AT Considerations in the IEP Process

As I discussed in my last post, as part of a course requirement we were to look at internet modules on assistive technology. I wanted to talk to you about another module I completed this weekend. This module was about assistive technology considerations in the IEP process. I was so proud of myself when I completed the pre-assessment and scored a 7/7! This shows truly how much I am learning about assistive technology this semester. I hope you will go check out this module as well, it is great for  educators, special educators, parents, and those that want to learn more about AT.

The module begins by discussing that as a mandate of IDEA, each IEP team is required to "consider" the AT needs of every student who is receiving special education services. The team asks, "Does the student need assistive technology to meaningfully participate and progress in the general education curriculum?" The answer (yes/no) is then documented on the IEP.

However, it is not that simple. After going through the SETT framework I discussed last post, the team decides if there are continuing barriers to the student, and what potential AT solutions there are. These AT solutions can take the form of devices and/or services are are to be included in the IEP. While researching assistive technology solutions I came across something called the assistive technology considerations quick wheel. This is something designed specifically for IEP teams as they consider the student's needs for assistive technology. When I get a special education position in a district this is definitely something that would be worth investing in.

http://www.atinternetmodules.org/mod_list.php

AT Assessment Process in the School Environment

Continuing with my last post talking about assistive technology, this post will pertain more to assistive technology aspects in school age children. As a course requirement we were to look at internet modules in regards to assistive technology. This website is full of resources for those of you who are new to assistive technology like me, or for those that just want to learn more! Simply create an account for free and begin!

When completing my pretest on the assessment process in the school environment I scored 6/7. I think this is due to all of the research I have been doing on assistive technology throughout this semester. I think I am becoming more knowledgeable and comfortable with assistive technology. One of the most valuable things I learned from this module is something called the SETT framework. This is another important key word to write down. This framework is one of the most popular framework documents used in school settings to assist district teams with the AT assessment process. The SETT framework helps teams gather information about a student's strengths, skills, and challenges. SETT stands for...

S for the Student
E for the Environment
T for the Tasks
T for the Tools needed for the student to address the tasks

All of these aspects are considered before the team begins to identify specific technologies that can help the student accomplish the desired task. Although currently I am not working in a district, I now feel more prepared to be an active participant in the AT consideration process. It is important to remember that you do not need to be an assistive technology specialist to make a decision about assistive technology. For any one that is currently working in a district, what experience do you have with the SETT framework?

http://www.atinternetmodules.org/mod_list.php

iPads and Communication in Action !

Last post I discussed an assistive technology device called an iPad. This post I want to share with you some motivational videos that I've found in regards to communication, technology, and special education. These videos put everything that we have been discussing into context in perspective. Check them out.

Teacher Perspective:

One teacher discusses the benefits of having iPad's in the classroom. 

"The kids get so involved, they don't really realize they are learning. They are just doing. Because everything is an easy process, there are no roadblocks for them."

"How limitless it is..."

Parent & Student Perspectives: 

This video shows just how grateful parents and students are for tablet computers as a means of assistive technology to communicate. 

"What had been bottled up inside him, had begun pouring out."

"Communication is the essence of being human, and here he is communicating fully now."

This video is about a girl named Carly with Autism. Augmentive Alternative Communication (AAC) changed her life and open new opportunities for her and her family. Carly now has her own blog and twitter which I am definitely going to be checking out this week.

Dad: "And if your not getting results with one approach, you try something else."

         "We never gave up. We never gave up."

Carly: "I am autistic but thats not who I am."

     

iPad Apps for Autistic & Nonverbal Children

I am continuing my journey learning about Assistive Technology and resources are everywhere! No matter what I am doing in the classroom, I am constantly making sure there are no barriers for my students. In my last post I talked about computers and assistive technology. This post will focus on a specific assistive technology device, the iPad. My post is going to be based on a youtube video of an OT named Lauren and how she uses iPad apps with Autistic and nonverbal children.

Most of the apps that Lauren talks about are for preschool-aged students. This made it easier for me to relate to because I am currently working at a daycare as a kindergarten teacher and I am around young children all day. Lauren's video showed me some great ways to make accommodations for students in my classroom. Throughout the video, I couldn't help but hit pause to take out my iPad and try out the different apps for myself. After watching the video I feel much more confident and comfortable integrating iPad's into the classroom. I am going to discuss some of my favorite apps that she talked about, however I encourage you to check the video out for yourself! It's pretty lengthy, however it is definitely worth it to check out. 

• iPad as a communication tool
• YES/NO APP: this app gives the students two options to respond to a question. I think this is a great way to incorporate choice making opportunities into the special education classroom. This app also provides students with a voice to express themselves. 
  
• iPad as a reading & writing tool
• I currently have a student in my class much like the little girl Lauren talked about in the video who hates writing. Handwriting is definitely a daily struggle for him and I would love to try the LITTLE SKYWRITERS APP with him. This app simply allows the student to use their finger to trace and write their letters.  I would also like to try some of the reading apps she discussed with my struggling kindergardeners to get practice using them. 

• iPad for games
• ANGRY BIRDS, PUZZLES, ETC. are all different game apps that Lauren discussed. My favorite part about the games is that they serve as a motivator to the students. I like the idea of first _____, then iPad game. I have already seen this effective with my 7 year old cousin. In order to get time to play on the iPad at night, he has different things he must do throughout the day. This is a great reward for students accomplishing a goal or assignment. 

http://www.youtube.com/watch?v=FGU1ELjS7bQ

Assistive Technology for Computer Access

Continuing with my last post about access to computers, some students with disabilities require additional adaptations to be successful computer users. This post will be based on chapter eight of my course textbook. The focus for this post is the assistive technology continuum.


