After completing the following webinar on Assistive Technology to Support Reading, I discovered more information on text-to-speech software devices that increase reading fluency and comprehension for students with reading disabilities. The webinar began with a discussion about text reader vs. screen reader.
Text readers - read all text in a given document/application
Most often used for students with a reading disability who have adequate vision
Screen readers - read all the text elements on a screen (tool bars, menu bars, buttons, dialogue boxes, etc.) and may include screen magnification
Most often used for students with visual impairments
Provide access to program navigation and written text
Bookshare was also mentioned during the webinar as a place where you can find electronic text. Bookshare is an accessible online library for electronic text. Membership fees are waved for students in educational facilities as long as students qualify. Qualifications include orthopedic and/or visual impairments and students with reading disabilities.
Some of the text-to-speech reading support software described in the webinar include:
Kurzweil 3000
Read Outloud
Natural Reader
WordTalk
The key features these programs offer was then discussed. Specific features may include:
Choice of high quality voices
Modify text interface
How the program reads/chunks the text: word by word, sentence by sentence, paragraph by paragraph, etc.
Ability to control rate
Dictionary
Highlight and extract key information
Allows students to interact with the text
Can read files directly from Bookshare
Converts to MP3
Includes a language translator
This software, along with their features, can help students in my classroom who struggle with reading achieve success. However, I need to ensure I'm choosing the right tool for my students based on classroom setting, student needs, and what resources are available.
When given a blank piece of paper and asked to write, students become anxious and overwhelmed because they are unsure of how to start. Prewriting has become one of the most essential stages of the writing process to help students get past the hurtle of not knowing what to write. Inspiration is a resource that offers a variety of graphic organizers to assist students in planning out their writing. By using the tools offered on this site, students are able to easily organize their ideas and information in logical order for a given writing assignment. When using Kidspiration, another Inspiration product, students can records ideas in a picture web format and then transform their web into a writing outline (see below). This feature makes the transition from prewriting to drafting much easier.
Click here to download a free 30-day trial of Inspiration 9 or Kidspiration!
As communication through technology continues to grow, blogging is a great resource to introduce to all students in your classroom! Kidblog is a blogging site that gives students a voice and inspires purposeful writing. Students can publish their own writing safely online for an authentic audience and connect with other students around the world. Kidblog is a way to get students excited about writing, while also increasing their writing skills and stamina.
Teachers can sign up, create a class, and add students for free. They are also able to manage all posts and comments through an easy-to-use dashboard. It has been a struggle to get my students motivated to write. I believe this resource will increase motivation by giving students a purpose for writing and offering them an engaging way to communicate with their peers and express their thoughts and ideas. I look forward to incorporating Kidblog into my classroom instruction.
Students with autism and expressive language challenges often have difficulty recalling activities or relating past events during the school day. Past event cards are templates that include visual representations which are circled or filled out by the student each day and sent to a desired location (home or school). These cards allow students to share events and experiences throughout their day with their families. In addition, past event cards can be used in other situations and places where communication is desired.
Choice cards give students with autism the ability to make decisions, which helps to improve their communication skills. These cards include a picture and are used to offer students a choice between two or more items. When presenting these cards to a students, the teacher would first point to each card, and then the student would point to the card of their choice. Once the choice is made, the teacher needs to follow through with the student's decision.
A break card is a visual support that someone can use to communicate that they need some time away from an activity, task, or person. Break cards can be used for students with autism who become frustrated, bored, or anxious with a specific task or activity. These cards allow students to self-manage their need for a break for a scheduled amount of time and then be able to return to the task/activity.
Questions to consider when implementing a break card:
What is the goal of the break card?
How will the student request a break (pointing to the card, exchanging the card, etc.)
What will the student do when on break?
How long is the break?
Where will the break be located?
Resource:
(2012). Requesting a Break. Autism Services. Retrieved from http://www.erinoakkids.ca/getattachment/Resources/Autism/Visual-Supports/Requesting-a-Break.pdf.aspx
Expressive Language is the ability to communicate needs, wants, and/or information. This type of communication can be done verbally, with sign language, by writing, or using a communication device. Expressive language can be difficult for individuals with autism. These individuals struggle with processing information, verbal output, social interactions, and reading and writing skills. Many times they are unable to recall words they want to communicate and then express them. However, communication and interaction with others doesn't need to involve language and speech. It becomes essential that individuals with autism are provided with alternate methods of communication before speech and language can occur.
