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!

Inspiration

In my previous blog I discussed children with learning disabilities and sensory disabilities.  Today, I was doing some research and came across Inspiration Software.  WOW! This is a great resource for teachers and parents. This site has a variety of software programs to support students with learning disabilities.  Particularly, this site allows students to create, comprehend and analyze information using concept maps, diagrams and outlines.  Student and teachers can both use Inspiration, but this software will really help students who struggle with writing.  I believe the software will is user friendly for both adults and children.  For instance, the user can create a visual concept map and the information can instantly be transformed into a formal outline.

I have already downloaded my free trial... no its your turn! Click here to visit Inspiration.

Students with Learning Disabilties and Sensory Disabilities

In my previous blog I discussed how AT can be included in students' IEP goals.  In this post, I am going to focus on how AT can support students with Specific Learning Disabilities (SLD or LD) and students with Sensory Disabilities (SD).

Students with Learning Disabilities:

• Are considered "puzzling students"
• Process information in unique ways that cause interference during learning activities
• Struggle with reading (dyslexia), math (dyscalculia) and written language (dysgraphia)
• Have average or above average IQs
• Considered a compatible disability; students with learning disabilities often also have attention deficits  
• To learn more about students with LD click the image below or check out my Prezi presentation on SLD.

Low Tech Support

• Reading Guides: index cards (3x5 or 4x6) help students read and focus on one line of text at a time.  Sometimes, students with dyslexia will pick up letter and words from other lines as they read.
• Calculator: allows the student to complete simple mathematical calculations that are difficult due to processing delays, and then the student can complete complex mathematical tasks.

High Tech Support

• Speech to text Software: Dragon software allows the student to overcome processing delays and enable the student to express his/her ideas
• Picture Based Writing Program: reading and writing with pictures

Click Here

Students with Sensory Disabilities:

• Includes students with visual impairments, are deaf and/or hard of hearing
• Difficulty accessing printed text in small print
• Difficulty hearing verbal instructions 
• To Learn more about students with sensory disabilities click here.

Low Tech Support

• Voice amplifier box: Teacher wears a microphone and his/her voice is amplified through a speaker
• Books on CD: students listen to books

High Tech Support 

• Scanner/OCR: scan printed materials and concert into clearly spoken synthesized speech
• Toggle Keys and High Contrast Colors: the student hears tones when pressing caption, number and scroll lock key; and color contrast on the screen apps can increase vision when on using the computer

I hope this blog was informative and has influenced your understanding of how technology can support students with learning and sensory disabilities.  There is a variety of low- and high-technology available... just need to do a little research!

References: 

Friend, M. (2010). Special education: Contemporary perspectives for school professionals. (3rd ed.). Upper Saddle River: Pearson Education.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDkQFjAB&url=http%3A%2F%2Fada.osu.edu%2Fresources%2Ffastfacts%2FSensory-Impairment-FF.pdf&ei=bnrpUdGUM_as4AO3vIGoCQ&usg=AFQjCNHKaAF9fcHXF-NiTVC-1mH-YAEa7Q&sig2=RzEd_7GwVF-RGnniBrT2kQ&bvm=bv.49478099,d.dmg

IEP Consideration and AT

In my previous blogs, I discussed different types of AT and how to assess whether or not a student needs AT.  If a student need does require AT, the multidiscipinary team must consider several important compenent when writing the student's IEP.  This following blog will discuss what a multidiscipinary team needs to consider:

1.  What type of environment will the student us the AT?
2.  Does the student need assistance using the AT?
3.  What type of training does the student, assistance and teachers require?
4.  What parts of the day will the student have acces to the AT? (certian class, all day, etc.?)
5.  Who is responsible for the AT?
6.  Who is responsible for teaching the student to use the AT?
7.  Will the device go home with the child?

In addition, when the multidiscipinary team is writing the IEP, the team should consider where and how to include the AT in the document.  There is a designated area in the IEP to dicuss whether or not the child requires AT.  However, AT can also be included in the student's goals and SDIs.



The following is an example of students' present levels and IEP goals with AT:
Important note: All of the information below is written and provided by Wisconsin Assitive Technology Initiative (click here to go visit their site.)

  

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.

