My Journey Through Assistive Technology

     I certainly have learned a wealth of information in regards to assistive technology. When I first enrolled in the course, my initial thoughts on the use of assistive technologies were the use of computers and iPads. But I have learned through the sixteen week course that these devices are just a small portion of what assistive technologies really are. Assistive technology can be as basic as a pencil grip, slant board, or weighted pencil. These devices are still consider as a piece of technology but specifically a low tech device. Moving towards more complex devices, mid tech devices can include recorded books, switches, and amplification systems. High tech devices can include alternate keyboards, text-to-speech software, and augmentative communication devices. 

     This information certainly will help me as an educator. Knowing your students is a critical component as a teacher. You must know the strengths and weaknesses of every child in your class, especially students with special needs. One you know the students needs, you can assess whether you think any form of low to mid to high tech devices would be appropriate to increase academic, social, or behavioral issues in the classroom. 

     Looking back at my earlier posts in the class, I found in my very first posts that I posted "I am extremely interested in expanding my knowledge on using and implementing assistive technologies in the school setting." I feel that I certainly have expanded my knowledge with what I have discussed above. I also have found some amazing resources that I will continue to refer back to. Starting from the first day that I have blogged to the very last, I have created a user friendly blog which incorporates informational videos, pictures, and charts. I found that earlier posts talked about assistive technologies that talked over a broad range of academic areas. Towards the end of my blogging, I really honed in on specific subject areas and effective assistive technology devices that could be used.

     I had a wonderful time blogging about all the information I have learned over the sixteen week course. I certainly will refer back to my blog as I continue my educational career!

Implications of AT use in College

     Students with disabilities who move on from high school and into post secondary institutes like college may find certain implications when it comes to assistive technology. One of the big differences that these individuals find is between IDEA and ADA. In my previous post, the chart adequately shows the discrepancies between the two. This has proven to be an extreme barrier for students going to college. 

     Transition planning must begin at the age of 16 mandated by IDEA. These plans require students to have developed two specific skills:

1. Assistive technology skills for independence 
2. Self-advocacy skills 

Assistive technology skills for independence:

• Opertaional skills- the technical skills that are needed for operating the device
• Functional skills- knowing how to do the tasks for which the device is intended and how to use the assistive technology tool to help with that task, such as writing or expressive communication
• Social skills- knowing how to use the technology appropriately around other people

Self-advocacy skills:

• People who can speak up in logical, clear, and positive language to communicate needs
• Take responsibility for themselves
• Learn to understand his or her particular type of disability, and resultant academic strengths and weaknesses 
• Need to become comfortable with describing to others both their disability and the academic related needs

     These are all skills that need to be implemented and practiced over and over in high school. If students can master these skills in high school, they have a greater chance of being successful in college. 

IDEA vs ADA

     There are some significant differences between the IDEA and ADA in regards to accommodations for their students. IDEA covers students from P-12. ADA covers students in college. However, there are significant differences when it comes to certain questions and how the institutions handle students with disabilities. The chart below shows the discrepancies between the two:

	IDEA (K-12)	ADA (College)
Rights guaranteed by the law	Free appropriate public education (FAPE)	Prohibits discrimination on the basis of disability
Who is covered	Every child; concept of zero reject	Students who are “otherwise qualified”
Identification and evaluation of students with disabilities	District responsible for identifying students with disabilities, evaluating them, and covering the costs	College has no such responsibility. Students must self-identify and provide appropriate documentation. If an evaluation is needed, the expense is the student’s responsibility
Determining services	Individualized education plan (IEP) developed by team. Curriculum modifications and special programs are common	Reasonable accommodations, including auxiliary aids and services, must be requested by student. Academic adjustments that equalize opportunity for participation are required; substantial modifications to curriculum and lowering standards are not required
Personal devices and services such as wheelchairs, hearing aids, and personal care attendants	Provided by district if determined to be necessary (and included in IEP)	Colleges are not required to provide these
Role of parents	Parents must be included in decision making	College students are older than 18 and are considered adults. No parent consultation is required.
Appeals process	Right to due process as spelled out in the law	College grievance procedures and then a complaint with the U.S. Department of Education’s Office of Civil Rights must be filed.

