My Journey Through Assistive Technology

I began this blog with very limited knowledge on the use of assistive technology and how to create an atmosphere of universal design for learning (UDL) in my classroom. Throughout my research and experiences with AT, I have discovered:

• How to structure a UDL lesson by referencing specific guidelines and incorporating a variety of AT devices
• Potential barriers that students in my class might face without the use of AT
• Computer accessibility for users with disabilities to help them achieve success in the classroom
• Information on the AT assessment process and AT consideration in the IEP process
• Common types of AT used in the classroom (low-tech, mid-tech, high-tech)
• AT support devices for reading, writing, and communication
• AT support devices for math
• AT accommodations for college students
• Achieving independence at home, at work, and in the community with the use of AT and augmentative communication devices
• As technology develops and changes, AT will constantly be changing
• Teachers need to make sure they are always researching the new and improved ways of AT 

Within my inclusive third grade classroom, I have a wide range of student ability levels. After completing this blog, I feel that the use of AT can benefit all of my students, regardless of if they have an identified learning disability. Knowing all of the information above will allow me to consider, evaluate, plan, and implement AT devices effectively during my instruction. The AT possibilities are endless, and giving students the opportunity to use them will facilitate both academic and social success in education and in their life.

Achieving Independence in Home, Work, and Community Settings

Students with disabilities who are not planning to attend college also need to develop the necessary skills to transition from high school to adult life. Students who have autism, cognitive disabilities, or multiple disabilities need to be able to achieve independence in the home, community, and at work. AT can help these students develop skills for living and working in the community.

Below are a variety of AT devices that can be used to teach functional skills.

Laureate Learning

• My House: Language Activities of Daily Living
• Teaches students vocabulary for items in 6 rooms of a typical home (living room, dining room, kitchen, bedroom, bathroom, utility room)
• Teachers can select vocabulary to meet students' ability levels
• My School and My Town are similar programs that focus on vocabulary that students are likely to encounter and use in their schools and communities

Attainment Company

• First Money
• Teaches students to identify money names and values
• Spending Money
• Students go from store to store to buy items on a shopping list
• Making Change
• Students act as a store clerk and practice making change
• Time Scales
• Students learn about hours in a day, minutes of the hour, and moving from time to time on a clock

Conover Company

• Functional Skills System
• Teaches students the reading of signs

Visual Supports

• Picture Schedule/Activity Sequences
• Sequential, pictorial representations of events or tasks that signal a student to complete them

Social Stories

• iCommunicate/Boardmaker
• Teacher or parent authored short stories written to help a student learn social information that he/she may be lacking

Simple Technology for Self-Care and Leisure Activities

• Adapted Switches
• These switches can be connected to tabletop appliances (hair dryers, fans, kitchen mixers, etc) to allow for students to use them

Resource: Dell, A., Newton, D., Petroff. (2012). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Boston, MA: Pearson Education, Inc.

AT Accommodations for College Students

Throughout my blog, I've included many AT accommodations for students in the primary grades. However, I've left out an important population... college students! Once a student graduates from high school, the AT device he/she uses should not disappear. The number of students with disabilities attending college has significantly increased over the past decade. These students often times face obstacles when completing college-level work. AT can help these students during classes, testing situations, and in completing assignments.

Below are some accommodations for college students with disabilities (depending on the task):

Task	Assistive Technology Accommodation
Note Taking	-    Using a potable note taker -    Using a smart pen to record lectures
Taking Tests	-    Word processing application for essay exams -    Text-to-speech software for reading support
Accessing Course Materials	-    Captioned videos -    Providing handouts in electronic format
Reading	-    Books in alternative formats -    Scan/read systems with highlighting and text-to-speech -    Audio books
Completing Assignments	-    Screen magnification applications -    Screen-reading applications -    Text-to-speech -    Word prediction software -    Graphic organizers

AT Implementation Resource #2

Making It Work: Effective Implementation of Assistive Technology Guide
The SET site provides a guide for implementing a wide variety of AT effectively for students with special needs. It divides the implementation process into 7 steps and includes samples of specific tools used.

Below are the 7 steps that can be downloaded for free on the site:

1. Gather Relevant Information
2. Establish IEP Goals
3. Conduct AT Trials
4. Identify AT Solutions
5. Develop AT Implementation Plan
6. Adapt Lessons for Technology Integration 
7. Follow Up and Plan Transition 

Keep in mind that truly successfully AT implementation into a student's school program does not necessarily depend on the device being used, but the careful consideration and attention to all of the implementation steps listed above.

AT Implementation Resource #1

AT Implementation: Working Together to Make a Measurable Difference
This resource provides a complete instructional module on the implementation of AT for people who are or will be involved in AT implementation or decision making. The module focuses on planning for the use of AT devices and services that are needed for students to participate and progress within the general education curriculum.

Objectives
Participant will learn:

• Purposes/results of AT
• Big ideas in AT implementation
• Planning for AT implementation
• Evaluating the effectiveness of AT implementation

Supporting Augmentative Communication and Meeting the Demands at Home and in the Community

Supporting AC Communication at Home

In addition to using an AC device at school, students need to also use their device at home. Doing this reinforces communication skills learned in school and helps students practice and apply them to an at-home setting. Teachers must ensure that students are using their AC devices within their home and among family members. Some AC systems can be complicated to operate. Trainings must be offered to family members, so that they understand how the specific AC device is used. Keeping explanations simple and clear is also crucial. Teachers as well as families need to understand the impact an AC system will have on a student's future success.

Supporting AC Communication in the Community

It becomes more difficult to involve community members in the use of a student's AC device. Unlike families and teachers who are interested in making sure the device is successful, the community may be less willing to accept an unfamiliar communication device. School wide activities, assemblies, and field trips (organized by the teacher) can promote positive feelings about AC use in the community.


Resource: Dell, A., Newton, D., Petroff. (2012). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Boston, MA: Pearson Education, Inc.

Augmentative Communication and the IEP

Augmentative communication evaluations and considerations should be a component of the IEP development process. For non-speaking students, AC evaluations should also be considered. If deemed necessary for a student, AC components need to be outlined within the IEP.

Tips for integrating AC into an IEP:

• IEP should include the use of the AC system within the student's educational program
• The student needs to be provided with opportunities to practice communication skills within his/her educational environment
• Goals and objectives must reflect the continued development of the AC system
• The use of the AC system must be integrated within and across the school day, including both instructional and non-instructional periods
• Continued collaboration among IEP team members