Strategies to support expressive language:
Offer visual supports, cue cards, and multiple choice options to prompt language and give choices
Teach students to look for and use visual supports that exist in the environment
Use a communication board to provide communication options
Resources:
(2012). Supporting Learning in the Student with Autism. Autism Speaks Inc. Retrieved from http://www.autismspeaks.org/sites/default/files/sctk_supporting_learning.pdf
(2014). Receptive vs. Expressive Communication. Activities to Learn. Retrieved from http://activitiestolearn.com/receptive-vs-expressive-communication/
(2014). Communication and Interaction. The National Autistic Society. Retrieved from http://www.autism.org.uk/living-with-autism/communicating-and-interacting/communication-and-interaction.aspx
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.
This type of portable word processor (above) will provide Eric with an alternative to completing lengthy handwritten assignments in Civics and English. By using this device, he will be able to type his assignments instead of writing them. The device will also allow Eric to edit and correct his written work more efficiently than doing so by hand. If Eric still exhibits fatigue while using this device to complete lengthy assignments, he may also benefit from a voice recognition software (speech-to-text), which takes spoken words and converts them into written text.
Present Level of Academic
Achievement and Functional Performance:
Becky is learning to
read and is anxious to complete writing assignments with her peers.
She is not able to produce handwritten material due to severe spastic quadriplegia.
Becky
is interested in using the computer and has been introduced to it.
The staff
has helped Becky experiment with several switches in a variety of locations.
She seems to be most accurate using a switch mounted next to her head.
Annual Goal:
Becky will use a single switch mounted on a switch-mounting arm
positioned to the right side of her head and scanning software to access the
computer 9 out of 10 times for a variety of educational assignments.
The switch pictured above can be mounted on a switch-mounting arm and positioned to the right side of Becky's head. If Becky needs to perform a mouse click or enter a command for an educational assignment, the single switch will send a signal to the computer to make this action possible. Along with the head switch, a scanning software needs to be used in order for Becky to access the computer. The scanning software below incorporates a highlighter that moves from item to item which is displayed on an on-screen array. When the highlighter lands on an item that Becky desires, she will select the item by activating the head switch.
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.
An eye gaze device (shown above) will allow Michael to generate speech by typing a message or selecting pre-programmed sentences/phrases. This will help decrease the time it takes him to answer questions, while also allowing him to actively participate in all four subject area classes.
Present Level of Academic
Achievement and Functional Performance:
Kelly is in the third grade classroom for most of his day.
He
has a full time paraprofessional who assists him.
He is unable to use a
standard keyboard because of his physical limitations.
His speech
is frequently unintelligible.
He currently uses single message and multiple
message voice output devices, eye gaze, and limited direct selection to
complete his academic work.
Kelly is functioning at about the second grade
level in most curricular areas.
Annual Goal:
Kelly will use an adapted keyboard with custom overlays and a
computer with talking word processing to complete all academic work.
Since Kelly has physical
limitations and is unable to use a standard keyboard, an adaptive keyboard (like
the one above) will allow Kelly to type with fewer keystrokes and more control. It can be customized
to fit Kelly's individual needs by sliding different overlays onto the touch
sensitive area depending on the academic work he needs to complete.
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.
Along with using sign language and gestures, a communication board (like the one shown above) will give Andy his own independence and a voice in the classroom to help increase his expressive language with teachers and classmates. This AT device is customizable to fit Andy's communication needs. I believe this is an effective communication tool for Andy that will allow him to successfully complete his annual goal.
Assistive Technology, abbreviated as AT, is the main subject of discussion throughout many of my blog posts. AT is defined as any service (piece of equipment, software, or product) that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. It can be incorporated into a child's IEP in one or more of the following areas:
As part of Special Education (annual goals)
Related Service
Supplemental Aid or Service
AT can range from low to high tech devices or equipment. Low tech devices could be something as simple as a pencil grip or enlarged text. Examples of high text devices include alternate keyboards, text-to-speech software, and/or electronic touch tablets.
According to IDEA (Individuals with Disabilities Education Act), the IEP team is required to consider whether a child needs AT devices and services. The purpose of AT consideration is to determine whether or not AT is needed for a student to access a free appropriate education in the least restrictive environment. Before AT consideration can be discussed, the IEP team must:
Identify the unique needs of the student
Identify the tasks to be performed by the student in the specific educational program
The IEP team then must ask:
Does the student need AT to meaningfully participate and progress in the general curriculum?
What is the student expected to be able to do in the educational program that he/she is currently unable to do because of his/her disability?
Would AT provide a solution for that?
Resources:
(2014). AT Consideration in the IEP Process. ATIM.Retrieved from http://www.atinternetmodules.org/mod_intro.php?mod_id=107
This video tells the remarkable story of Carly, a girl who was labeled as being severely autistic and "mentally deficient." Her condition prevented her from speaking and communicating with others. Her family and therapists tried hours of therapy every day and no progress was being made until Carly turned 11 years old and began communicating by typing on a computer. Without ever being taught how to write or spell words, she could type with astonishing fluency. Carly began to realize that by typing she was able to take control and have power over her environment.