Oregon Technology Access Program

   


  The Oregon Technology Access Program is a user friendly website that provides information on assistive technology, assistive technology conferences, resources, professional developments, and so much more! 

Electronic Resources
There is an entire list of electronic resources available to  the public! One of the resources listed is a resource we learned about early in the semester. It is called bookshare. Click on the link above to view the many electronic resources they provide!

Conferences
They also provide information on conferences available to attend. This is a great resource for educators who are passionate about assistive technology. It provides a conference with professionals who have many years experience. Click the link above to see the next available conference!

Professional Development
All schools provide teachers professional development days. These are critical sessions for educators to stay fresh on the new concepts within the schools. As technology continues to grow and we see and expanding use in schools, this provides wonderful opportunities for educators (in close proximity) to the PD site to further their knowledge on assistive technology. Click on the link above to see where these PD are located!

     I found this site to be very informational. Visit the site to find out more about the Oregon Technology Access Program

UKAT Toolkit

      The University of Kentucky Assistive Technology (UKAT) Toolkit is a series of tools developed to guide professionals through the AT service delivery process. The toolkit is based on 6 years of research between the University of Kentucky and the Kentucky Public Schools. 

    The toolkit is broken down into 8 sections:

1. Foundation
2. Consideration
3. Pre-Assessment Profile
4. Assessment Data Collection
5. Assessment Report Outline
6. Trial Implementation
7. AT Implementation
8. Knowledge and Skills Survey 

     The framework of the UKAT is the Human Function Model. This means that the demands implicated by the environment and context are placed on the individual. Below will be a link to the tools used in the UKAT Toolkit.

• Consideration
• Pre-Assessment Profile
• Assessment Planning and Data Collection 1
• Assessment Planning and Data Collection 2
• Assessment Report Outline
• Trial Implementation
• AT Implementation
• Knowledge and Skills Survey

To find out more information, visit the UKAT Toolkit  on their website!

Also check out the Power Point that provides a wealth of information on AT!

Meeting Communication Needs in the Community

     The last post discussed the importance of using augmentative communication devices at home and in the community. However, it is important that the devices are meeting the communication needs in the community. Below will be a list of tips that can promote effective use in the community and at home.

     Tips for Guiding Parents:

1. Provide direct instruction on the use of the system
2. Identify vocabulary that is relevant at home
3. Teach family members to provide opportunities for communication and to wait
4. Provide simple data and evaluation sheets for home and community use
5. Give parents permission to expand the child's communication
6. Keep it simple
   

       Tips for the community:

1. Just be yourself
2. Talk to the user at an age-appropriate level
3. Talk to the user, not to the person who is with them
4. Always ask if you can read their screen or if you can guess what the user is saying
5. If you are having a regular conversation, try not to praise the user

Home and Community Life with Augmentative Communication

     My previous post discussed augmentative communication within the school setting. However, it is vital for students who use these devices to properly and effectively use them in the home and community setting. It is vital because it reinforces the communication skills learned in the school and helps generalize them to other settings. It is also important that the devices are programmed to meet the needs of the community places the student goes to. Families should also know how to program and operate the students augmentative communication system. This is vital for the effectiveness of the students use. 

Augmentative Communication and IEPs

     Early in my blogging posts I discussed Augmentative Communication Systems. IEP team members should consider for all nonspeaking students in their IEPs. It is important that team members look at the students needs before deciding what devices might be appropriate for student to use in the school and home environment. Team members must also not that a student's academic goals and objectives should be met through the use of the device they choose. 

    Components to consider when implementing it in an IEP:

1. The student's use of the system is integrated within and across the school day, including both instructional and noninstructional periods
   
2. Must include clear statements reflecting the student's communication needs across environments and descriptionsof how the specific features of the system will be used by the student.
   
3. Important to note that the augmentative communication device is not an IEP goal in itself but rather a means to accomplishing a goal.
   
4. 3 Goals to consider: 1. Communication 2. Instruction/Academic 3. Social Interactions
   
5. Must provide a list of the augmentative communication services to be provided by related service personnel and identification of the party responsible for device maintenance and operations. 

Tips for Overcoming Learned Helplessness

     The following picture helps give an idea of identifying a student who is experiencing learned helplessness. 

