Wrap Up

As this class comes to an end, I have reflected on all of the assistive technology that I have learned about and will perhaps use one day.  Some of it I was already familiar with due to having a daughter that is non-verbal but most of it I have never even heard of.

I am thankful to have a class that has taught me about assistive technology that may enter my classroom as some point and I will be ready to provide assistance with it.  They will also be in my mind when I come across a student that would benefit from them.

College Transition

One thing that I never really thought about before is how do college students get the services they need.  I guess I originally thought they did not go to college.  Some of the students just need a little assistance.

We recently had a visitor in our class that showed us the assistive technology that she uses on campus.  One of them was a pen that can record notes and it comes with a special notebook that it can read back the notes that you have already written.  The school provides them as a loan as a trial to see if it is something that the student would want to purchase.  She also used a software that Cabrini provided that helps her with writing papers.  It has grammar and spell check just like Word but it can do more than just that.  It can read highlighted section to her.  There's also a section that allowed her to create vocabulary words that she can refer back to.

It was nice to see how my university provides assistance to students that need assistive technology.  It has definitely opened my eyes to older students getting the support they need to pass their classes.

University of Kentucky Assistive Technology Project

After visiting the http://edsrc.coe.uky.edu/www/ukatii/toolkit/index.html website, I learned that they have a toolkit.

The toolkit consists of:

consideration

pre-assessment profile

assessment data collection

assessment report outline

trial implementation

AT implementation

knowledge and skill survey

These tools can be used an IEP meetings.  

Douglas Education Service District

After checking out the website http://www.douglasesd.k12.or.us/otap/, I learned that they provide training, information, technical assistance, and resources regarding the uses of technology for children with disabilities.

They have a lending library which is great for children to try out equipment before purchasing it.

AC Device Designed to Meet Needs at Home

The student's augmentative communication system is designed to meet the communication demands of home and the community by the teacher and parents setting up the device to meet the needs of the student.  The words that the teacher needs in the classroom are set for daily use in school.  The same goes for home and the community.  The parents or teacher just program the device to use words that would be appropriate for home and out in the community.

My daughter is using PECS which is a picture exchange system.  We don't use it much at home yet because she is still learning how to use it.  We do have some pictures that she can use to give us to meet her needs and wants but she usually does not want to use them at home.  Since she is choosing not to use it, I do not push her using it because I do not want to discourage her from using it at all.

Augmentative Communication in the Home and Community

It is important to use augmentative communication devices at home and in the community because the student should be able to have a voice everywhere and not just at school.

Continuity is important for students using augmentative communication.  It will help them to progress at a faster rate or at least keep them maintaining their ability with the augmentative communication device if it is used everywhere.

Integrating Augmentative Communication into an IEP

Augmentative Communication can be integrated into an IEP buy placing it in either the goal or SDI sections of the IEP.  When placing any assistive technology into an IEP, it is important to remember that you should never use brand names.  This would mean that only that specific kind of device would be allowed to be used.  Not all districts use the same devices and you have to prepare the IEP as if anyone district could follow it in case the student moves.  

It is very important that goals are written for students that use augmentative communication as their only means of communicating.  The device should be used on a daily basis to give these students a voice.

Geometry Techmatrix

There is a website called Techmatrix that allows you to compare products by categories and disabilities.  It informs you of the grade levels that the products are useful for and it also shows you what operating systems the product will be accessible.

www.techmatrix.org

I compared GeoGebra, Crystal Rain Forest, Geometer's Sketchpad, and Poly

GeoGebra was the only free one and it is used on computers.  While Geometer's Sketchpad was the most expensive.

All of the products work with autism, emotional disturbance, specific learning disability, and speech and language impairment.

Geometer's Sketchpad can be used across more age levels than the other products.

All of them except for Ploy worked with many different math components such as: expressions and equations, functions, geometry, operations and algebraic thinking.  Poly only worked with geometry.

Pattern Blocks Online Manipulative

One of the interactive manipulatives that I found on http://nlvm.usu.edu/en/nav/vlibrary.html that was in each category for grade levels wast called Pattern Blocks.

