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

How to Incorporate Assistive Technology into the IEP

Up to this point, I have been discussing the importance of implementing AT into classrooms, examples of AT devices, and how they are used. An important part of truly understanding AT is understanding how to incorporate it into a student's IEP. Throughout this course, I have learned a ton of information on IEP considerations and AT. I am going to use this post to share the information that I found most helpful. 

Where Do I Put AT Considerations in an IEP?

AT can be incorporated into a student's IEP in three ways: 

1. As part of special education in the annual goals section

2. As a related service

3. As a supplemental aid or service needed to support the student in the least restrictive environment

I found this information to be extremely useful because it is crucial to understand the correct place to put AT considerations when writing an IEP, especially for a perspective special education teacher such as myself!

What if I Make a Mistake?

Since IEPs are legal documents, it is extremely important that they are error-free, which can make the process extremely nerve-racking. In my experience, the best way to get good at something is to learn what not to do. Therefore, I found it helpful to read about common errors that are made when incorporating AT into IEPs. To name a few:

1. Procedures for conducting assistive technology assessment are not defined, or are not customized to meet the student's needs

2. A team approach to assessment is not utilized

3. The student is not involved in the assessment process

What About Goals?

I found it interesting to learn that the goal should never be to learn technology, but rather if a student is using AT to meet an IEP goal, the technology should be explicitly written into that goal. 

Overall, IEPs are a team effort that involve many different pieces and perspectives. Even though I have some background knowledge on the IEP process and procedures, there is still a lot that I need to learn. Therefore, I found my research on IEP considerations and AT to be very informative, and I hope you did too!

Assistive Technology Internet Modules

AT for School Age

AT Assessment Process in the School Environment

This section focuses on the how and when to consider AT devices and services for students.  AT consideration can result in three decisions: 1) "AT consideration results in no need for AT"  2) "AT consideration results in the need for AT. The teams knows the types of AT that will be used and how they will be implemented" 3) "AT consideration results in need for AT but the team needs more information about the student's abilities and needs, as well as possible AT options." I found this module to be helpful because it provided a lot of information on how to go about deciding whether or not AT is beneficial for a particular student.

AT Consideration in the IEP Process

This section provided information on what steps to take in considering AT throughout the IEP process. I found this to be helpful because I have very little experience creating IEPs, especially in terms of AT. I now will be able to bring what I learned from this module into my practice when I am responsible for creating IEPs.

AT Supports and Services in the IEP

This section provided information on where to include AT support and services in the IEP. This was very interesting and informative for me because, again, I have very experience writing IEPs and the process can be very overwhelming, which made this section extremely helpful to me.  I now know where and what type of information to include in the IEP.  

Automatic Speech Recognition

This section focused on ASR, which is a computer software used to assist students with writing. This section discussed the optimal environments for students to use ASR software as a quiet and semi-private environment. I also learned there are specific questions IEP teams need to consider when implementing ASR. Such as: "Will the child need to leave the classroom to use the ASR? " "Will the child miss important information leaving the learning environment?" "Can the child use the software independently?" "Is there a place to plug and charge the device?"  This information will benefit me in the future if/when I have a student who uses ASR in my classroom. I found this section to be very interesting because it addressed questions I would not have thought of on my own. 

How Can Assistive Technology Help Students with Autism?

My previous post discussed various iPad apps used to teach students with Autism. IPads are a great AT tool to use when working with students with Autism. However, they are not the only choice when it comes to using AT to reach children with Autism.

This video introduces us to Carly, a young woman with severe Autism. Up until age 11, Carly's family, teachers, and friends thought that Carly was unable to communicate. At age 11, Carly began learning to communicate through typing and the results were incredible. 

Carly's story demonstrates how AT can be used to reach students who were once thought to be unreachable. I thought that this video was amazing and it made me very excited about AT, especially in terms of working with students with Autism. 

iPads and Students with Autism

The above video outlines a variety of iPad Apps that can be used with children with special needs, specifically Autism Spectrum Disorders. IPads can be used to facilitate and support communication, reading, writing, mathematics, music, etc. 

Here are a few examples of specific apps mentioned in the video: 

Yes/No Answers

For many children on the Autism Spectrum, answering seemingly simple "yes" or "no" questions is extremely difficult. The Yes/No Answers iPad app is a great way to see if students understand concepts such as yes/no and can also be used as a means of expression. As students progress, there are also concepts such as stop/go dad/mom, etc. Basically, it is an app that gives nonverbal children a means of expressing their choices. 

Furry Friends

This app features Leonard, a furry friend that responds to touch and voice just like a real pet. This is a great app for students who have difficulty with social interaction because it is a way for them to interact in a less threatening environment. 

SentenceBuilder

This app is designed to help elementary school students build grammatically correct sentences. It is a great tool for students with Autism and other visual learners. 

As someone who hopes to be an Autistic Support teacher, I feel very comfortable incorporating these iPad apps into the classroom. I currently work with children with Autism, and I use a variety of iPad apps in my sessions. I find that these apps make it easier to connect with my clients because it makes social interactions less threatening by making activities game-like and visual. 