     There are specific tips for school educators to help overcome learned helplessness for students in schools today. They are as followed:

1. Build a daily expectation of communication through specific activities such as choosing the activity during recess, picking a book to read, or identifying where to eat lunch.
   
2. Construct a brief daily report to parents that is communicated by the student.
   
3. Allow natural consequences to occur and provide avenues for repair. This includes setups that alter the environment to provide less support or sabotage.
   
4. Provide for choice making whenever possible that requires the student to use his or her augmentative communication system.
   
5. Provide powerful phrases on the device for students to reject or protest something.

Web Sites and iPad apps for Teaching Math

     After reviewing educational applications that can be used for math, I decided to take a look at educational websites that are available to the public. Below will be a list of free educational websites students can refer to on the internet.

          Websites

1. Aplusmath
2. AAA Math
3. Math Is Fun
4. Maths Frame
5. Super Kids

     Find more educational websites for math
      iPad Apps

1. WolframAlpha
2. Math Bingo
3. Monkey Math School Sunshine
4. Math Drills Lite
5. Math Fact Master

    
     Based on my experience working in a public school, technology is a critical motivator for students, especially students with disabilities. We allow our students a lot of time to go onto the computers and iPads. We do provide a lot of educational applications for students to learn and reinforce skills. We particularly like to use a program purchased by the district called Dreambox. It is a math program that enforces critical math skills while in the form of a video game which students love!

 Find more educational apps for math

Math Bingo

     This post will talk about the iPad app Math Bingo. Math Bingo is an educational app compatible for iPads and iPhones. It can also be used on the educational website ABCYA. 

      Object of the game: To get a pattern of five BINGO bugs in a row by correctly answering math problems. 

      Features of the game: 

• 5 BINGO games: Addition, Subtraction, Multiplication, Division, and Mixed
• 3 Different levels of difficulty: Easy, Medium, and Hard
• New: 3 Fun bonus games
• 30 player profiles
• 12 fun cartoon avatars
• The scoreboard keeps track of scores for each game and level

     This educational app is available on our iPads at my current school. It is a wonderful app as it allows students to practice their math skills while still having fun. The students do not feel like they are doing math work because they are playing a game AND on the iPad. When in reality, they are working on their math skills!

Low-Mid Tech Adaptations for Math

     My previous posts are educational applications that can help students who have disabilities in math. There are specific low-tech to mid-tech adaptations for teaching mathematics.

Low-Tech Aids

• Manipulatives 
• Fraction Rubber Stamps
• Number Line
• Laminated Addition Tables
• Laminated Multiplication Tables
• Special Ruler 

Mid-Tech Aids

• Large Calculators with Large Buttons
• Talking Calculators 
• Coin Abacus
• Coin-U-Lator
• Calculating Tax and Tips

Educational Applications Used To Teach Math Concepts, Math Skills, and Problem Solving

     My few previous posts have talked about educational applications that help specific mathematics disabilities in regards to automaticity, fluency, visual-spatial, and motor control difficulties. This post will discuss educational applications that can be used to develop math concepts, skills, and problem solving. It is important for students to have proficiency skills in mathematics. Proficiency is defined as students should understand key concepts, achieve automaticity as appropriate, develop flexible, accurate, and automatic execution of the standard algortihms, and use these competencies to solve problems. The following are educational applications that may be used to assist students with support in math concepts, skills, and problem solving. 

Virtual Manipulatives 

Base Ten Blocks

Math Playground

Conceptual Math

http://conceptualmath.com/

Destination Math

Educational Applications That Address Visual-Spatial/Motor Control Difficulties

     The previous post discussed educational applications that addressed issues regarding automaticity and fluency. These applications can significantly help and address issues in automaticity and fluency. This post will provide educational applications that address visual-spatial and motor control difficulties. Students with disabilities may experience difficulty with writing numbers, aligning digits in computation problems, and creating visual representations for a number of reasons. The following are educational applications that can be used to address issues in visual-spatial and motor control difficulties in math.

