AT Journey Reflection -- I'm Not Done Yet!

When I began this AT journey, I thought AT was strictly electronics; that’s what came to mind.  I quickly found out that is far from the truth!  A pencil grip PECS (Picture Exchange Communication System), and an extra large calculator -- all things I’ve heard of before! -- are all examples of AT.  I’ve also come to see that there is so much AT that I’ve never heard of!  

I found my journey helpful because there are so many resources out there that are free, easy to make, or a part of something we already have (i.e. a keyboard to use by clicking with the mouse is already an option on computers).  Also, I now know many more things exist!  Break cards, Speech to Text software, using a different instrument to type, etc. are just some examples of AT options that are out there.

I am so intrigued by the Assistive Technology Continuum.  There is low-tech, mid-tech, and high-tech assistive technology.  My original thoughts about AT really focused on the high-tech AT, but there’s so much more.  When working with students we should start with the low-tech and if that is not effective, continue up the continuum to find something that will work for the student.

My later posts build upon my earlier posts; you can tell I feel more comfortable with the topic and know much more... However there’s still so much more to learn!  The world of AT is huge and I am excited to continue to explore and eventually be able to implement some AT in my future classroom!

Helping Achieve Independence

Students who have cognitive disabilities, autism, and/or multiple disabilities often have difficulties with self-management and personal organization.  The lack of skills in these areas can be addressed through visual supports such as picture schedules and activity sequences (sequential, pictorial representations of events or tasks that cue a student to complete them).

These visual supports are similar to a to-do list; they provide a visual reminder of what happens next and what will occur later.  It is super helpful when students understand what is to come and what is expected of them.  This will usually (hopefully) reduce confusion and acting-out behaviors.  Activity sequences are an effective strategy for shifting students from a reliance on verbal prompts to more independent completion of self-care and vocational tasks.

The goal is always for our students to achieve independence!  While we can be of assistance in the classroom, it should be a gradual release of responsibility and these forms of AT (picture schedules and activity sequences) can help with the students moving to completing tasks independently.

AT: Reasonable Accommodation for Students with Disabilities

I’ve discussed many different types of AT in previous posts and those can certainly be helpful for college students with disabilities.  However, there are some that may be better suited for a college student.  There are specific ways computer technology can assist with writing, organizing, and reading.  Certain types of AT can also enhance communication and there are many different options to accessing a computer for students who cannot type on a regular keyboard.

These pieces of AT may be helpful to college students but only if they meet the following criteria:

• The AT tool must be easy to use and easy to customize.
• The technology tool must be age appropriate.
• The AT selected must be the student’s own choice.
• The technology tool must carefully match the specific task that needs to be accomplished and the environment in which it will take place.
• The AT tool must be installed in a place that the student can access easily.
• Training and ongoing technical support must be provided to students and staff.

Search/Implement AT into IEP - Forms

This resource goes along with the previous site.  In the previous post I shared a resource that outlined the process of exploring the use of AT for a student and eventually implementing the AT into the student’s instruction/school life.

This site is focused on the same steps but instead of explaining the steps, it provides forms that would be used during each step.  I imagine most schools provide their own forms if you were to implement AT for a student, but these forms at least give you a snapshot of what is included and what needs to be considered.

References:  http://edsrc.coe.uky.edu/www/ukatii/toolkit/index.html

Search/Implement AT into IEP

I first came across setbc.org when I was searching for PECS type pictures (since I don’t have BoardMaker).  Here's the site.  They provide a lot of pre-made social stories, schedules, and PECS images that can be used -- for free!  When I didn’t find the specific story I needed or was just trying to set up a schedule or reward chart, I just downloaded the PDF and cropped out the image I needed.  Very helpful!

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

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

These steps need to be followed when deciding on what AT option is appropriate (because it is all individualized!) and also when implementing AT into a student’s IEP and life.  Keep this resource in mind for when you have a student who could benefit from AT!

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

Augmentative Communication Systems at Home and in the Community

As I touched on in my previous post, some non-speaking students are going to use augmentative communication systems in order to communicate.  The direct instruction and guidance in developing augmentative communication skills will be developed in the classroom.  However, it is important for students to use their devices at home and in the community.  Utilizing those skills outside of the classroom helps generalize the skills in other settings.

And once again, the communication between the team at school and the team at home is crucial!  The communication demands are going to be different depending on the setting, so the more in sync the efforts of family and school staff are, the increased likelihood of effective communication.