I love using Pattern Blocks with students.  They are a great way to show fractions for older students and the younger students can build items with them while getting familiar with different shapes.

The directions for the K-2 section:

Pattern blocks are great for making and describing patterns. To complete this activity:

1. Create a pattern by combining trapezoid and triangle blocks.

We could describe this pattern as "a square block followed by a triangular block". We often shorten descriptions in math so it takes less space to write. One common way to shorten a description is to use single letters in place of words. 
For example we can describe the "a square block followed by a triangular block" pattern as an AB pattern. We call the square block "A" and the second block "B".
If you connect 3 "A" blocks together, you would have an AAA pattern. Likewise, if you combined three "B" blocks together you would have a BBB pattern.
2. Make a wall using an ABAB pattern.
3. Make a star using an AAAAAA pattern.

The directions for the 3-5 section:

1. Add 5 squares to the workspace.
2. Color 3 squares blue.
You describe the result as: "3 of the 5 squares are blue".
A mathematical description would be "3/5".

Distinguishing and describing parts of a group is an important introduction to rational numbers.

The directions for the 6-8 section:

1. Consider how each pattern block can be a whole unit, or part of a larger whole unit.
If you call the blue diamond pattern block 1 unit, which pattern block would be 1/2 a unit?
If you call the yellow hexagon 1 unit, which pattern block would be 1/2 unit?
If the blue diamond is 1/2 unit, make a shape that is 1 unit.
If the blue diamond is 1/4 unit, make a shape that is 1 unit.
If the green triangle is one unit, which pattern block is equivalent to three units?
If the green triangle is one unit, which pattern block is equivalent to six units? 
2. Make a shape that is 2 1/2 times the size of a green triangle.
3. Make a shape that is 3 1/2 the size of a blue diamond.

Any shape can be a whole unit, or a part of a larger unit. Whole numbers describe when a shape is a whole unit, or a multiple of a whole unit. Rational numbers can describe when a shape is part of a larger whole.

The directions for the 9-12 section:

1. Consider how each pattern block can be a whole unit, or part of a larger whole unit.
If you call the blue diamond pattern block 1 unit, which pattern block would be 1/2 a unit?
If you call the yellow hexagon 1 unit, which pattern block would be 1/2 unit?
If the blue diamond is 1/2 unit, make a shape that is 1 unit.
If the blue diamond is 1/4 unit, make a shape that is 1 unit.
If the green triangle is one unit, which pattern block is equivalent to three units?
If the green triangle is one unit, which pattern block is equivalent to six units? 
2. Make a shape that is 2 1/2 times the size of a green triangle.
3. Make a shape that is 3 1/2 the size of a blue diamond.

Any shape can be a whole unit, or a part of a larger unit. Whole numbers describe when a shape is a whole unit, or a multiple of a whole unit. Rational numbers can describe when a shape is part of a larger whole.

So as you can see, you can vary levels when playing with pattern blocks.  I have only used them with the younger students and they absolutely love building things with them.

Low and Mid Tech Math

Kinds of low-tech and mid-tech adaptations can assist students with disabilities in completing math assignments ...

* pencil adaptations - weights, grips, and holders

* slanted writing surface

* magnetic numbers

* calculators

* raised number rulers

* manipulatives

* rubber stamps

* addition/multiplications tables

* talking calculators

* coin-u-lator

I look at these as ways to make an every day math class operate and not just to be used for students with disabilities.  Manipulatives are a great way for students to be a little more active in their learning instead of always doing worksheets!!

Apps for Math Skills

Kinds of educational applications that can be used to teach math concepts, math skills, and problem solving ...

I researched this on a website https://www.commonsensemedia.org/lists/apps-and-websites-with-lots-of-problem-solving to find some great problem solving apps and websites for kids.

Alien Assignment

Bedtime Math

Bugs and Numbers

Elmo Loves 123s

Intro to Math

Monkey Math School Sunshine

Thinkrolls

Visual/Spatial Disabilities

Kinds of technology tools can be used to address visual-spatial or motor control difficulties...

When we think technology, our minds go to phones and computers, or perhaps even tv, but the reality is for the students will disabilities, there are many low tech or even no tech options.