Assistive technology gave Carly the opportunity to express her inner voice. She was able to show others that she is a normal teenager who is locked in a body that does things that she cannot control. Using a computer to express her needs, wants, and emotions allowed her to gain independence. Carly now has her own internet blog and twitter that she uses daily. She is able to use her own voice to help other kids who are facing the same challenges. Carly is able to accomplish her dreams and goals in spite of her obstacles. As a teacher, I want to instill this belief within my students. Just as Carly's parents did not give up on her, I will not give up on my students.
This video is a presentation given by Lauren Meatty, a pediatric occupational therapist who has worked with students with special needs for over 25 years. Throughout the video, she gives a variety of iPad apps that can be used to engage autistic and nonverbal students in the classroom.
Lauren begins the presentation with an inspirational story about a two and a halfyear old girl with spastic quadriplegia (cerebral palsy) who had limited mobility and fisted hands. This child had difficulty becoming highly motivated or eveninterested in the world around her. When given an iPad, she was able to activate and operate something on her own with just one touch. This child began to open her hands and became instantly engaged. Below are apps Lauren discusses and demonstrates throughout the video. These apps are designed for the iPad to use in your classroom with students who have motor, communication, writing, and reading disabilities.
Motor Control Apps
Magic Piano
Drum App - Helps students work on an isolated finger point
Communication Apps
Sign Language - Teaches students or parents who are beginning to learn sign language. This program teaches the meaning of signs with visual pictures.
Going Places - Social stories to teach about social skills and interactions.
Yes/No - Gives nonverbal students the ability to give yes or no commands. It is also possible to program choices (e.g. milk or juice for snack time) with pictures instead of words.
Sonic Pix - Make social stories about life skills by taking pictures and including narrations.
Speak It - Type words, and the app will speak what you typed.
Writing Apps
Little Sky Writers - airplane that goes around letters (using finger) to trace letters correctly
Doodle Buddy - Write free form letters and create pictures with stamps
Reading/Book Apps
Disney Digital Books - Students are able to read words, look at pictures, then swipe their finger to turn the page. Students and parents can also record their own voices.
Other Apps
Puzzles and connect the dots
Memory games
I would love to incorporate iPads into my daily classroom instruction. I believe all of my students would benefit from the use of many of these apps discussed. I have a non-English speaking student in my room that could use many of the communication apps to verbalize wants and needs, participate in lessons, and communicate with other students. The only downfall is cost. Since iPads are expensive, it would be difficult to get a class set for all my students. However, with the increase on their importance in the classroom, I believe school districts will begin to purchase more and more each year. Fundraising is also an option!
Word Prediction Software Co:Writer helps
students who have trouble with spelling, grammar, word choice, and formulating
sentences. When a student begins typing a sentence, Co:Writer provides the
student with suggested “guesses” as to what the next word will be. This word prediction helps the student find just the right words to fully express their thoughts and ideas when writing.
Talking Word Processor Software WordTalk is a free text-to-speech software program. It is beneficial for students with reading and writing deficiencies. This program will take text from a passage or written text by a student and it aloud. It has been developed for all versions of Microsoft Word.
Features of the program include:
Highlighting the text as it goes
Choosing to speak the entire document, paragraph, sentence or word
Talking dictionary to help decide which word spelling is most appropriate
Adjusting the highlight colors
Changing the voice and speed of the speech
Below is a toolbar guide that provides the student with certain options when using WordTalk.
Resource: (2014). WordTalk. Retrieved from http://www.wordtalk.org.uk/Toolbar-Guide/
Naturally Speaking Voice Recognition Software Dragon gives students with learning disabilities the opportunity to communicate inside and outside of the classroom. This software allows students to control a computer through speech. Students can dictate words to a computer, instead of using a keyboard. Students can also dictate control commands to a computer, instead of using a mouse).
Scan and Read Software Scan and Read Pro allows students to independently scan any written text into the program to be read aloud. The text can be visually customized by highlighting each word as it is read, zooming in on specific words/passages, or adjusting line spacing. This software is designed for students with reading and comprehension difficulties.
Books on CD
Audiobooks are a great resource and tool for students with dyslexia, low vision, or students with other reading disabilities. Learning Ally gives teachers access to audio books for students during reading instruction. Students have a copy of the book in front of them and follow along as the words are being read aloud. Reading Ally helps to increase a student's reading fluency and comprehension.
Below is a video of how Reading Ally is used in the classroom.
