Parents often don't want their children to be using iPads at a young age for fear of delays in the development of other vital areas. However, I think teachers, parents, and students are in agreement that when students touch an iPad, they are engaged! There are so many options, as far as downloading apps, that the device can truly be customized to each student's needs.
Tuesday, June 24, 2014
Perspectives on iPads in the Classroom
After all of this talk about AT, I want to focus on one type of AT that many of us are familiar with or at least have heard a lot about: the iPad. In my last post, you saw all of the positive apps the iPad can bring to a student with a disability. However, everyone (teachers, parents, students, etc.) has their own opinions on how useful or effective using the iPad can be. I believe the majority of people would agree that iPads are extremely helpful and advantageous. The main point of discussion would be when students should first be exposed to them.
iPad Apps for Autistic and Nonverbal Children
So now that I've done my own search of about ten different examples of AT used in the classroom, I wanted to see what a professional had to say. I recently viewed this video in which Lauren Meatty speaks about "using iPad apps as communication and learning tools for autistic and nonverbal children".
This video was full of a lot of great information! She began by saying the student population she works with is typically younger grades and some of their disabilities are severe (i.e. very spastic and hands fisted), others are nonverbal or have limited communication. Also, she said she doesn't recommend iPads for everyone; it should be for children who don't have any other way of doing things. She goes over many, many apps that may be helpful -- many of them can be used with just one finger!
I thought it was interesting that she pointed out "kids who won't engage in other things, for some reason the iPad brings them in". She mentioned a student who had a communication box on her desk wouldn't use it much because it made her look different and she didn't want to draw attention to herself. No student (with a disability or not) wants to seem different than others, especially those school age children; the social aspect is so important. This particular student replaced her communication box with an iPad and suddenly all of the students were intrigued! I thought this was an awesome.
Here is a list of just a few of the apps that were talked about in the video (there's tons more!):
- Duck Duck Moose: Plays familiar songs such as "The Wheels on the Bus" and "Old MacDonald". Whenever the child touches the screen, something happens.
- I didn't catch the name of the app, but it is a glossary for American Sign Language. You choose a word and a picture/video shows up to demonstrate the appropriate sign.
- Yes/No App: Allows students to make a choice between two options. Can be changed to other words (i.e. milk/juice, stop/go). Also has the option to put a picture on the button instead of text.
- SonicPics: Allows the user to take pictures and add speech to the video. The example Lauren used was taking pictures of a student during an activity in class, the teacher can add narration, and then the video can be emailed home to parents to keep them in the loop.
- SpeakIt: "If you can type it, it will then speak!" The text is read in a computer voice, but it is still a voice.
- Tap to Talk: Preprogrammed phrases for students to touch and then it will speak. It is a free app, but with that, it is not customizable.
- Proloquo2Go: much more expensive ($200) version of Tap to Talk, however, you get what you pay for. This app is very customizable and has a lot more options.
A point that she made in the video, that I found to be key was you don't want the iPad to replace social interaction. It is so important to continue the back and forth between the student and teacher as the iPad is being used. A simple "what do you think is going to happen? Where did the cow go?" keeps that person-to-person interaction which is so important, especially with the students with autism population.
While I'm not familiar with all of the apps that are out there (in fact a lot of the apps she spoke about in the video were new to me!) I do feel comfortable with using an iPad, especially in a trial and error fashion. If an iPad was a resource my classroom had, I would feel very comfortable with trying out appropriate apps and then working with the students to understand how to use them.
(I tried to keep this post shorter, but there was so much information I gained from the video. However, I didn't even include it all in here! So I suggest, if you have the time and are interested in iPad apps for students with disabilities, for you to watch this video.)
Automatic Speech Recognition (ASR)
Following the modules about the AT Assessment Process in the School Environment and AT Consideration in the IEP Process, I wanted to learn more about Automatic Speech Recognition (ASR) and continued with the corresponding module.
According to ATinternetmodules.org, "ASR provides an alternative by automatically producing correctly spelled, written words from spoken input". One thing that stuck out to me from the module was how accessible ASR is for students and how accurate it is. In one example, Kevin, a quadriplegic used ASR to type 125 words per minute! He was unable to access a traditional keyboard, but he used ASR to "create written documents, design websites, create PowerPoint presentations, and access the Internet resources" completely independently.