MathPad

MathPad Plus

Virtual Pencil (VP) Arithmetic

Virtual Pencil (VP) Algebra

Math Talk/ Scientific Notebook

Educational Applications Addressing Automaticity/Math Fact Fluency

     My previous posted discussed key questions that should be considered when selecting educational applications to meet students' goals and objectives. This post will discuss specific types of educational applications that can be used to address automaticity/math fact fluency. Automaticity is defined as "the fast, accurate, and effortless processing of content information. It is also referred to as math fact fluency. Computational fluency is "being able to efficiently and accurately carry out procedures to solve computation problems- relies heavily on automaticity with basic number facts. The following are educational applications that address automaticity and math fact fluency:

Fluency and Automaticity through Systematic Teaching with Technology (FASTT) Math 

Timez Attack (Big Brainz)

The ArithmAttack

Arcademic Skill Builder

Questions to Consider for Educational Applications

     As stated in my previous post, assistive technology (AT) could be used in mathematics. IEP team members need to take a few questions into consideration when and if a device will meet the needs of students. Key questions that should be considered when selecting educational applications to meet students' goals and objectives include:

1. What is the intended outcome of the use of the educational application? For example, is it meant to strengthen math skills in problem solving or is it meant to build speed and accuracy with basic math facts?
2. Is the educational applications likely to fulfill its stated purpose? For example, if the stated purpose of the activity is to build problem-solving skills, does it provide the explanatory feedback needed to do so or simply assess whether or not problems are solved correctly?
3. Can the educational applications be used as an alternative to traditional classroom activities to enhance students' participation? For example, will students learn as effectively using online math manipulatives as they would using traditional manipulatives?

AT Use In Mathematics

     Math is a critical subject in school that is devoted a good chunk of the day. With the common core standards now implemented in the state of Pennsylvania, math curriculum's have become extremely rigorous starting as young as kindergarten. All students are expected to learn this math, regardless of whether you have a disability or not. This is where the use of Assistive Technology (AT) could be beneficial for students. It may be beneficial for students without disabilities as well. 

       My next few posts will be on the use of AT in regards to mathematics. Informational videos, pictures, and graphs will be given to potentially be used in an inclusive classroom or for students that have IEPs.

AT Reading Software

     As discussed in previous posts, I have discussed a variety of  text-to-speech software's. These software's are very beneficial for students who have reading disabilities. There are multiple software's that provide similar accommodations that effectively get the text across to students to understand their readings. The webinar I watched on AT Reading Software was very helpful. The webinar started out with these principles of a text reader vs. a screen reader:

Text Reader                                                                        Screen Reader
Software programs that read all the text                       Screen readers read ALL the text 
in any given document or application.                            elements on the screen.

Most often used for students with a reading                 They provide access to program 
disability, but with adequate vision.                               navigation and written text. Most often                                                                                                     used for students with visual                                                                                                                 impairments.

Some of the programs described in the webinar included Kurzweil 3000, Premier Literacy Productivity Pack, Read and Write Gold, SOLO, WYNN, Natural Reader, and WordTalk.

The presenter focused on the features of these programs and how beneficial they may be for students with a reading disability. These features include the following: 

• Choice of High Quality Voices
• Modify text interface 
• Ability to control rate
• Dictionary 
• Highlight and extract key information 
• Ability to insert/create/modify Scaffold for reading
• Can read files directly from bookshare.org
• Can OCR documents
• Consistent format for Internet and other Reading 
• Convert to MP3
• Language translator 

If you are interested in learning more about these programs, visit the webinar AT for Reading

goQ Software

GoQ Software provides five different tools within their software: wordQ, wordQ + speakQ, iWordQ, thoughtQ, and WiViK. 

wordQ

• Word prediction software
• Offers a list of words with similar meaning to add variety to your writing.
• Gives examples for words that sound similar by using them in a sentence.
• Works even if words are misspelled or creatively written.
• Students who benefit: Students who struggle in writing, have specific academic learning disabilities like reading or writing. 

wordQ + speakQ

• Word prediction, speech feedback, and speech recognition.
• Uses clear and pleasant text to voice feedback.
• Uses text to speech when writing

• Students who benefit: Students who struggle in writing, have specific academic learning disabilities like reading or writing. 

iWordQ

• Advance in-context word prediction and speech feedback for the iPad.
• Provides a writing and reading mode. 

