightweight, easy to use, and relatively inexpensive.

Mary

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.

A device such as the one above can help Mary reach her annual goal by helping her communicate her interests and needs. Click here to learn more about voice output devices. 

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.

There are many different choices when it comes to communication devices. The image above is an example of a Picture Exchange Communication System (PECS) communication board.   

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.

Above is an example of an incline board used to assist students with their writing. Click here to learn more about the benefits of these types of devices. 

Jeff

Present Level of Academic Achievement and Functional Performance: Jeff likes to interact with his family. He enjoys eating and being involved in meal time 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.

The image above shows a variety of single switch options that can assist Jeff in meeting his annual goal. Click here for more information on single switches. 

Resources:

WATI.org : Wisconsin Assistive Technology Initiative. (n.d.). Retrieved July 19, 2013, fromhttp://www.wati.org/?pageLoad=content/supports/free/index.php