Augmentative Communication in the IEP

As I’ve touched on in earlier posts, the IEP is going to contain the type of modifications and specially designed instruction that the student is going to receive; it will also include AT the student will use, if it has been determined that the student needs it.

For non-speaking students, augmentative communication evaluations should also be a part of the IEP.

It’s important for the IEP to include the use of the augmentative communication system within the student’s educational program; it’s imperative to make sure the student is provided the opportunities to practice their communication skills.

Some points to remember when constructing the IEP for a student with augmentative communication:

• The device should be integrated within and across the school day, including both instructional and non-instructional periods
• The device is not an IEP goal in itself, but rather a means to accomplishing a goal
• Should include a list of the augmentative communication services to be provided by related service personnel and identification of the party responsible for device maintenance and operations.

Eliminate Learned Helplessness

When working with students with disabilities, it is so important to provide students with a voice and the belief that they are able.  Having a student simply be there is not enough, we need to encourage the student to be actively involved in the lesson/activity.  If students don’t participate actively or do not know how to properly utilize their AT, they may fall into a pattern of learned helplessness.  To overcome learned helplessness, here are some tips:

• Build a daily expectation of communication through specific activities such as choosing the activity during recess, picking a book to read, or identifying where to eat lunch.
• Construct a brief daily report to parents that is communicated by the student.
• Allow natural consequences to occur and provide avenues for repair.  This includes setups that alter the environment to provide less support or sabotage.
• Provide for choice making whenever possible that requires the student to use his or her augmentative communication system.
• Provide powerful phrases on the device for students to reject or protest something.

As educators, we need to empower our students and show them how to work independently (to the best of their ability).

Low-Tech and Mid-Tech Adaptations for Math

Remember that assistive technology continuum I talked about? It’s back!  That continuum is just as relevant with writing and reading as it is with mathematics.  Here are some low-tech and mid-tech AT options for mathematics:

Low-tech

• Manipulatives
• Fraction rubber stamps
• Manipulative number line
• Laminated addition and multiplication tables
• Special ruler with multiple transparent overlays to see relationships between different units of measure

Mid-tech

• Calculators with oversized buttons
• Talking calculators
• See ‘n’ Solve Calculators
• Coin Abacus
• Coin-u-lator

The great thing about the assistive technology continuum is that there are often AT options that are free or easy to make yourself.  Manipulatives are something that you have probably used in your classroom quite often; you may not have even thought of it as AT!  Again, some AT options are right under our nose.  For every subject, there is a low-tech, mid-tech, and high-tech option, I am sure of it!

AT for Math Concepts, Skills, and Problem Solving

Two posts back I discussed applications to help with math fact fluency and automaticity.  That’s only part of mathematics.  Today I’m going to briefly discuss resources to help with math concepts, skills, and problem solving.  It’s important for these educational applications to be clearly connected to the concepts being developed and must be matched to students’ developmental levels.

• National Library of Virtual Manipulatives maintained by Utah State University
• Illuminations (maintained by National Council of Teachers of Mathematics)
• Computing Technology for Math Excellence
• Internet 4 Classrooms (http://www.internet4classrooms.com)
• Virtual Laboratories in Probability and Statistics
• Math Playground
• Conceptua Math (http://www.conceptuamath.com)
• Destination Math

When providing AT it’s important to be targeting the specific needs of the student.  Having this array of resources (and there’s still more out there!) should help you find something appropriate for your student(s).

Math AT for Students with Visual-Spatial or Motor Control Difficulties

In my last post I shared some math applications that may help with fact fluency and automaticity.  Today I’m going to share a few applications that should specifically help students with visual-spatial or motor control difficulties.  These students may have trouble with writing numbers, aligning digits in computation problems and creating visual representations (i.e. shapes or angles) for a number of reasons.  Not being able to read your written work makes math even more difficult than it may already seem for the student!  Here are some fixes:

Application	Description
MathPad	*It’s a talking math worksheet program that enables students to perform arithmetic computations with whole numbers on the computer (same way you would do it with paper and pencil) *Aligned the numbers in correct place value *Shows one problem at a time (less overwhelming) *Customizable speech output *All steps taken to reach the answer will show on the print out
MathPad Plus	*Extends the features of MathPad to arithmetic computations with fractions and decimals *Additional features include: ---Viewing problems as pie charts, fraction bars, or decimal grids (helpful for visual learners!) ---Can manipulate problems directly on the screen
Virtual Pencil (VP) Arithmetic	*For any students who are unable to operate a pencil effectively *Makes +, -, x, / with whole numbers, fractions, and decimals accessible to students *Similar to MathPad in that it presents information much like a worksheet *Speech feedback
Virtual Pencil (VP) Algebra	*Extends most of the features of VP Arithmetic *Speech Output uses math terminology (i.e. square root of, quantity squared, exponent) *Can copy and paste portions of problems to be solved separately and then reinsert them into original problem
Number Navigator	*An application for creating math expressions/equations and solving them on the computer *Free *Colors, fonts, and font sizes are customizable
Microsoft Word (Microsoft Equation Editor is available in Word and other Microsoft Office applications)	*Allows students who have good mouse control to create simple or advanced equations in correct mathematical notation. *Symbols are provided and entered in just a mouse click! *Must be purposefully installed, even though it is included in the Microsoft Office Bundle

One thing I’ve noticed through my AT journey is how many AT options there are right under our nose!  I use Word almost every day and I have never heard of ‘Microsoft Equation Editor’.  It just takes a little research and there are so many free options out there.

AT for Fact Fluency and Automaticity

A common math goal is to achieve proficient math fact fluency and automaticity.  We may often think of flash cards or Mad Minutes as ways to improve fact fluency.  There are some technology-based activities that address fact fluency and automaticity as well.

Application	Description
FASTT Math (Fluency and Automaticity through Systematic Teaching with Technology)	*Assesses how quickly and accurately students can answer math facts.  *Based on results, the program generates customized activities. *Goal: to strengthen memorization of facts and eliminate the need to rely on counting strategies to solve problems.
Timez Attack (Big Brainz)	*Focuses on multiplication facts only (2-12 times tables). *Made by the same team that created Sony Playstation, which means it provides a high-tech video game environment. ----So I imagine it must be engaging!
The ArithmAttack	*Students practice basic +, -, x, / facts *Can easily customize problem sets by giving highest and lowest numbers to use *Can be played online or downloaded to the computer
Arcademic Skill Builder math games	*Designed to help with automaticity in -, x, /, integers, fractions, and ratios *Multi-player (1-4 players) or single-player options *Played online *Can be played by clicking mouse; typing the number of the button; or using the arrow keys

 

These applications provide opportunities for students to be frequently exposed to facts they have not yet mastered.  This is time efficient -- which is a teacher’s dream. :) These apps also (hopefully) increase the time on task and attention, since the fact practice is presented in an engaging and motivating way.  It’s always great to be able to present the “same old” information in different ways and these applications are certainly a way to do that, while still being able to target exactly what your student needs to work on.

Selecting Educational Apps

When selecting any AT, it is imperative that it makes sense for the individual student.  What works for one student may not be effective for another student with the same diagnosis. 

Again, individualize!

When selecting educational applications to meet students’ goals and objectives, there are some key questions to keep in mind:

• What is the goal or purpose of computer use?
• Content of the educational application - Does it match the goal or purpose of computer use? Does it match the students’ interests?
• Does it match student needs?
• Flexibility of educational application - Can the visual display be customized for student’s individual 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?

This is a quick checklist to use when selecting educational applications for students.  You should be able to answer all of these questions in a positive manner in order to know you have selected an effective educational application.

Using AT to Teach Math

So far, I've discussed a lot of AT options.  For the most part, they've been helpful for reading or writing.  My next several blog posts are going to explore AT that can be helpful when teaching and learning math.

Assistive Technology for Reading

Just as I did in my last entry, I am going to review another website in this post.  I read through this webinar on Assistive Technology for Reading.

This webinar mentioned some assistive technology options that I have already researched in previous posts, such as text reader software and eBooks.  Screen reader was new to me, as it can read all elements on the screen; this includes the menu bar, buttons, and dialogue boxes.

These software options offer many approaches to reach students:

• Choices of high quality voices
• Modify text interface (how the program chunks or reads the text; letter by letter, word by word, sentence, or paragraph)
• Control the rate of reading
• Can highlight key information
• Options for scaffolding reading
• Can OCR documents (*OCR stands for Optical Character Recognition which transforms pictures or text to readable text)
• Includes language translator
• Can convert to MP3

The webinar ended with the phrase "Assistive Technology for Reading... The choice is yours!" and I really think that sums it up nicely.  There are so many options out there (again, from low-tech to high-tech... along that AT continuum). This is a great resource that highlighted many great options for assistive technology for reading.