ASR would be beneficial for students with poor fine motor skills (which would make writing a challenge), students who find writing quickly to be a laborious effort that quickly becomes overwhelming and creates anxiety, or students who have difficulty translating their thoughts into written words.
I have not seen an ASR device in use at all, but after completing the module I feel comfortable suggesting it as an AT option. It seems to be effective for many types of students and there are plenty of resources out there to help both teachers and students become adjusted to this type of technology.
Module: Automatic Speech Recognition (ASR)
According to ATinternetmodules.org, "ASR provides an alternative by automatically producing correctly spelled, written words from spoken input". One thing that stuck out to me from the module was how accessible ASR is for students and how accurate it is. In one example, Kevin, a quadriplegic used ASR to type 125 words per minute! He was unable to access a traditional keyboard, but he used ASR to "create written documents, design websites, create PowerPoint presentations, and access the Internet resources" completely independently.
ASR would be beneficial for students with poor fine motor skills (which would make writing a challenge), students who find writing quickly to be a laborious effort that quickly becomes overwhelming and creates anxiety, or students who have difficulty translating their thoughts into written words.
I have not seen an ASR device in use at all, but after completing the module I feel comfortable suggesting it as an AT option. It seems to be effective for many types of students and there are plenty of resources out there to help both teachers and students become adjusted to this type of technology.
Module: Automatic Speech Recognition (ASR)
AT Consideration in the IEP Process
As a follow up to my last post, I continued on to a second module named "AT Consideration in the IEP Process". As someone who has never been a part of the IEP process before, I found the module to be very helpful and informative.
There was some terminology that stuck out to me, that I would like to share with you.
AT Devices: "includes any special equipment or technology that children may need to help them participate in school"
AT Services: required for the selection, acquisition, and/or use of AT devices
The purpose of AT consideration is to determine whether or not AT is needed in order for a student to access a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
As I read about the Quality Indicators for Assistive Technology Services (QIAT) Consortium, it came to my attention that sometimes AT is only considered for students with severe disabilities. That is not how it should be! Legally, AT must be considered for all students, regardless of their disability. If a student has a mild disability but it prevents them from performing at their best and there is AT that could help the student improve their performance, it seems like a no brainer that the student should utilize the AT, right?? I think so!
Another important piece of information I learned is that there are three verdicts that an IEP team may conclude, in terms of AT:
Throughout this course I am constantly trying to connect new information to the practical use in a classroom. There always seems to be such a diverse group of learners in any classroom, which is why this information is so critical. I am always trying to find new ways to reach all students and this AT information is extremely helpful. It's helpful for me, as an educator, to know the wide variety of AT that is available and to know that no matter the disability, AT must be considered! This way the student can be given the best chance at becoming independent and successful in their educational experience.
Module: AT Consideration in the IEP Process
There was some terminology that stuck out to me, that I would like to share with you.
AT Devices: "includes any special equipment or technology that children may need to help them participate in school"
AT Services: required for the selection, acquisition, and/or use of AT devices
The purpose of AT consideration is to determine whether or not AT is needed in order for a student to access a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
As I read about the Quality Indicators for Assistive Technology Services (QIAT) Consortium, it came to my attention that sometimes AT is only considered for students with severe disabilities. That is not how it should be! Legally, AT must be considered for all students, regardless of their disability. If a student has a mild disability but it prevents them from performing at their best and there is AT that could help the student improve their performance, it seems like a no brainer that the student should utilize the AT, right?? I think so!
Another important piece of information I learned is that there are three verdicts that an IEP team may conclude, in terms of AT:
- "AT is not needed. The student is making adequate progress with the available instruction and interventions. Indicate "no".
- AT is needed. Indicate "yes" and describe in the IEP how, when, and where the new or current devices and services will be provided.
- AT is needed, but the IEP team is unsure of what devices and services are most appropriate. Indicate "yes", and the team will decide the areas in which AT will be tried and then gather data to determine the best solution. The team may explore resources within or from outside the district to adequately assess the student's needs for AT. In the IEP document, describe the need for an AT assessment as a service."
