I found this video on Carly, an eleven year old girl who was diagnosed with severe autism and mild retardation when she was only two years old, very interesting. Some of the extreme behaviors exhibited by Carly while she was growing up included disrobing, fecal smearing, and jumping up and down banging objects. Carly's parents felt like they were "kicked in the gut" when they were told that Carly was severely autistic. They provided early intervention with one-on-one support which was critical in her development. They had no expectation for her to have a fluent form of communication. However, when they realized that the use of electronic devices could help Carly express her feelings, they were stunned. All this time they have spoken in front of her like she wasn't even there when in reality, she could understand everything. They never gave up on her and the use of an iPad changed their lives forever. When Carly was eleven, she wrote the words "hurt" and "help" on her iPad which opened the eyes of everyone around her. She wrote "I am autistic, but that is not who I am. Take time to know me, before you judge me." I found this to be a very powerful statement by Carly. She just wants to be like every other child. She has a sense of humor and wants to go to school. However, she describes it as having to fight her body when it feels like it is on fire. The communication tools of the iPad and computer have changed her world as she can now communicate her thoughts and feelings. She even has her own internet blog and a twitter account. Autism Research Autism Autism 2
Watching the presentation on apps for iPads, it is amazing at how many resources are available to the public just for the iPad. Apps are available in all subject areas off school and can benefit not only students with learning and physical disabilities, but all students in general. I learned that simply introducing students to complete work on an iPad instead of paper and pencil can drastically change the outlook for students. She talked about one student with down syndrome who was eight years old in second grade. The task was writing. The student threw the pencil and paper at her and said "No writing." She then placed an iPad in front of the same student and the student was motivated to write. By simply changing the tool used to complete the assignment, the student was eager to work. Writing: Doodle Buddy Handwriting: Connect the dots Communication: Model Me Kids, Tap to Talk, Yes/No Program, Proloquo2go, Sign Language Music: Duck Duck Moose, Wheels on the Bus, Drum Sets Math Skills: Biggest, Smallest Games: Body parts, Movement, Shapes Motor Skills: Hand-Eye Coordination The important skills the presenter talked about is for students to learn how to point. The two motions used with pointing are 1.) touch and 2.) sweep. She also discussed about a child she worked with who was two years old. The student had clenched fists and never opened them. She had very limited mobility. When she presented the child with an iPad in front of her and demonstrated how it worked, the student slowly opened her fists and started using the iPad. I feel that the iPad is a wonderful tool. It truly could change the world of an individual. I certainly would be comfortable implementing an iPad for a student who would benefit from its use. I would explore the apps prior to implementing it in use in the classroom.
Talking word processing software programs are beneficial for students who experience difficulty editing their written composition. Talking word processing software gives these students the opportunity to hear exactly what they wrote. These students are then able to edit their writing.
A scanning and reading software begins with using a scanner to scan paper documents into a computer. Software will then translate it into digital format so it can be read and edited. It is best used for students with low vision or blindness.
Multisensory learning involves the use of visual, auditory, and kinestthetic-tactile pathways simultaneously to enhance memory and learning of written language. Multisensory teaching is extremely beneficial for students with dyslexia. This approach can also be helpful for students with a learning disability in math.
Adapted keyboards are useful for students who have physical disabilities. These students may have difficulty with gross motor skills. They may only be able to use one hand or have trouble pressing one key at a time. This device helps students who have cerebral palsy and visually impaired students.
Portable word processing devices help students who have writing difficulties to edit and correct their written work. This device is usually light and easy to transport around.
Assisted literacy software programs help teach the foundations of reading skills. It helps students who may have fallen below grade level in reading or who may have dyslexia.
Voice Output Communication Devices are electronic devices that are able to generate print and/or spoken text. Students that would benefit from voice output communicate devices are students who have severe speech complications or students who are nonverbal.
Type to learn is a software for the computer that allows students to learn how to type effectively and efficiently. It is combined with lessons on typing along with games that strengthen these skills. This type of program is best used for students who are motivated to use the device and first time learners to keyboarding.
A lot of considerations go into play when considering if a student with disability needs the use of assistive technology. It is important to remember that any student who has an IEP must be considered for the use of AT. With the use of team collaboration, the team decides on one of three options: 1. The student does not need the use of AT 2. The student needs the use of AT 3. The student needs the use of AT, but the team is unable to decide what type of AT until further observation and data collection.
AT Assessment Process in the School Environment Teachers have a big say in the selection process since they know the students strengths and weaknesses across academic subjects. It is important for the IEP team to look at the students needs and strengths/weaknesses before considering specific AT devices. Looking at the features of the device is important to see if it will meet the needs of the student. They also should look for devices that are readily available already in the school or home environment.
AT Consideration in the IEP Process Does the student need assistive technology to meaningfully participate and progress in the general education curriculum? This is a big question that IEP teams will take into consideration. If the student is unable to participate in class or successfully complete assignments, the process of deciding whether a student needs AT can begin. The use of a checkbox can be used to narrow down the specific areas the student may need these devices. When the implementation plan is in place, it is important to train teachers and students, consider the environment the device will be used in, have ongoing evaluation, and what each role of the team members will be.
Automatic Speech Recognition (ASR) Automatic Speech Recognition devices can be used for students who have difficulty with mechanics of writing, typing, and spelling. These devices will remove that barrier and reduce frustration levels so students can accurately complete assignments. ASR is either free or inexpensive to implement. Many Microsoft and mac computers have applications already built into their devices. Voice Recognition is a computer application that lets people control a computer by using speech. These devices are extremely accurate and very easy to use. Create your own login and check out this module for yourself!