NEO2 is common portable computer device.
Click here to learn more.

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.

Short Term Objective (STO) 1: Using a single message voice output device, Mary will communicate when she wants to change activities during play time on three out of five opportunities on three consecutive days.

STO 2: Mary will use the single message device to interact with others during games, such as Peek-a-Boo on three out of five opportunities on three consecutive days.

STO 3: Mary will initiate communication by “calling” someone using a preprogrammed message on a single message voice output device on three out of three opportunities on three consecutive days.

STO 4: Mary will “lead” singing during circle time by activating a preprogrammed single message voice output device on three out of three opportunities when it is her turn.

This device can be a Single- or Multi- Output Message Board
Link here to learn more

Present Level of Academic Achievement and Functional Performance: Andy uses a variety of sounds, gestures, signs, and picture/symbols to communicate with his family. He is very social and enjoys parallel play. Andy does not communicate vocally in the classroom, but does use some gestures. At school Andy will sign, but only with prompts.

Annual Goal: Andy will increase expressive language production by using a variety of communication methods in the classroom, including sign language, gestures, communication boards, pictures, and simple voice output devices during four out of five opportunities.

Voice Output Device
Click here for more information

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.

Present Level of Academic Achievement and Functional Performance: Brandon communicates by using unintelligible vocalizations. He will physically obtain desired items independently and indicates refusal by pushing objects/people away. Brandon currently understands cause/effect relationships and will activate a switch with voice output to obtain a desired activity. It is questionable whether he understands the specific meaning of the utterance he has produced or if he simply knows that pressing the switch earns him an activity.

Annual Goal: Brandon will select activities and interact with peers/adults within those activities four out of five times when provided with voice output devices.

STO 1: Given a choice of two activities, Brandon will use a single message voice output device to choose a desired activity three out of five times on three consecutive days.

STO 2: Brandon will participate within play activities where an adult is using aided language stimulation on a phrase-based communication board five times per day.

STO 3: Brandon will use single message voice output devices to interact at appropriate times with peers/adults on 8 of 10 communicative attempts in play activities on three consecutive days.

STO 4: Brandon will use a four message voice output device to interact at appropriate times with peers/adults on 8 of 10 communicative attempts in a play activity on three consecutive days.

Pictures are provided by:
http://www.editmicro.co.za/ablenetproducts.html
http://www.neo-direct.com/NEO2/keyfeatures/default.aspx
http://www.livingmadeeasy.org.uk/children/hand-held-communication-aids-_-direct-selection-1415-p/
http://www.esaleschina.com/voice-telephone-recording-spy-recording-device-128mb-133.htm

IPads and Communication Devices

In my previous blog I explored a variety of AT devices and I finished the blog by discussing electronic tablets.  One of the most popular electronic devices used to support students with autism and communication disorders is the IPad.  The following post will discuss how the IPad and other electronic devices are used to support children with autism and communication disorders.

What Ipad Apps are available for children with autism and their educators?

This video is enablers the view to understand what apps are available to educators when working with children with autism and communication disorders.  Lauren, the presenter, typically works with young children so the majority of her apps are geared toward children in their early school years.  The apps presented in this video range from simple cause/effect practice to advance speaking apps (ProLoQUotoGo). I practically enjoyed her segment on social stories (Model Me Going Places).  My experience is in the general education classroom and I feel the social story apps can benefit all children.  I like how the apps allow the students/class to create their own social stories.  Plus, the students can narrate their own stories, again demonstrating how these apps can be used in both the general education and special education classroom.  Finally, I appreciated learning how the Yes/No apps.  These apps provide children with a way to say yes or no through out the day.  Teacher can plug in pictures and/or other words to provide different choices for the student (i.e. milk or juice).  This video has allowed me to feel more comfortable about the idea of using the IPad in the classroom.  I have not yet had any experience using the IPad but I look forward to the opportunity.

Do we have evidence of the effectiveness of IPads on children with autism?
In this video, we learn children with autism play with IPads for the same way toddlers play with language.  Therefore, when children with autism are first introduced to the IPad they need to explore the device like a child explores language.  In the former video, Lauren discusses the same concept.  There are a variety of apps available to young children and students with autism to learn how to use the IPad.  The children need to learn their is a cause/effect relationships when using the IPad.  Because children with autism develop communication skills at a slower rate research is going to take some time.  Therefore, we do not have data on how early introductions to IPad impacts children with autism ability to communicate.