* slant board - can use a three ring binder

* wide ruled paper - allows for extra space

* highlight lines on paper

* highlight borders for gluing or coloring

* colored glue sticks

* write directions in a different color

More high tech options would be:

Animoto	Generate videos by inputting images, videos and music
Scratch	Create video games using a drag-and-drop programming language
Youtube	Watch and post videos online and share with the large YouTube community
Vimeo	Post high-quality videos and explore the work of budding videographers
Photoshop	Create, edit and manipulate images and graphics

Flash	Create animation and multimedia content
West Point Bridge Builder	Design and test virtual bridges
Lego Digital Designer	Build virtual lego creations
Wix	Create customized websites with an easy-to-use, drag-and-drop interface
Prezi	Create zoomable presentations featuring text, images, video, & diagrams
Twiddla	Collaboratively markup websites , graphics and documents  or brainstorm on a blank canvas in real time with chat options
Bubbl.us	Brainstorm and mind-map online
Wordle	Generate word clouds based on pieces of text or blog feeds
Tagxedo	Generate advanced word clouds and customize shape, colors, and sizes
PollEverywhere	Create polls using text, equations or images and respond  in real time using mobile devices or internet
Text2MindMap	Generate visual mind-maps using textual outlines
Animaps	Create and view animated maps

from the website https://teachbytes.com/2013/01/05/17-tech-tools-for-visualspatial-learners/

Math Fluency

Technology tools that can be used to address automaticity/math fact fluency

Sushi Math is one that I have downloaded for my students.

https://www.edutopia.org/blog/10-apps-for-math-fluency-monica-burns  This is a link (one of many) that have a compiled list of math fact applications.  Sushi Monster is in this list too.

Operation Math - kids get to have secret spy missions

Pet Bingo - play bingo while doing math facts

10monkeys Multiplication - help trapped monkeys escape by answering multiplication questions

Yodel Oh Math Mountain - carnival games

Some listed are free and some are a small fee.

Here's another website with ideas http://www.parents.com/kids/education/math-and-science/best-math-apps-for-kids/

Educational Apps for Goals

Key questions that should be considered when selecting educational applications to meet students' goals and objectives ...

I have an iPad in my classroom that I downloaded educational apps to and there were some things that I considered before I put them on to the iPad for the students to use.

I researched some of them online.  I needed to know what age level it was for, what skills the app will teach or reinforce, and if the game is going to be enjoyable.

There are great websites that have lists of great apps for students in the classroom.  Between reading and math, there are so many different kinds and for all age levels.  I think the teacher should also play them to get familiar with them and to know if it will help the students with the goals and objectives that the teacher has in mind.

AT and Math

I have spent a lot of time talking about how assistive technology can be helpful for students with disabilities that pertain to reading and writing.  For the next several posts, I will be explaining how assistive technology will be of great use in math as well.  

Text to Speech

We have spent a good amount of time talking about text to speech in class.  It is so important because some students struggle with writing.  The way that they write shouldn't hold them back from the ideas that they have to be written into amazing pieces of work.  My daughter doesn't have good hand control and I'm not sure if she will ever write, but she can click on pictures on her iPad.

Clicker 7 is a great product that helps students with text to speech.  Not only does it write what is spoken, but it also reads it back.  It even has a word predictor.  This can even read the word predictors so the students will be able to know which is the word they are looking for to go into their sentence.  Pictures can also be inserted.  Check out this product in the video below!!  Here's the website to check it out http://www.cricksoft.com/us/products/clicker/home.aspx

Another great product is Ginger Translate Software.  THIS IS A FREE PRODUCT TO DOWNLOAD!  This product works with your Word documents.  It can read your phrases that you have selected.  It helps with grammar mistakes too!  This differs from the regular grammar in Word because it works with larger sentences.  Here's a tutorial on how to use this software.

Blog Review

Assistive Technology Reading

When I think of technology for students, the first thing that pops into my head is an iPad, but there's many other devices that can be used.  The iPad is great though because it comes with accessibilities built right in, such as: voice over, large text, zoom, inverted colors, and even braille.  Kindle has many apps as well and it's a fraction of the price.  Laptops are obviously expensive, but there are portable word processors that are cheaper and can help with the students typing and writing.  Android phones can as be a helpful tool.