Throughout this course I am constantly trying to connect new information to the practical use in a classroom. There always seems to be such a diverse group of learners in any classroom, which is why this information is so critical. I am always trying to find new ways to reach all students and this AT information is extremely helpful. It's helpful for me, as an educator, to know the wide variety of AT that is available and to know that no matter the disability, AT must be considered! This way the student can be given the best chance at becoming independent and successful in their educational experience.
Module: AT Consideration in the IEP Process
AT Assessment Process in the School Environment
Thus far on my AT journey, I have discussed AT, provided examples of AT and learned about UDL. As another part of my Assisted Technology course, I recently completed a module called "AT Assessment Process in the School Environment". This module reinforced a lot of the concepts that I've been learning and researching through my AT course.
Something that stuck out to me from this module was the AT feature match. The AT feature match is a process by which the AT team/IEP team looks at a student's skills and needs and determines the features of AT related to those skills and needs. Then the team can select an appropriate tool for the student to use.
This knowledge is important to me as an educator because everyday I am working with a diverse group of learners. It is imperative for me to think about my students skills and needs every day and help my students find tools that will help them succeed in the classroom. It is crucial for me to help my students experience success and avoid the feeling of frustration (as much as possible) because of a student's disability. I enjoyed this module/topic and found the information to be applicable to many classrooms, as we all have students who learn differently.
Sunday, June 22, 2014
Electronic Touch Tablet
This is one type of AT that I think most of us are familiar with, even if we haven't seen it in use as assistive technology. There are so many electronic touch tablet options out there. The bottom line is you can download just about any application and use the tablet to complete many different tasks.
Students that may benefit from an electronic touch tablet are those who are able to touch with one finger but not grip a pencil or type on a keyboard. Also, depending on what applications you download to the tablet, it can be helpful to certain students. It can be used for speech output for students who are nonverbal or have limited speech. It can be used for a talk-to-text function, for students who have difficulty writing. The possibilities seem endless!
Reference: http://tabletsforkidsreview.com/dragon-touch-7-black-google-android-4-2-review/
Students that may benefit from an electronic touch tablet are those who are able to touch with one finger but not grip a pencil or type on a keyboard. Also, depending on what applications you download to the tablet, it can be helpful to certain students. It can be used for speech output for students who are nonverbal or have limited speech. It can be used for a talk-to-text function, for students who have difficulty writing. The possibilities seem endless!
Reference: http://tabletsforkidsreview.com/dragon-touch-7-black-google-android-4-2-review/
Type to Learn Software
Type to Learn is a computer program that is used by students to develop their keyboarding skills. Keyboarding skills are so important in today's society, as computers are a part of everyday life. The earlier that students can learn those skills, the sooner they will be able to engage with our technological world (and it will be easier for them!).
Students play various games to learn where the keys are and which fingers they should use to tap them. The program has diagnostic assessments, to see where students' strengths and needs are. The program also offers formative and summative keyboarding assessments.
Below is a demo for Type to Learn 4. Hopefully you will find this helpful in seeing how Type to Learn can help students improve their typing skills.
I feel as though many students (and adults, for that matter!) don't know how to type with both hands on the keys; it is a lot of the "hunt and peck" method of typing with one or two fingers. Being able to type with both hands improves efficiency (accuracy and speed). So personally I find this skill to be a very worthwhile one for students to learn.
Reference: http://ttl4.sunburst.com/
Students play various games to learn where the keys are and which fingers they should use to tap them. The program has diagnostic assessments, to see where students' strengths and needs are. The program also offers formative and summative keyboarding assessments.
Below is a demo for Type to Learn 4. Hopefully you will find this helpful in seeing how Type to Learn can help students improve their typing skills.
I feel as though many students (and adults, for that matter!) don't know how to type with both hands on the keys; it is a lot of the "hunt and peck" method of typing with one or two fingers. Being able to type with both hands improves efficiency (accuracy and speed). So personally I find this skill to be a very worthwhile one for students to learn.
Reference: http://ttl4.sunburst.com/
Voice Output Communication Device
A Voice Output Communication Device is something we have read a little bit about in my AT course. It's amazing how they range from so simple you can create one yourself to high-tech and sophisticated. This device is also referred to as a Speech Generating Device.