So lets start off with what is the assistive technology continuum, and what is its significance?
Assistive technology that facilitates computer access for students with disabilities exists on a continuum from low-tech to high-tech. You should always begin with the low-tech end, moving to mid-tech or high-tech solutions only if a student's needs remain unmet. 

One-Handed Keyboard

What are the major types of alternative keyboards?
Expanded Keyboards                         Mini-Keyboards
One-Handed Keyboards                     On-Screen Keyboards
Customizable Keyboards                    Morse Code
Single Switch Scanning                      Speech Recognition

Joystick

           What are the major types of mouse emulators?
           Keyboard Shortcuts
           Trackballs
           Joysticks
           Touch Screens
           Head-pointing Systems
           Eye-Gazing Systems 
              * I found the eye-gazing system AMAZING and I would love to  
              see this in action. The system tracks the movement of students' eyes  
              to direct the mouse pointer!


But, what about those students with vision impairments and blindness?
I have a 5 year old cousin with vision impairments so I can relate to this question very well. Before she was born, I didn't know much about vision impairments or blindness. However, throughout her journey, I have learned a lot. I know that a traditional computer screen would not be effective for her. Rather, she would need alternatives such as screen magnification, screen readers, Braille displays, and Braille embossers. 

"With assistive technology there are no hard and fast rules;" (p.175)

I think this is an important quote to remember as a teacher. Assistive technology decisions should be student centered and based on their specific needs. There is no one piece of technology that is going to be effective for every student with a disability. Therefore, an appropriate device must be determined on a case-by-case basis after careful evaluation.  

Amy G. Dell, Deborah A. Newton, Jerry G. Petroff. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. (Chapter 8) 2012. Second Edition. 

Providing Access to Computers: Using What You Have

Continuing with my last post, I have been reading more of my textbook and continuing to learn about assistive technology. My topic for this post will be universal design features and other accessibility features that are provided in operating systems, specifically those relevant to students with disabilities. Not every feature is applicable to every student, therefore computer access solutions must be decided on a case-by-case basis according to each student's specific needs.

The computer industry wanted to sell as many computers as possible and they quickly realized that to do so they needed to make their computers usable by a variety of people. Therefore they have adopted the concept of universal design into their operating systems. It is a great thing that they did because it has greatly benefitted students with disabilities. Also, it makes things a lot easier and less time consuming for teachers having these resources right at our fingertips already built into the computers.
Lets take a look at some examples of features & what students they would be appropriate for...
Control computer with mouse or keyboard: perfect for students who have poor fine motor control, limited range of motion, or difficulty visually tracking mouse pointer.                            
Receive information by reading or listening: text-to-speech supports students with reading disabilities or attention deficits.
Enlarged icons: low vision, visual perceptual issues, hand tremors, poor fine motor control, and cognitive deficits.

Here are some additional operating system features provided for students with disabilities.

• Keyboard Modifications & Mouse Control: StickyKeys, Slow Keys, MouseKeys
• Replace auditory prompts: Visual Signals, Icons, or Captions
• Display Settings: High-Contrast Color Schemes & Screen Magnification

Check out the short tutorial below about the Microsoft Ease of Access Center. The Ease of Access Center allows you to configure the computer to meet individual users needs. My personal favorite is the narrator, which reads aloud the text on screen. This is something that I would love to try with my kindergarteners who are just learning to read!

Amy G. Dell, Deborah A. Newton, Jerry G. Petroff. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. (Chapter 7) 2012. Second Edition. 

Assistive Technology to Enhance Communication

I hope you learned a lot about UDL in my last posts, however these next few post will focus on another part of assistive technology.  I will be sharing information from my course textbook that is all about enhancing the school experience for students with disabilities. If you get a chance, I would suggest checking out the book because it is filled with resources. This post will primarily be on assistive technology enhancing communication.

Lets start by thinking about the kinds of obstacles that students who are hard of hearing face in a typical classroom.
Difficulty following instructions due to poor acoustics, classroom layout & teacher style
Following lectures 
Class discussions
Video presentations
Social interactions 

So, what is hearing assistive technology and how can it help those students who are hard of hearing?
Hearing assistive technology, a category of assistive technology that helps people who have hearing losses, can help students who are hard of hearing by amplifying specific sounds while minimizing background distractions. A variety of assistive listening devices are available to meet specific needs. 

What practices should a teacher follow if she or he has a student in class who uses an assistive learning system to help them be most successful? (Write these down!)

• Become knowledgeable about the device, request training of the system.
• Discuss how the device will be used with the student ahead of time.
• Position the microphone carefully (two to three inches from the teacher's mouth.
• Consult with an audiologist about optimal positioning of the speakers.
• Inform the entire class about how the assistive technology device will be used in the classroom. Remind students to speak one at a time. When possible, pass the microphone from student to student.
• Try to face the student in case he or she relies on visual cues to aid understanding.
• Use the assistive technology device for audiovisual presentations.
• Perform a listening check with the equipment regularly.

Lastly, what is augmentative communication, and why is it important. 
Augmentative communication is another key term when dealing with assistive technology. It can be defined as a way to supplement an individual's method of communication to assist comprehension. It is, for some, essential in making themselves understood and for conveying clear messages to a variety of audiences. Augmentative communication increases an individual's independence and opens the door to numerous opportunities! Check out this awesome video below about a seven year old using augmentative communication. 

Amy G. Dell, Deborah A. Newton, Jerry G. Petroff. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. (Chapter 6) 2012. Second Edition.