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