They allow an individual to "talk" and express their thoughts, ideas, and needs. This device can supplement speech for a student who has limited speech, or replace speech for a student who is nonverbal. There are many options for a speech generating device. It can be a communication board where the student presses a button with a corresponding picture on it to say that word or phrase.
It could also be as high-tech as an electronic touch tablet with software that allows the student to communicate more sophisticated expressions; this would be a step (or two) beyond the simple word and symbol sets.
There are many options out there and the technology is constantly improving. It is no surprise though, that the more sophisticated the device, the higher the price tag.
Pictures: http://assistivetechnology.about.com/od/AugmentativeCommunication/tp/Speech-Generating-Devices.htm
http://www.boundlessat.com/Communication/Speech-Generating-Devices/GoTalk-Express-32
They allow an individual to "talk" and express their thoughts, ideas, and needs. This device can supplement speech for a student who has limited speech, or replace speech for a student who is nonverbal. There are many options for a speech generating device. It can be a communication board where the student presses a button with a corresponding picture on it to say that word or phrase.
It could also be as high-tech as an electronic touch tablet with software that allows the student to communicate more sophisticated expressions; this would be a step (or two) beyond the simple word and symbol sets.
There are many options out there and the technology is constantly improving. It is no surprise though, that the more sophisticated the device, the higher the price tag.
Pictures: http://assistivetechnology.about.com/od/AugmentativeCommunication/tp/Speech-Generating-Devices.htm
http://www.boundlessat.com/Communication/Speech-Generating-Devices/GoTalk-Express-32
Assisted Literacy Software
Today's helpful assistive technology option is Assisted Literacy Software. This is software that helps students develop their literacy skills. This would be helpful for students with reading disabilities (such as dyslexia).
One example of Assisted Literacy Software is the Computer Assisted Literacy Solution (CALS). Students are identified by their teachers as having reading difficulties or challenges and then CALS helps students develop phonemic awareness, decoding and comprehension skills, as well as reading fluency. These skills are developed from students using the computer program.
I was having trouble embedding the video to this post, but if you click the link below you will see an introduction to CALS and case studies about a few students who have been using CALS to improve their reading skills. The great thing about CALS is that it allows students to work at their own rate and they have short-term goals that they work towards which keeps them motivated to continue working and improving.
Video: "Rotary and CALS"
Portable Word Processor
Continuing on our journey of assistive technology options, today I'll be talking about Portable Word Processors.
These are lightweight devices that are easy to transport (for example, from classroom to home). They are cheaper and (most often) lighter than a laptop. They allow the user to easily take notes, write a paper, or edit/correct their written work more efficiently than doing so by hand. This would be beneficial for students who have trouble writing by hand/have poor handwriting. The downside to a portable word processor is you have to transfer files to a PC or Mac in order to print something. Again, it is important to keep in mind that finding appropriate assistive technology is an individual process for each person. What works best for one person, may not be best for the next person. My impression is that it takes a little 'trial and error'. That is why it's really important to review some of the options there are!
Reference: http://www.greatschools.org/special-education/assistive-technology/961-portable-word-processors.gs
Picture: http://www.engadget.com/2004/08/31/the-alphasmart-neo-portable-word-processor/
These are lightweight devices that are easy to transport (for example, from classroom to home). They are cheaper and (most often) lighter than a laptop. They allow the user to easily take notes, write a paper, or edit/correct their written work more efficiently than doing so by hand. This would be beneficial for students who have trouble writing by hand/have poor handwriting. The downside to a portable word processor is you have to transfer files to a PC or Mac in order to print something. Again, it is important to keep in mind that finding appropriate assistive technology is an individual process for each person. What works best for one person, may not be best for the next person. My impression is that it takes a little 'trial and error'. That is why it's really important to review some of the options there are!
Reference: http://www.greatschools.org/special-education/assistive-technology/961-portable-word-processors.gs
Picture: http://www.engadget.com/2004/08/31/the-alphasmart-neo-portable-word-processor/
Adapted Keyboard
I have already spoken about adaptive keyboards in a previous post, but today I wanted to dive a little deeper into the specific options you have for adaptive keyboards. Here's a chart collecting the options and the characteristics of students who would benefit from them:
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Type of Keyboard
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Characteristics of Students Who Would Benefit
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Expanded Keyboard
(It is enlarged/oversized. Provides a larger surface area. They can vary. Can be QWERTY layout or ABC layout.)