References:  AT for Reading Webinar

TextAloud Text to Speech Software

Today I had a chance to review the website NextUp.  This site talks about TextAloud3 which is text to speech software.  I found it interesting that they market this software towards the general population, as a time saver (“listening while you exercise, workout, or during your commute”).  The software converts Word documents, emails, web pages, and PDF files into speech, so it has a pretty wide range.  I imagine you could scan any document to the computer and save it as a PDF file to have it read.  This software also syncs with iTunes, which is definitely a plus! Items can be uploaded to any type of MP3 player so that the text can be referred to at any time, rather than just in front of a computer.

There is a wide selection of voices (29+) and accents to choose from; the voices can also speak in different languages, which I thought was interesting and certainly helpful.  While the different languages and accents can assist in improving comprehension, the choices of voices and accents can just be fun for children.  As long as they can understand the words, then the software is doing it’s job. It just may make the task more engaging if the speech is coming from a voice they enjoy listening to.

Overall the software seems like a good deal.  For the basic software it is $29.95, but an extra $25 for voices (which could be worth it).  If there was a need for text to speech conversion in my future classroom, I would certainly keep this software in mind.

References: http://www.nextup.com/

Inspiration9 Website

Throughout my blog I have been trying to include as many AT resources as possible.  My hope is that it is helpful for you and also that it is a nice resource for me to look back on in the future.

Today I had the chance to review the website for Inspiration Software which offers many graphic organizers, concept maps, mind maps, webbing, and outlining.  It offers over 100 templates of graphic organizers.  All information can be supplemented by symbols and/or the colors, font style, and font size can be altered (along with many other features).

This software is really suited for a visual learner and can also be beneficial for students who have difficulty writing a lot.  It is a great way for students to organize information prior to writing a paper or creating a presentation.  Another use of this software is to 'show what you know'; students could use the graphic organizers or outlining to present the information that they know.  

The software seems relatively easy to use, especially for the many students who are tech savvy these days.  It really just seems as though the user needs to play around with the software in order to get the hang of all the options.

The prices for this resource varies.  It can be purchased as an app on the iPad for $10-$15.  A computer download of the software can be purchased for $24-$95.  Another option is the package, where the single license is $40 and a license for 20 computers is $640.  Overall I wouldn't consider this to be an insanely expensive item, especially with the iPad app option.

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

Past Event Cards

In my last two posts I discussed break cards and choice cards. Today I'm talking about a new strategy: past event cards.  Often times, children with autism (both verbal and non-verbal) have a difficult time relating and remembering past events.  By providing them with a visual representation system (assuming this is something the child understands... and probably uses in other parts of their lives!) they can bridge the gap between school and home.  A general template would be created for the student and items can be easily circled or filled out and sent each day, either home or to school; this will help the child relate past information through the visual representation system.

Below is an example of a past event card:

This can be filled out by the student; they can select a picture and/or word to fill in the statements. (see below for a completed past event card)  This can then be sent home so the student's parents know what happened during the school day.

It is always important to have open communication between school and home.  While some students can facilitate this communication, students who have difficulty with expressive language and remembering past events may need some assistance, and this is an excellent tool!

Reference: http://www.specialed.us/autism/assist/asst13.htm

Choice Cards

In my previous post I talked about students using cards to express that they needed a break from instruction or an activity.  Today I'm going to talk about 'choice cards'.  Choice cards are exactly how they sound -- they are cards (with a picture/word on it) that help a student (with expressive language difficulty) make a choice.

Choice cards are so important because being able to make choices, even the simplest of choices, is empowering to a child and can increase positive behavior.  It is crucial to provide choice in every teaching routine (choices can even be provided at home too).  Also, the choices should be visual, with words, pictures, or the object themselves.  Below is an example of a choice card that can be given to a student so they can choose what center they would like to participate in.

Another way to use choice cards is during snack time (see below).

These choice cards allow the student to communicate their wants and needs, but also allows the teacher (or parent) to control the options.  A student simply points to their choice and there you have it - they have expressed their choice!

Break Cards

As I discussed in my previous post, children with autism often have difficulty communicating their wants and needs.  You may have heard of PECS -- Picture Exchange Communication System.  These are small pictures with a word or phrase on it that a student can point to or use to express their wants, needs, feelings, ideas, etc.  A more specific use of PECS is in cards; today I'm going to specifically speak about Break Cards.