Can children with severe autism communicate using electronic devices?

This video is very powerful and inspirational.  It allows the viewer to understand how it feels to have autism.  I recommend anyone interested in the field of special education, behavior therapy and autism to watch this video. The most valuable piece of information I took from the video is to never give up  and to keep trying new approaches.  Inside, each child is an individual with a voice and its our job to help these students find to communicate.  In addition, this video provides a great  parent perspective on autism and communication disorders.  Can you image not ever being able to speak with your daughter then one day (11 years later) be able to communicate with her?? Amazing.

Is there a technique to using IPad tools?

This video provides a teacher perspective on using the IPad.  Using an IPad in the classroom (or at home for parent support) requires technique.  This technique includes setting up a plan, being mindful of the participants, being considerate of the purpose and how/who will hold the IPad.

How do the apps help children to communicate?

This video will help to parents and teachers to understand how IPad apps can help children with autism or communication disorders. This video helped me to understand how advance speech apps work and how children can use the apps.

What can you learn about your students through the use of IPad?

This video provides a teacher perspective of using the IPad.  Children with autism are more engaged and encourage to be social through the use of the IPad.  Before watching this video I did not realize that the IPad can be a social and academic tool for students.
  

I learned a great deal about autism and how the IPad can help children with autism and communication disorders.  I did not know there were so many ways to use the IPad prior to exploring these videos.  I look forward to one day trying them in my classroom.

References:
http://www.youtube.com/watch?v=FGU1ELjS7bQ
http://www.cbsnews.com/video/watch/?id=7385702n
http://www.youtube.com/watch?v=F4XMlhCfp3Q 
http://www.youtube.com/watch?v=lETb9w1tbCI
http://www.youtube.com/watch?v=vomkNSluWW4
http://www.youtube.com/watch?v=ZuCbYNls0V0

Exploring a variety of AT devices

In my previous blog I discussed the process of considering and assessing different types of AT for students, so in this post I am going to explore a variety of AT devices.  These are just a few examples but there are so many options out there!

EXPLORING ASSISTIVE TECHNOLOGY

Word Prediction Software:

Word Prediction software allows students to write independently and will suggest words when the writer is stuck. This particular software, WordQ, can also read text to students and check his/her grammar and punctuation. This type of software will help students with dyslexia, cognitive deficits and speech/language disorders.




Talking Word Processors:

Talking word processors are a writing software program use on PCs and Macs that provides speech feedback to students as they write.  Some versions will pronounce each letter and each word as a student writes.  In addition, the software will read the entire text back to student, which assist with editing.  The software, similar to word prediction, will check spelling, grammar and punctuation.  This software is great for students with learning disabilities.  A common Talking Word Processor is the Premier Talking Word Processor. 
 
Naturally Speaking Voice Recognition:

Speaking Voice recognition software has recently grown in popularity through the word and being us variety of users.  The most common Naturally Speak Recognition is Dragon.  The software listens to the user and when the user pauses the software is transcribe what the user has said into word text.  This type of software will be very helpful for students with learning disabilities, fine motor deficits and/or physically handicap and unable to use a keyboard. 


Scan and Read Software:

Scan and Read Software, also known as reading pens, reads text a loud to readers.  These devices make reading easier and more enjoyable.  The student will scan the device across unknown text and the device with will pronounce to word(s) the student.  Students with dyslexia will find these devices very helpful because the student can focus on comprehending the text verse struggling to decode words.  In addition this software can help the visually impaired. 

Books on CD:

A common brands of Books on CD that are found in schools are Future 2 Students and Reading Explore.  Books on CD will help students with learning disabilities, ADHD and visual impairments.  Also, books on CD will assist ESL students.

Multisensory Educational Software:

Multisensory education software is used in a variety of curriculum areas.  The software is designed for students to access information through multiple avenues, particularly by stimulating students' senses.  These programs are great for students with learning disabilities because they are accessing the information in a variety ways, which will help the students retain the information.