As far as some low tech items that I tend to forget about would be a slant board, eliminating unimportant information, highlighting important information, raised lined paper, notecards for underlining the line being read, and a magnifying bar.

AT in IEP

As you can tell there's quite a lingo that us Special Education teachers have.  Over the next few posts, you will see how assistive technology is used in an IEP and how it can be used to really help a student succeed.  From low tech (slant boards) to high tech (computers), they can be put into an IEP and will be used for that child's success.

AT and Goals

Setting students up for success with an IEP goal is essential.  I’m going to demonstrate how this is done.

Sample Goal: Johnny will initiate the set-up of his writing station 80% of the time given a chart of needed materials for each task.

The first thing that you would want to do is make a checklist of all the items needed for the writing station.  Here is an example:

Writing Station Checklist ______ pencil ______ paper ______ binder for writing on ______ desk is cleared off except for writing materials ______ writing folder

This checklist will help the student be able to be more independent when setting up the station.  The goal even lists using a chart so it would be fulfilling the goal by using this checklist.

Sample Goal: Eric will use a computer or portable word processor to complete 100% of his assignments in 10^th grade English and Civics class.

The first thing you would do would be to supply the computer or portable word processor.  The teachers for English and Civics would have to be aware that all assignments would be expected to be completed on the computer.  The teachers would be able to scan assignments for the student if they had a laptop.  They would be able to take the information that everyone in the classroom has and be able to fill out the paperwork on their computer if it was scanned in.  Teachers would be able to encourage the student to keep working on their laptop and it would be easy to monitor because every assignment turned in would be either printed or sent via email.

Sample Goal: Mary will communicate her interests and needs in three or more environments/situations using a single message voice output device.

For a single message output device, I would use a button.  They are usually large and easy for a child to notice.  Each time you would want to include Mary in a conversation, you would program the button to say what is needed.  If you were trying to have Mary respond yes to a question, you would program the button to say yes.  Then the teacher would ask a question where Mary would be able to respond yes to by hitting the button.

Sample Goal: Sarah will interact with others in the school environment in four out of five opportunities to indicate her preferences and needs using output devices and eye gaze strategies.

This would be a great time to use a button device.  It could be programed to say what you would like it to say.  When the teacher is asking questions to utilize the eye gazing strategies, she would hold 2 pictures up with some space in between them so it would give Sarah the opportunity to move her eyes to the correct picture.

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

This would be a scenario where you would have to have a device that has more than one button to provide the opportunity of selecting the activities.  It could be two buttons and each button would have an activity as the output message and Brandon would have to pick from the two activities.

Autism

As you know by now, I have a daughter that is special needs.  One of the disorders she has is autism.  I don't have to do a lot of research on the internet to give you all some information because I live with it daily.

There are huge complications when it comes to communication and my daughter.  She is non-verbal at the age of seven.  I have come to terms with the fact that she will never actually talk.  She cannot form the right sounds to do so.  In school, they are working on PECS (pictures exchange system) to help her communicate.  She is supposed to hand a person a picture of the item she desires.  She has been working on this since she was three and is still very slow at learning it.  Since this is the most basic form of communication for her, we cannot try anything else until she has mastered this.  Her school has taught her two forms of signs: yes and help.  They have been helpful.  The reason we don't look into having her sign is because she is not good with her hands so we would probably misinterpret many things she would try to say.

Her lack of communication is difficult because she has meltdowns when she can't express her needs or wants.  After living with her for seven years, I can usually tell what she needs but I'm sure that's frustrating for others around her that have no clue.

The skills involved with her using PECS would be her having knowledge of what is on the picture and her understanding that if she hands it to an adult, that is what she is going to get, even if it isn't really what she wants.  This is to help reinforce that the picture you give is what you get.

Here are some break cards that can be used for communication:

                         


These would be cards that my daughter could use if she understood what a break actually was.  For PECS, if she wanted a break, she would take one of the cards and hand it to a teacher to receive her break.  My daughter uses actual pictures instead of boardmaker ones so hers would look like she is having a break.