Resources

www.bridgew.edu/cpdc

Exploring AT Devices!

How can I implement assistive technology devices into my classroom?

Up to this point I have discussed the importance and benefits of incorporating AT into the classroom. In this post, I will discuss examples of various types of AT devices that I look forward to incorporating into my future classroom.

Word Prediction Software

Word prediction software can help students during word processing by "predicting" a word that the student intends to write based upon spelling, syntax, and frequent/recent use. This AT tool can benefit students who struggle with writing, especially word recognition, word retrieval, and spelling. Common brands of this product include: Aurora Suite and Co:Writer Solo. 

The above tutorial demonstrates how to use ClaroWord for Mac word predicting software. The tutorial is extremely user-friendly and straight forward, which makes me believe that the software is also easy to use. I have personally seen this type of software used in the classroom and it was extremely beneficial to the student that was using it. 

Talking Word Processing Software

This type of AT tool can benefit students with communicative disorders, or students who struggle with reading and writing. A popular brand of this product is ReadingMadeEasy.

The above video provides a tutorial of how to use the Premier Talking Word Processor software. I have also seen students benefit greatly from this type of technology and I am very excited to use it in my future classroom! 

Naturally Speaking Word Recognition Software

With this type of software, the student talks and the software types. Therefore, it would be beneficial for students who have difficulty typing due to physical disabilities or fine motor deficits. A commonly used form of this tool is Dragon NaturallySpeaking. 

The above video shows the Dragon NaturallySpeaking software in action. After watching this video, I think that the tool would be very beneficial to many students. However, I do think that it would take a lot of training and trial and error to get students used to using the product. 

Scan and Read Software

This type of tool begins with using a scanner to scan paper documents into a computer. Then, the software translates it into a digital format so it can be read and edited. This technology can benefit students who have print disabilities or students who have trouble reading paper based information due to visual impairment, dyslexia, learning disabilities, or physical disabilities. A popular brand of this product is OpenBook.

To be honest, I had never heard of this software before. Therefore, this tutorial helped me tremendously because I was having difficulty visualizing how exactly it would work when I was reading about it. 

Books on CD

Being able to listen to books on CD can benefit students with visual impairments or students who have difficulty reading due to dyslexia or learning disabilities. Amazon offers many popular books in audio format.

Multisensory Educational Software

This type of technology incorporates a variety of senses into learning, which benefits all students! Earobotics is a research driven multisensory software program targeted towards reading. This tool can benefit students with a variety of disabilities, including Autism, attentional problems, etc. 

The above tutorial demonstrates how to use the Earobotics program. I really like this program because it looks really fun for students, which will engage them and hopefully increase their attention and focus! 

Adapted Keyboards

Adapted keyboards have been redesigned in order to suit the needs of a particular student. There are a variety of adapted keyboards available. There are "small form factor" or one handed keyboards to benefit students with physical disabilities. There are large key or "tactile feedback" keyboards to benefit students with visual impairments. Also, there are keyboards that feature an alphabetical layout instead of the standard "QWERT.." to benefit students who may have difficulty using the typical layout. EnableMart offers a wide variety of adapted keyboards. 

The above video demonstrates how to use IntelliKeys software, which features a variety of overlays which I think is fantastic because one keyboard can target the needs of a variety of students. 

Portable Word Processors

Portable word processors are lightweight devices that are easy to transport and can benefit students who have difficulty writing by hand and prefer writing using a keyboard. Popular brands include Neo and Quickpad. 

The above video demonstrates how to use the Quickpad. I have not seen this type of technology used in the classroom, but I can see how it can benefit students who struggle with writing by hand by making them feel more successful. 

Assisted Literacy Software

Assisted literacy software helps students develop their literacy skills and can benefit students with reading disabilities such as dyslexia. CALS (Computer Assisted Literacy Solution) is an excellent example of this form of technology. 

After watching the above video, I am very impressed with this type of software. I think it is a great way to get students excited about literacy while building confidence. 

Voice Output Communication Devices

Voice output communication devices are augmentative and alternative communication systems used to supplement or replace speech or writing for students with severe speech and language impairments. These type of devices can benefit students with severe Autism or other communicative disorders. An example of this type of technology is Dynavox. 

The above video shows how a little boy uses his Dynavox to express what he would like to eat for lunch. As someone who works with students with severe Autism, I have seen these devices used several times and I think that they are amazing! 

Type to Learn Software

Type to Learn is a research based method of sequential touch typing instruction. This program can benefit students with a variety of disabilities that have difficulty learning how to type. The software provides multiple means of instruction including videos, games, and multisensory approaches that benefit a variety of students. 

The above video demonstrates how to use the Type to Learn 4 software. I have personally never seen this program used, but from what I have seen it looks like a great way to provide keyboarding instruction! 

Electronic Touch Tablet

These devices can be used in a variety of ways in the classroom and can benefit students with a wide variety of disabilities. An example of this technology is the Arnova ChildPad. 

The above video demonstrates the features of the Arnova ChildPad. This product can be used to show videos, play games, and provide supplemental instruction.