Adapted keyboard:

Keyboards can be adapted for a variety of needs.  Letters and symbols on the keys can be enlarged to help students with visual impairments.  Keys can be colored coded to help students with specific learning disabilities to memorize how types.  The shape of keyboards can be adapted to create a more natural way typing.  The image I have selected to displayed is a keyboard designed for students with visual impairments.  The keys and the symbols have been enlarged and keys have been eliminated to create a more simple and manageable keyboard for students with visual impairments.

Portable Word Processor:

Portable Word Processor are very helpful for students with ADHD, learning disabilities and deficiencies with fine motor control (handwriting).  These devices were designed to encourage students to become self-efficient and independent learners.  Students are able to carry the devices from class to class and take notes independently.  Neo2s are a common portable word processor, which is often found in schools.


Assisted Literacy Software:
Assisted literacy software helps students with learning disabilities to develop their reading skills. Computer Assisted Literacy Solution (CALS) is software often found in schools.  This program is a self-pace interactive program that assists students with reading fluency. 

Voice output communication device:

These devices are used to assisted children with autism and speech/language disorders. Voice output communication devices provide children with a voice to effectively communicate their thoughts and ideas.  The image to the right demonstrates how the devices incorporate a combination of words and images on the keyboard. 



Learning Software to teach Keyboarding skills:

This type of software is designed to assist any child with keyboarding skills; however, it can also help children with learning disabilities and fine-motor deficiencies. These programs are designed to support the muscle memory of typing through fun and engaging activities.

 



Electronic touch tablet:

These types of tablets of are going in demand everyday.  This tablet can help students with a variety of needs, including, students with autism, speech/language disorders, intellectual disabilities and/or physically handicapped.  Electronic touch tablet open up opportunities for children with disabilities.  Children that are unable to read books because they do not have the motor skills to hold or flip pages are now able to read books using a touch tablet.  Touch tablets can also assist with learning academics through interactive games.  The options are endless with touch tablets. Below is an electronic touch tablet that helps children practices early literacy skills.

I had a blast exploring the variety of devices and computer software available for students with learning disabilities.  Check out my next blog on IPads to learn more about Electronic Touch tablets.

References:

http://www.albany.edu/disability/AT%20Handout%202012.pdf
http://atto.buffalo.edu/registered/ATBasics/Curriculum/Reading/talkingWord.php
http://en.wikipedia.org/wiki/Dragon_NaturallySpeaking
http://www.readingmadeez.com/products/scanreadpro.html 
http://www.earobics.com/solutions/tour.php 
http://www.aacandautism.com/why-aac/why-use-aac 
http://www.typingweb.com/

Assistive Technology Internet Modules

In my previous blog I discussed curriculum barriers and how to pinpoint barriers for students with disabilities.  I recently completed four modules on the Assistive Technology Internet Modules.  Any educators interested in learning more about the assistive technology and how to implement assistive technology in a student's IEP should explore this site.  It is highly informative. The following will discuss the four modules I completed and how the information will influence me as an educator.

AT Assessment Process in the School Environment:
This module provided information on who, when and how to select AT devices and services for children in the school environment.  There is an abundance of information on the SETT framework developed by Joy Zabala. SETT stands for Student, Environment, Task and Tools.  This framework is designed to help IEP teams consider possible AT devices for a student.  I know as move forward with my career in special education, I will remember the acronym SETT and how it is valuable in the decision-making process of selecting appropriate AT devices for students. Below is a chart demonstrating how to use SETT:

 

AT Consideration in the IEP Process:

This module focuses on the how and when to consider AT devices and services for students.  Through this module I learned there are three possible results of AT consideration: 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." This knowledge will help me in the future as I lead an IEP meeting and review a student's need for AT. 

AT Support and Services in the IEP:

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

Automatic Speech Recognition (ASR):

This module focused on ASR, which is a computer software used to assist children with writing. Through this module learned about the optimal environments for students to use ASR software in a quiet and semi-private environment. I also learned there are questions IEP teams need to consider when implementing ASR. 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?  These are questions I would not have considered unless I explored the ASR module. This knowledge will impact me in the future if/when I have student the need ASR and now I will be more prepared on how to handle the implementation of an ASR device.