Here are choice cards that can be used for communication:

            


My daughter would be presented with something more on the lines of the first one because she is not ready for more than two items to choose from, however, it would look more like the realistic pictures used on the choice card.

These are past event cards:

    

These show the students what has already happened and what to expect next.

I know that my daughter is severely autistic and struggles tremendously with communication but that is not true of all non-verbal autistic children.  Some can use PECS easily while others use AACs.  It is important to get all of these children a voice.

Being Autistic

This is a great video to watch to see how a girl went from being non-verbal to being able to express herself through typing on a computer.  Her parents had no idea that she knew as much as she does because she couldn't vocalize it.  She is able to express her thought and feelings now that she can talk through the computer.  I can't even imagine how this would feel.  

I would love for my daughter to be able to do something like this but she doesn't know the alphabet and cannot type.  I would love for just one day to see how much she knows and what goes on in her head.  It's hard to know if she understands me of if she is just not interested in what I am asking.

This would be a huge help in the classroom.  I'm sure it causes less anxiety for her now that she has a voice.  I hope that there a many students that can benefit from their children learning to speak via computer or iPad.

Video about Apps for Kids

This video provides some information about some apps for kids to use.  I am going to write a quick synopsis of the apps that are shared.

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

Duck, Duck, Moose - This is meant for preschoolers.  If students can't do hand motions for songs, this app has the songs on them and they can use a slide of a finger to make different items move.  This would be great for my daughter because she struggles with making hand gestures and takes OT to help her progress.

There are sign language apps to help remind students and parents of how to sign simple words.  They show a video of a person showing the sign language as a demonstration.

Going Places - This app has social stories which can help a child know what happens in the events of going to the doctor or grocery store for example.  There are real life pictures and there is also text explaining what is happening.  The text is also read aloud.

Yes No - This is just yes and no buttons for students will disabilities to tap on the button to tell if they want something or not.  This can be for any age range with severe disabilities.  My daughter is not yet at a level that she would be able to decipher the two buttons from each other but she is capable of signing yes and it is a huge help to know that I can ask her if she wants something and she can reply.  This would be a great app to use.

Sonic Pics - This a an app that allows you to create your own story to the pictures that you created.  You are essentially creating a slide show with a story.  You record your own voice to tell the story.  This could be used for any age.  The students that cannot talk yet can watch what their classmate has made.

Tap to Talk - You can tap on pictures and the picture will talk to express a want or a need.  It is not a custom program.  It is essentially a basic AAC.

Proloquo2go - This is a custom AAC.  It is expensive compare to Tap to Talk but you can completely make your own pictures custom to the students needs and wants.  This program is too advanced for my daughter so I have not purchased it yet.

Sound Touch - It is used for younger kids.  There are pictures on a screen and you can ask the student to touch the item and it makes a noise.  It is a great way to see if a child can understand the names of the different objects (usually animals).

Vocal Zoo - There are pictures of animals and they make the animal sounds for younger kids to relate the sound, name of the animal with the picture.  The pictures are realistic.

Little Sky Writer - This is an app to help students practice writing their letters with an airplane.  The program will not let you do it wrong, it starts back up when you are on the right track.

Connect the dots apps are great for students to learn how to count and it will also work on their touching skills.

There are apps that have puzzles.  This is great for students that have trouble fitting the puzzle piece where it belongs but knows where it goes.  My daughter struggles with putting puzzle pieces in the correct spots so when she gets a little more advanced, she might be able to try an app like this.

There is a Sesame Street app that teaches body parts.  The monsters are missing eyes and you have to put eyes where they are supposed to be for example.  It's a nice interactive app that has familiar faces on it since it is Sesame Street characters.

There is a maze app that you have to move the iPad in the direction you want the ball to move along. It's great for hand and eye coordination.

Monkey Preschool Lunchbox - has different activities and they are quick for students with short attention spans.

Angry Birds - This app shoots birds across the sky to hit pigs.  It's good for older kids because it involves geometry and strategy.

Toy Story - There's an app that reads Toy Story while showing pictures that happen in the movie.  The Disney book also have coloring books with them.


These are some great apps to try and use with your students that have disabilities.  Go exploring!