• Students who benefit: Students who struggle in writing, have specific academic learning disabilities like reading or writing. 

 thoughtQ

• Triggers, Words, and Thoughts 

• Students who benefit: Students who struggle in writing, have specific academic learning disabilities like reading or writing. 

 WiViK

• Inclusive all in one access. 

• Students who benefit: Students of all ages who are unable to physically use a keyboard such as ALS, muscular dystrophy, and cerebral palsy 

    This software is very user friendly and students can easily learn how to use the software. The software however can be costly. Depending on the software package you get, it could cost into the hundreds. However, it may be extremely benefit to students if school districts will pay for it. 

    Visit the website GoQSoftware today!

TextAloud- Text-to-Speech Software

     TextAloud 3 is Text to Speech software for the Windows PC that converts your text from MS Word Documents, Emails, Web Pages and PDF Files into natural-sounding speech. You can listen on your PC or create audio files for use on portable audio devices (TextAloud 3 can automatically sync with iTunes™).

     This type of software will benefit a variety of students. It can help all students to hear what they wrote and see if their thoughts were well organized and if the paper has a nice flow to it. Students with disabilities that may benefit from text-to-speech software include: beginning readers, ESL students, students with low vision, specific learning disabilities like dyslexia, businessmen, and lawyers. 

     The use of TextAloud 3 can be used to have Microsoft Word documents or e-mails read out loud to an individual. It is user friendly and very cost efficient costing only $29.95. You can download different automated voices and even voices with accents to match your preferences. The software itself is easy to use and extremely beneficial for a variety of purposes. 

     Visit the website nextup.com for more information!

Past Event Cards

     In my previous posts I discussed break and choice cards for students who may benefit from their use in schools. Students who may benefit from these cards are students with emotional and behavior disorders, ASD, or other severe disabilities. Students may benefit from past event cards. This concept is a picture system that has the events that occurred during school. This system helps build their expressive language at home and in school. It serves as a reminder and communication starter with parents, teachers, siblings, and peers. If they forgot what happened at school when asked, they can refer to this template and serve as a reminder of what they did. I feel this is a wonderful tool to use with students to help promote the use of communication about their day with their families. 

Choice Boards

     Based on my previous post of break cards, this post will discuss choice boards. Choice boards are pictorial cards that express an option the student wants or needs. It serves as a visual for students to see what they want/need and do not necessarily need to communicate verbally.  


     This is an example of a choice board a student may have when they have appropriately completed an assignment or exhibited expected behaviors for a sustained amount of time. Students earn a break/reward and will use the choice board to receive their reward.


     Another use of choice boards can be to cut individual cards and place them on a clipboard with velcro. Students then have the freedom to move the cards over to a request area that is easy for the teacher to understand what they want/need. 

Break Cards

     Based on my previous post on Expressive Language Disorders, this next low tech piece of AT break cards may be extremely beneficial for students with this disorder. Break cards provide a way for students to express a want or need without having to communicate verbally. They may simply just flash the card to express this need. 

     This is a card that is available for students to present to the teacher if they need a break.  There are many ways to set this up.  You can allow one break per activity, or you can allow a determined number of breaks per day (if you give too many, your student may end up on a break all day, if you give too few, you may not see a decrease in problem behavior.  You can always gradually fade out the number of breaks as your student's problem behavior decreases.)

      Teach your children to "request" a break when they are frustrated or need a few moments away from the task. This card is a nice visual reminder for the student and is useful for home, school, and community environments.

     I have had the opportunity to use break cards in my current classroom. It truly is a great system to have with students in an emotional support setting as these students can become easily frustrated. This system provides a tangible object to flash when frustrated.

Autism and Expressive Language Disorder

      Expressive language refers to the student's ability to use language to communicate information, thoughts, feelings, and ideas with others. Children experiencing a language communication disorder may not talk often. They may be able to understand what is being said to them but trouble communicating back with the person talking to them. One subject area students may struggle in with this disorder is reading. A student may be able to read or hear a story read to them but not be able to communicate back what the story was about or key components in the story. 

Teaching Strategies: Structured Teaching
1. Providing a physical environment that is suitable to students 

• Design/layout of the room
• Minimize visual and auditory distractions
• Provide distinct learning areas in the classroom
• Organization

2. Visual Schedules

3. Providing appropriate support systems