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|
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Mini Keyboard
(Smaller than a standard keyboard)
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|
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One Handed Keyboard
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|
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On Screen Keyboard
(Puts an image of keyboard on the computer monitor. Allows user to click on letters, numbers, functions with a mouse.)
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|
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Customizable or Programmable Keyboard
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|
Multisensory Educational Software
According to www.earlytolearn.com "multisensory learning happens when more than one sense is used to acquire and retain information"; for example, learning through hearing as well as touching. Multisensory Educational Software is software that allows students to learn this way.
Reference: http://www.earlytolearn.com/2009/featured/what-is-multisensory-learning-or-avk/
This type of software can be beneficial for a multitude of students, including students with ADHD, and all of those different types of learners we all have in our classrooms: the visual learners, kinesthetic learners, and auditory learners. A common theme throughout my posts has been how to eliminate those curriculum barriers and making the information accessible to all learners. This software seems like a great tool to open up information to a wide variety of learning styles.
One example of multisensory educational software is TouchMath. The video below is of a teacher demonstrating how to teach addition with regrouping using the TouchMath software. The software walks the student through the math problem and includes a think aloud, which I think is key. This program seems as though it would be helpful in developing "math thinkers".
Reference: http://www.earlytolearn.com/2009/featured/what-is-multisensory-learning-or-avk/
Books On CD
Here's an option that most of us have heard of: Books on CD. When I began this journey it wouldn't have occurred to me to consider books on tape as a form of assistive technology. However, having text read aloud can be extremely helpful to students who struggle with reading; it's especially helpful if the student has the text to follow along, so they are seeing the words as they're being read. Books on CD allow users to listen to text and special playback units allow the user to search and bookmark pages and chapters.
Reference: http://www.greatschools.org/special-education/assistive-technology/954-audio-books-publications.gs
Picture: http://www.overstock.com/Books-Movies-Music-Games/Curious-George-the-Complete-Adventures-Deluxe-Book-and-Cd-Gift-Set/1992145/product.html
Reference: http://www.greatschools.org/special-education/assistive-technology/954-audio-books-publications.gs
Picture: http://www.overstock.com/Books-Movies-Music-Games/Curious-George-the-Complete-Adventures-Deluxe-Book-and-Cd-Gift-Set/1992145/product.html
Scan and Read Software
Here's an option for students who have low vision/visual impairments and students who have learning difficulties.
Scan and Read Software converts printed documents into electronic text format on the computer. The user is able to tailor the appearance of the text on the screen (including font style, size, character spacing, and color). They're also able to view documents in a split screen. The neat part about this is that the user can still mark up/add notes to the text as you would with printed documents. Other features include text-to-speech capabilities along with being able to highlight a word, sentence, or paragraph.
Reference: http://www.snow.idrc.ocad.ca/content/scanning-and-reading-software
Scan and Read Software converts printed documents into electronic text format on the computer. The user is able to tailor the appearance of the text on the screen (including font style, size, character spacing, and color). They're also able to view documents in a split screen. The neat part about this is that the user can still mark up/add notes to the text as you would with printed documents. Other features include text-to-speech capabilities along with being able to highlight a word, sentence, or paragraph.
Reference: http://www.snow.idrc.ocad.ca/content/scanning-and-reading-software
Naturally Speaking Voice Recognition Software
Here's another example of assistive technology...
Naturally Speaking Voice Recognition Software turns your talk into text! It can make computer tasks easier and faster, as this software also allows the user to use voice commands to control many programs on the computer. The software takes some set up (voice acclimation) and getting used to, but after that grace period it is apparently very easy to use. Dragon is a very popular brand of this type of software.
Students who may benefit from this software are students with poor fine motor control and students with limited mobility/no hand use -- they only need their voice for this! It could also be helpful for students who have trouble with spelling, ADD/ADHD (as it requires a little less attention than writing). Also, this software can decrease the amount of time a task takes; it works as fast as you can talk!
