AT, Transtion Planning and Independence

In my previous posts I reviewed online AT resources for teachers and parents of students with disabilities.  When students with disabilities turn 14 years old, the IEP teams needs to begin exploring options for after graduation. The following post will discuss the AT and transition planning.

Rights and requirements of Federal Law for students with disabilities

Reference:

Dell, A. G., Newton, D., & Petroff, J. (2011). Assistive technology in

the classroom, enhancing the school experiences of students with disabilities. Allyn & Bacon.

AT to Supporting Independence

Students with cognitive disabilities, autism and/or multiple disabilities benefit from visual prompts or aides for self-management.  In fact, we all benefit from writing To-do lists or grocery lists, because the lists reduce our anxiety to remember everything we do to do or buy.  Daily schedules help students with moderate to severe disabilities in a similar fashion.  Picture schedules will remind children with disabilities of the events of the day.  Also, visual prompts reduces anxiety because the student can see and anticipate what going to happen or needs to happen next.  Visual prompts can be create by a teacher or parent then printed, laminated and given to the child.  However, computer software and tablet application are available and allow for more flexibility.  iPrompt is an iPhone and iPad applications available to user to create personalize schedules and help keep children/adults with disabilities on task.  iPhone application can be used in and outside of school, which will help create a smooth tradition in later years. 

Reference: https://itunes.apple.com/app/iprompts/id313144705?mt=8

Finally, as you select AT for students, consider how the AT device/system will support independence within and outside the school walls.  Regardless of where your students goes after high school, (home, college, or community living center) you want your student to be able to function at his/her highest level of independence. There are a variety of AT systems and devices available to help achieve this goal.

References:

Dell, A. G., Newton, D., & Petroff, J. (2011). Assistive technology in

the classroom, enhancing the school experiences of students with disabilities. Allyn & Bacon.

Assitive Technology Websites

In my previous blog I discussed how to include AAC systems in the school, home and community; however, this post is going to recommend websites and resources teachers can during the AT implementation process.

Assistive Technology Model Operating Guidelines:
The Oregan Technology Access Program (OTAP) website provides vital information on the laws, consideration and implementation of AT.  OTAP's guidelines clearly and explicitly explains how an IEP team needs to consider and implement assisitive technology.  The OTAP even creates a sample of a school district's AT procedures.  Personally, I found the information on IDEA and FAPE most useful, because the requirements placed by federal law can be confusing, especially in terms of AT.  In addition, the guidelines are organized in an effective and understandable format.  I highly recommend any teacher or parent to explore the OTAP site and guidelines.  Finally, OTAP has a pinterest account which provides professionals, parents and students with novel ideas and applications of AT. 

OTAP Pinterest (click here)

Making it Work: Effective Implementation of Assistive Technology Guide
SETBC is a wonderful resource for teachers and parents of children with disabilities.  Special Education Technology of British of Columbia (SETBC) provide variety of resources, applications, pictures and tools that support students with special needs.  For example, SETBC provides resources and information on how to create adapted books.  Also, SETBC provides informative documents on the seven steps to implementing assistive technology.  Within these documents are printable resources that can be used throughout the process.  I found the resources on gathering information/data very helpful because data is essential in determining if and what type of devices the students needs.

Augmentative Communication for the Classroom, Home, and Community

All of my previous blogs discuss how technology can assist students in the classroom; however, this post is going to focus on how technology can support communication needs of students in the classroom as well as in their home and community.

AAC = Augmentative and Alternative Communication 

The information provide in this blog is from Assistive Technology in the Classroom: enhancing the school experience of students with disabilities by Amy G. Dell, Deborah A. Newton and Jerry G. Petroff

Strategies teachers can use to overcome student "learned helplessness" when using AAC devices...

> Schedule specific activity of the student's choosing to participate in active communication
> Provide parents with a daily report
> Allow natural consequences to occur (i.e. child using wrong word and naturally his/her peer questions the child) and demonstrate to the student who fix mistake for the future. 
> Allow as many opportunities as possible for the child to make independent choices
> Provide words and phrases on ACC for the child to make powerful comments (dislikes and likes)

page 290

Augmentative communication can be integrated in the IEP by...

Including the device or system in the student's goals, objectives and specially designed instruction plan.  The augmentative communication device/system is not an educational goal; however, the device/system is essential for the student to achieve his or her highest level of learning. The IEP goals should identify how the student will use and continue the development of communication through the use of the device/system.  The IEP team needs to specify when the student will use the device/system, which should be throughout the day during both instructional and non-instructional periods. The IEP must specifically describe how the AAC device/system and its features will support the student communication needs throughout a variety of environments.  Remember the device is not a goal independently but an avenue for the student to meet functional or academic goals, which includes communication, instruction/academic and social interactions goals.  Finally, when any technology is included in an IEP it must be listed under related services (i.e. Augmentative communication services) and a person/party needs be responsible for device maintenance and operations.  Also, it would be a good idea to anticipate device malfunction and determine the type of device/system the child will use until preferred device is fixed.

page 291-292

It is important to support the use of augmentative communication systems at home and in the community because...