Resource: (2014). Learning Ally. Retrieved from https://www.learningally.org/
Multisensory Educational Software
Multisensory learning is learning through two or more senses (hear, see, touch, smell, taste). Multisensroy educational software makes this learning possible. TouchMath provides this type of learning. This educational software is great for a wide variety of students (visual,kinesthetic, or auditory learners).
Resource: (2013). The Alphabet of Mathematics. Retrieved from https://www.touchmath.com/ Adapted Keyboards IntelliKeys are a type of adapted keyboard that is designed to help students with limited fine motor muscle control who have difficulty using a standard keyboard. Students are able to type with fewer keystrokes and customize the keyboard to meet his/her individual needs. IntelliKeys can be easily changed by sliding different overlays onto the touch sensitive area.
Different overlays include:
Alphabet
Basic writing
QWERTY
Web
Math
Mouse
Set-up
Portable Word Processor
Also known as a portable keyboard, portable word processors are a lightweight alternative to writing. It is easily transported from class to class and school to home. Writing can be a very difficult process for students with limited fine motor skills. With a portable word processor, students can experience the joys of writing. An example of this type of device would be the NEO word processor.
NEO is especially effective in helping students succeed who are diagnosed with the following issues:
Assisted Literacy Software CALS (Computer Assisted Literacy Solution) is a literacy program that was designed to help students struggling in reading around the world. Students can work towards a specific goal based on their individual needs at their own pace.
CALS helps students with:
Letter-sound relationships
Decoding
Comprehension
Fluency
Click here for a video introducing CALS. The video includes case studies on several students who used CALS in the classroom to develop and work on certain reading skills.
Voice Output Communication Device ChatBox is a low-cost voice-output device thatgives non-speaking students the ability to communicate quickly and easily with their teachers, peers, and families. Students use picture images to generate words, phrases, or sentences to communicate with others. ChatBox includes up to four different vocabulary overlays that can be customized.
Type to Learn Software
Today, it's extremely important that students learn to type. As increasing amounts of technology are integrated into the classroom, it is crucial for students to develop keyboard skills. Although there are students who are physically unable to use a keyboard, other students simply do not have experience or practice with using them. Type to Learn is a fun way for students to develop speed and accuracy with typing. Throughout the program, students undergo diagnostic, formative, and summative assessments.
Resource: (2014). Type to Learn 4. Retrieved from http://ttl4.sunburst.com/index.php
Electronic Touch Tablet
iPads are one example of an electronic touch tablet. An iPad is a portable touchscreen tablet that is easily accessible. Auditory, visual, and kinesthetic learners benefit from the use of iPads in the classroom. iPads can be customized for each student's learning level and style, and teachers can choose from a variety of content across subjects and grades.
If a student requires an AT device, it is crucial that a team, who is knowledgeable about AT and the student, undergoes an in-depth process for discovering the best tool that works for the student. An AT assessment team will most likely consist of members of a student's IEP team, including the student and the parents/guardians of the student. In addition, it is beneficial to include an AT specialist experienced with AT hardware and software. Before the team begins to consider specific technologies and tools to help the student complete certain tasks, information needs to be gathered on the student's strengths, skills, challenges, what environment the student thrives, and what is expected in those environments. Once the AT device is chosen, the AT assessment team must collect data and conduct progress monitoring to ensure this device works well for the student. This module helped me understand how the AT assessment process works and my role as a classroom teacher in this process.
AT Consideration in the IEP Process
When discussing a specific student's disability, capabilities, and needs, it is required that an IEP team consider the use of AT (assistive technology) for the student in the classroom. AT tools give students the opportunity to progress through the general education curriculum. The team is required to ask, " Does the students need assistive technology to meaningfully participate and progress in the general education curriculum?"
The process includes:
Identify strengths and needs of the student.
Identify tasks the student has to perform but is unable to because of his/her disability.
Identify strategies, accommodations, and other AT tools/devices that were tried and their level of success.
If barriers continue for the student with these strategies, accommodations, and AT tools/devices in place, then potential AT solutions need to be discussed, identified, and included in the student's IEP.
The AT consideration decisions that an IEP team can make include:
AT is not needed
AT is needed, and a description of how, when, and where the new or current devices/services will be provided
AT is needed, but the IEP team is unsure of what devices/services are most appropriate for the student at this time (more research and resources need to be explored)
Automatic Speech Recognition (ASR)
ASR is a computer application that allows people to control a computer by using speech. ASR can benefit students with a wide range of learning and motor disabilities. Students struggling with spelling are able to use devices that produce written words from spoken speech. ASR also assists students who physically cannot write or type written work. Depending on the ASR software, training on how to use the device may be required.
Students who benefit from ASR:
Students who are unable to manipulate writing tools and who require an alternate device
Students who have difficulty with writing mechanics (spelling, grammar, etc.)
Students who have difficulty with the writing process