Reference: http://voice-recognition-software-review.toptenreviews.com
Naturally Speaking Voice Recognition Software turns your talk into text! It can make computer tasks easier and faster, as this software also allows the user to use voice commands to control many programs on the computer. The software takes some set up (voice acclimation) and getting used to, but after that grace period it is apparently very easy to use. Dragon is a very popular brand of this type of software.
Students who may benefit from this software are students with poor fine motor control and students with limited mobility/no hand use -- they only need their voice for this! It could also be helpful for students who have trouble with spelling, ADD/ADHD (as it requires a little less attention than writing). Also, this software can decrease the amount of time a task takes; it works as fast as you can talk!
Reference: http://voice-recognition-software-review.toptenreviews.com
Talking Word Processor Software
Continuing on to the next example of AT...
Talking word processor software provides verbal feedback as the student types, echoing each letter as it is typed and each word as the spacebar is pressed. This software can also read back to the user, word by word or the entire written piece. The user can choose to hear each letter, word, sentence, and/or paragraph as it is being typed. Not only can the user have their own writing spoken back to them, but they can also open text files (such as a worksheet or a test) and have it read to them!
This AT option may be beneficial to students with reading difficulties or English Language Learner (ELL) students.
Here is a introduction video on talking word processor software:
Reference: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Georgia-Project-for-Assistive-Technology/Pages/Talking-Word-Processing-Software.aspx
Talking word processor software provides verbal feedback as the student types, echoing each letter as it is typed and each word as the spacebar is pressed. This software can also read back to the user, word by word or the entire written piece. The user can choose to hear each letter, word, sentence, and/or paragraph as it is being typed. Not only can the user have their own writing spoken back to them, but they can also open text files (such as a worksheet or a test) and have it read to them!
This AT option may be beneficial to students with reading difficulties or English Language Learner (ELL) students.
Here is a introduction video on talking word processor software:
Reference: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Georgia-Project-for-Assistive-Technology/Pages/Talking-Word-Processing-Software.aspx
Word Prediction Software
So far on my Assistive Technology Journey my biggest takeaway has been that we (as educators) want to be able to effectively instruct every student in our classroom; it's our job to eliminate barriers when we can and to be sure our students get any assistance they need -- like AT.
Beginning in this post, and continuing in future posts, I'm going to highlight some specific examples of assistive technology and who they may be best suited for. I'm going to start with Word Prediction Software.
Word Prediction Software helps the user while typing by "predicting" a word the user intends to type. The predictions are based on spelling, syntax, and frequent/recent use.
This software may be beneficial for students with moderate cognitive disabilities as well as students who have difficulties with writing, spelling, grammar, or word choice.
Here is a short video showing you word prediction software in action!
Beginning in this post, and continuing in future posts, I'm going to highlight some specific examples of assistive technology and who they may be best suited for. I'm going to start with Word Prediction Software.
Word Prediction Software helps the user while typing by "predicting" a word the user intends to type. The predictions are based on spelling, syntax, and frequent/recent use.
This software may be beneficial for students with moderate cognitive disabilities as well as students who have difficulties with writing, spelling, grammar, or word choice.
Here is a short video showing you word prediction software in action!
References: http://www.easytousetools.com/turbo_type/
Friday, June 20, 2014
Alternative Keyboards
In a previous post I spoke about all of the features computers already provide. I also mentioned how ingrained technology has become in our lives. So it only makes sense that there would be even more ways to make computers accessible by all, right? Here are some types of alternative keyboards and the characteristics of students who may benefit from them:
Types of Alternative Keyboards
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Characteristics of Students for whom the features would help
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Keyboard Labels (larger letters; higher contrast; tactile labels; blank labels to rid of distractions)
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-Visual-perceptual difficulties or low vision (cannot see the letters, numbers, and symbols on the keys)
-Blind students
-Cognitive deficits
-Attention Issues
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Selecting/Pointing Devices (can be controlled by movements of the hand/arm, head or foot)
-Mouthsticks, headsticks, and chinsticks
*Can be as simple as a thick marker or pencil!