Such practice will reinforce communication skills acquired at school and generalize these skills to other settings.  Sheltering a student and preventing him/her from using the system outside of the school will only cause barriers in the future.  During the implementation process, the IEP team needs to consider family functioning and cultural diversity.  The student needs to feel comfortable and have the ability to communicate with his/her family.  In addition, the student needs to experience communicating with individuals that are unfamiliar with augmentative communication systems, this will help the student become independent and successful in all environments.

page 293-294

A student's augmentative communication system can be designed to meet the communication demands of home and the community by...

Considering the family's cultural and function.  Family members (parents, siblings, grandparents and etc.) should be included in the design, selection, and implementation of the AAC system.  Teachers can add phrases or words to the system that will allow the child to communicate effectively at home and in the community.  Ask parents on what are their communication expectations at home and include those expectations in the student's AAC system.  Finally, teachers can plan non-instructional communication experiences outside of the classroom by having the students use their AAC systems to communicate with school speakers, planned field trips, assemblies, and special activities.

pages 293-294

When implementing AAC systems in a student's school, home and community, educators should include student peers and family members in the development and implementation process.  The ultimate goal is for the student to effectively communicate with these people; therefore, it is important include their input on communication expectations.

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 Math

In my previous blog I discussed learning disabilities and how AT can assist students with reading disabilities.  For this post, I am going to focus on how education devices and software can assist in the teaching of math for students with disabilities.

All of the information provided below is from Assistive Technology in the Classroom: enhancing the school experience of students with disabilities by Amy G. Dell, Deborah A. Newton and Jerry G. Petroff

The key questions that should be considered when selecting education applications to meet students' goals and objectives are...

What is the intended outcome of the use of education application?  For example, is it meant to strengthen math skills in problem solving or is meant to build speed and accuracy with basic math fact? (p. 120)

Is the education applications likely to fulfill its stated purpose? For example, if the stated purpose of the activity is to build problem-solving skills, does it provide the explanatory feedback needed to do so or simply assess whether or not problems are solved correctly? (p. 120)

Can the educational applications be used as an alternative to traditional classroom activities to enhance students' participation? For example, will students learn as effectively using online math manipulatives as they would using traditional manipulatives? (p. 120)

The educational applications that can be used to address automaticity/math fact fluency are...

FFAST Math (Fluency and Automaticity through Systematic Teaching and Technology)

This program assess students' math skills then creates customized activities based on the students needs.  Student practice and progress through the set of activities to memorization and master math facts. (p. 125)

Timez Attack (Big Brainz)
This program focuses on the application of multiplication factors between 2-12.  Timez Attack is a high-tech video game, which engages a variety of students.  (p. 125)

ArithmAttack 
This program consists of basic addition, subtraction, multiplication and division games. Activities can be program to meet the needs of students. (p.125)

Arcademic Skill Builder
This program is designed to build fluency in addition, subtraction, multiplication, dividsion, integers fractions and ratios.  Arcademic Skill Builder is a multiplayer and single-user system.  All games are played online. (p.126)

The educational applications that can be used to address visual-spacial or motor control difficulties are...

MathPad (Cambium Learning)
This program is a talking worksheet program that allows students to solve math problems without using a pencil, instead students use a computer keyboard or mouse.  In addition, worksheets can be scanned into the the system, which allows the user to manipulate the worksheet to meet his/her needs.  The text can be enlarged, display on problem at a time, and customize voice output. When the user is finished the worksheet, it can be printed and all of the students work is displayed. This program helps a variety of students! (p. 128)

Virtual Pencil
This program allows students to who are unable to operate a pencil to learn and execute math operations.  For instance, this program assists students who are blind, have motor impairments or have learning disabilities that impact the students' ability to write. Similar to MathPad the software allows the students us solve problems the same way as students without disabilities. VP will read problems to students, has a tutorial mode to keep student on task and can test students. VP is available for arithmetic and algebra practice. (p.128)

Microsoft Word
This everyday word processor is also a math processors.  The program benefits students with excellent mouse skills. (p. 128)

Math Talk/Notebook
This program works with Dragon Naturally Speaking technology. Students will speak and solve problems using his/her voice. (p. 129)

Educational applications that can be used to teach math concepts, math skills and problem solving are...