It is important for all children to have a way to express their need for a break.  A break card allows a student with autism (or any student with expressive language difficulties) to be released from an activity.  The example below also provides options for what the student can do during their break so they are able to return to their work shortly.

If a student does not have an easy and appropriate way to request a break, there may be inappropriate behavior serving as their means of communication.  To avoid this inappropriate behavior, provide the student with the option of a break card.  PECS and Cards are a low tech version of AT.  It is so simple, yet so powerful and helpful!

Reference: http://www.asdeducation.com/behavior/

http://www.specialed.us/autism/assist/asst13.htm

Expressive Communication Difficulties

Autism can present itself in many different ways.  In general, it is a disorder that affects a child's ability to communicate, understand language, play, and relate to others.  Today I'm going to focus on expressive communication difficulties.  As many of us know, expressive language is, plainly put, what we say to others.  As I said, children with autism often have a difficulty with communicating.  Some children with autism may have a delay in expressive language development, while other children may never develop meaningful speech.

Some expressive communication difficulties children with may have:

• Speech may be rote (seems scripted)
• Repetitive (child may repeat a sound, word, or phrase over and over again)
• Lack communicative meaning (may speak, but content of speech does not relate to the conversation/surroundings)
• Difficulty with taking turns in conversation
• Preoccupation with one conversational topic
• May go on tangents or off topic

This link provides some strategies for learning and teaching (for both expressive and receptive language disorders -- which is helpful, since children with autism could have difficulty with either skill).  One very helpful tip from that site is to "use picture or photographs to reinforce and review the vocabulary that has been taught".  This also provides students with an opportunity to use those same pictures to express the new vocabulary.

This site has even more information!  The PDF titled Word-Finding Difficulties and Strategies does just that: explains the difficulties and provides strategies for both school and home.  This is a great resource!

Another wonderful resource I found can be accessed by clicking this link.  It provides strategies, mostly using pictures, for students with expressive language difficulties.  I will be talking about some specific strategies (and utilizing information from this site!) in my next few posts. 

References: Center for Autism Spectrum Disorders
Landmark Outreach
http://www.specialed.us/autism/assist/asst13.htm

IEP and AT 5: Eye Gaze Keyboard

Here is an IEP for a student named Michael:

Present Level of Academic Achievement and Functional Performance: Michael is in the second grade classroom for most of the school day.  He is interested in the material being presented by the teacher and wants to participate.  He has a full time paraprofessional who assists him.  He has difficulty being an active participant in academics because he uses a voice output AAC device and frequently does not have the “right” answer.  The teacher is concerned at the amount of time it currently takes while Michael struggles to answer questions.  The teacher is interested in finding ways for Michael to more actively participate.

Annual Goal: Michael will use eye gaze and prerecorded messages to respond to appropriately phrased questions in four subject area classes, mathematics, reading, science, and social studies in three out of five opportunities.

One option for Michael is a keyboard that is controlled by his eye gaze (see photo above).  While the specific physical limitations are not listed in this snippet of the IEP, the eye gaze would relieve any physical stress that may be brought on by a voice output AAC device (as it only requires movement of the eyes).   

Reference: IEPs written by the Wisconsin Assistive Technology Initiative and CITE

IEP and AT 4: Eye Gaze Mouse Control

Here is an IEP for a student named Sarah: 

Present Level of Academic Achievement and Functional Performance: Sarah can use eye gaze fairly successfully to indicate her wants and needs when items are appropriately displayed so that her communication partner can tell what she is gazing at.  She currently makes a grunting sound to greet others, to get attention, and to represent both yes and no.  She has recently been using a four-message output device and is having some success at making choices.  Sarah travels independently about the school in her power chair.

Annual Goal: Sarah will interact with others in the school environment in four out of five opportunities to indicate her preferences and needs using voice output devices and eye gaze strategies.

One option for Sarah is a device that simulates mouse movement through eye gaze technology.  (See photo above)  This particular one is called TrackerPro and it is a “computer input device that takes the place of a mouse for people with little or no hand movement”.  This would be a device that Sarah could operate with her eye gaze; she would be able to type up assignments (possibly with an adaptive keyboard - shown on the computer screen) and also use the computer for other reasons.  Sarah could also benefit from voice output devices I mentioned in the previous post (for Mary) and/or devices in my Voice Output Communication Device post.

Reference: IEPs written by the Wisconsin Assistive Technology Initiative and CITE

http://www.ablenetinc.com/Assistive-Technology/Computer-Access/TrackerPro