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Physical Disabilities (cannot isolate a finger or use their hands at all)
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Keyguards (acrylic or metal covers with holes that are placed atop the computer keyboard; generally, there is a corresponding hold for each of the keys)
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-Poor Fine Motor Control
-Experience hand or arm fatigue
-Cognitive deficits
-May be useful for some students using selecting/pointing devices
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Moisture Guards* (keyboard protectors; can be clear but can also incorporate large-print, high-contrast key labels)
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-Students who drool
-Students who have a tendency to spill or drop things
-Visual Impairments
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*Keep in mind who is using this computer. If it owned by the student it can be a more permanent addition to the keyboard. If it is a shared computer a more temporary guard would be appropriate (and hygienic).
Some of these options, such as keyboard labels or a selecting device, are so simple! Enlarging the letters on the keys can make a huge difference to someone who is visually impaired. Using a pencil to "type" for someone who is unable to isolate a finger, is a simple and inexpensive way to allow a student to use a computer.
Some of these options, such as keyboard labels or a selecting device, are so simple! Enlarging the letters on the keys can make a huge difference to someone who is visually impaired. Using a pencil to "type" for someone who is unable to isolate a finger, is a simple and inexpensive way to allow a student to use a computer.
References: Dell, A. G., Newton, D. A. and Petroff, J. G. (2012). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities (2nd edition). Upper Saddle River, NJ: Pearson Education, Inc.
Assistive Technology Continuum
I’ve done some talking about assistive technology previously in my blog, but in my next several posts I’m going to be going into some specific examples of assistive technology. Before I do that, I want to talk about the term “assistive technology continuum”.
There is such a wide range of assistive technology and that is what that term is referring to. The variety of options of AT is mind blowing! Assistive technology begins with the no-tech and low-tech options (such as pencil grippers or highlighted lined paper) -- and there are so many! If the low-tech AT is not effective for the needs of the students, then there should be progression to mid-tech AT. If mid-tech AT is not meeting the needs of the student, then there should be progression to high-tech AT. Gradually moving from low-tech to mid-tech to high-tech, trying out different options, is essentially moving across the “assistive technology continuum” to find effective devices for a student.
The thing to remember is there are no set rules with choosing assistive technology. The only way to find an appropriate device is through careful evaluation and actual usage.
References: Dell, A. G., Newton, D. A. and Petroff, J. G. (2012). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities (2nd edition). Upper Saddle River, NJ: Pearson Education, Inc.
Picture from: http://theliveconnect.com/kliles/UDL/newsletter/
Wednesday, June 18, 2014
Helpful Computer Features Continued...
In my last post I discussed some Universal Design features of a computer and today I’m going to add on to that list. Here are some more features to consider:
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Operating System Features
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Characteristics of Students for whom the features would help
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Screen Magnification
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Visual Impairments
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High-Contrast Settings
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Visual Impairments
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Lens-mode (being able to magnify just a portion of the screen surrounding the mouse pointer)
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Visual Impairments
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The interesting part I found about this post and my last post was how many modifications are already available through a computer! A computer is often times a part of daily life, including in education (assuming resources are available), and I had no idea about some of these modifications. These are not things that need to be purchased or created, they are already there for you! It makes me wonder what other assistive technology options are right under my nose.
References: Dell, A. G., Newton, D. A. and Petroff, J. G. (2012). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities (2nd edition). Upper Saddle River, NJ: Pearson Education, Inc.
Saturday, June 14, 2014
Helpful Computer Features
I know when I originally thought about assistive technology, I automatically thought electronics. And as I’ve mentioned in previous posts, that doesn’t always have to be the case! Although it still can mean electronics. The computer industry has implemented the concepts of UDL in order for it to be more accessible by people with disabilities. Check out this chart to learn about some features on computers that can benefit students with disabilities!
UDL Feature
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Characteristics of Students Who Benefit
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Providing choice: mouse, keyboard, or voice control
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Accommodating left and right handed users
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Variations among the precision and accuracy of computer users
-Enlarge the size of icons
-Adjust mouse speed
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Provide adaptability to the user’s pace (speed of mouse, timing for double-click, keyboard repeat delay, keyboard repeat speed)
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A computer is something that a lot of us use in our day to day lives and there are already simple accommodations built right in to the device to make it more accessible to those with disabilities.
References: Dell, A. G., Newton, D. A. and Petroff, J. G. (2012). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities (2nd edition). Upper Saddle River, NJ: Pearson Education, Inc.
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