National Library of Virtual Manipulative
Research indicate students learn mathematics best through the use of manipulative. This resources and others allow students to manipulate virtual objects to gain a more practical understanding of math concepts. (p. 132)

Internet 4 Classroom
Web resource that helps educators find high-quality website for math instruction in grades PreK-8  (p. 132)

Conceptua Math
This website focuses on the practice of factions and provide educators with virtual tools to enhance whole class learning. (p. 133)

Destination Math
This program is designed to develop students' math reasoning, conceptual understanding and problem solving skills. (p. 133) 

Some low-tech and mid-tech adaptations that can assist students with disabilities in completing math assignments are...

Math blocks
Rubber stamps
Manipulative number line
Talking calculators
See n' Solve Calculators
"Coin abacus"

Reference:

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

AT Reading Webinar

Previously in my blogs I have discussed learning disabilities.  I recently watched a webinar from Georgia's Assistive Technology Act Program on AT for Reading, which I found to be interesting.  To view the webinar go to http://www.gatfl.gatech.edu/tflwiki/index.php?title=Webinar_Archives and click on DOC, PDF or AUDIO version of "CREATE: AT support for reading".  The following will discuss what I learned from the webinar.

I found the view of different Speech-to-Text software to be very informative.  The author, Shonda Golden, breaks down, analyzes and develops based on software features: Choice of High Quality Voice, Modify text interface, ability to control reading rate, built-in dictionary, ability to scaffold reading, can red files directly from bookshare.org, OCR documents, consistent format for internet reading, convert to MP3 and language translator.  This chart will be very handy as I consider Speech-to-Text software for students.

Also, the webinar reviews BookShare.org.  This program is a great tool for students with print disabilities.  The website works within copyright laws to create digital copies of books for individuals with disabilities (learning, visual and physical disabilities).  Members can download books have the text read a loud and/or displayed on computer.  The program can also read Braille and accessible on Braille devices.  To learn more about BookShare click here.

References:
http://www.gatfl.gatech.edu/tflwiki/index.php?title=Webinar_Archives

Supporting students with SLD

In a previous blog I mentioned I have learning disability-- dyslexia.  If you are following my blog, I do not have to tell you this because you may noticed I often leave out words, use the wrong word and/or write sentences in an confusing format.

First, I want to explain that dyslexia affects how individuals processes information; how and severity  depends of the individual.  In some cases, its a processing disorder and individual struggles to process (understand) information, but in other cases, the text is all jumbled up which prevents the individual from decoding words.  Regardless, how the dyslexia affects the students abilities to perform, the student is fully capable of comprehending information and learning.  Its a matter of understanding what type of learning disabilities the students and figuring out what type of support the student needs. Watch these to video to gain a better understanding of students with dyslexia.  

Video #1- Processing of information 

Video #2- Decoding Information

Now image, if you struggle to processing and decoding written language, do you think you will have trouble writing?  Well, yes, students with reading disabilties often struggle with writing.  However,  some students have dysgraphia (writing disability) and struggle with writing and organizing of written language. 

There are 5 steps in the writing process: pre-writing, drafting, reviewing, editing and publishing.  In the following under step, I put a simple AT device/software that will support students with learning disabilities as the work through each of the step. Check out this site to learn more.

1. Pre-writing
• Graphic Organizers: Concept Maps, Venn Diagrams and charts will help students organize and create a visual representation of the information.
2. Drafting 
• Word Processing:  word processing software allow students to get their ideas out on paper in more efficient and effective matter.  In addition,  word processing software can help with
  
• Speech Recognition: this type of software allow the student to fluidly express his or her thoughts. As students with learning disabilities write/type, information can go missing because their is a disconnect between the student's thoughts and writing. 
• Word Prediction: helps students by predicting words as they write, which will relieve the stress of remembering each word.  (Students with learning disabilities process information in different formats and information can easily be lost.) Word prediction will help students to keep a comfortable and productive writing pace. 
3. Reviewing 
• Text–To-Speech: allows students to hear the mistakes.  Student will often read over their mistakes.
  
4. Editing 
• Word Processor: allow students to easily move text around on the page
  
5. Publishing
• Word processors
• Multimedia presentation applications
• Digital story storytelling

References:
Lavoie, R. F.A.T City. PBS. http://www.ricklavoie.com/videos.html
http://www.donjohnston.com/

LiveScribe

This post is a continuation of my previous post.  I have been doing research on tools and websites that are available to help students, teachers and parents with disabilities.  I Just came across the website Livescribe.  Again, what a great tool for students with learning disabilities!

Livescribe is a pen that assists students with taking notes.  This AT device is great for students in 6th grade and up.  The livescribe allows the students to relax and not stress when taking notes. During a lesson and/or lecture, a lot of information is thrown at students and it is particularly difficult for the student with learning disabilities and ADHD to process, take notes and retain the information.  The Livescribe pen records the lecture/lesson as the student takes notes.  The pen syncs everything that said with the notes taken by the student. Therefore, the students can return to his/her notes and hear exactly what the teacher was saying as the he/she took the notes or drew a diagram.  Amazing!

Click here to check out their website!