Appropriate IEP AT Devices- Voice Output Device

Present Level of Academic Achievement and Functional Performance: Steven is a four-year-old boy diagnosed with pervasive developmental disorder. His placement is in an Early Childhood classroom. He is able to understand and comprehend when spoken to, but does not communicate his needs consistently. When choices are simplified and broken into steps, Steven will try to communicate wants and needs. Peer interactions are limited.

Annual goal: Steven will use a picture board or voice output device to express wants and needs to adults and peers in both home and school at least four times each day.

     With the use of a voice output device, Steven will be able to successfully meet his anual goal of using it four times a day. The device will be able to be programmed by educators and/or parents to provide choice boards that will allow Steven to effectively communicate. Choice boards can be made for academic and social needs. These will be effective in both the school and home environment.

Appropriate IEP AT Devices- Communication Switch

Present Level of Academic Achievement and Functional Performance: Joey is a 20 month old with developmental delays. He is beginning to respond to visual and auditory action toys and laughs or makes sounds when a toy is activated. He will sometimes reach out to attempt to make the toy move again. Joey’s parents are happy to see him responding to toys and beginning to make sounds, but would like to see him making more attempts at communicating his wants and participating in turn taking games with the family.

Annual Goal: Joey will use a switch or voice output device to actively participate in play experiences to communicate interests to his parents or other caregivers in four out of five opportunities.

          The communication switch will help Joey communicate as it can be programmed with specific language on the wants or needs of a student. It can be used for academic needs or social needs, like asking to play a game. This will help Joey meet his annual goal of using it in four out of five opportunities. 

         I work with a student in a life skills classroom that uses a switch to communicate wants and needs. The switch is a single voice that voices a command or want for the student who has not developed speech yet. It provides a voice for the student and allows them to communicate with individuals. 

IEP Considerations

     Throughout all my blogs, I have provided information on AT devices and possible devices that may benefit students with disabilities. These devices are used to assist students in the classroom and home life to make them as successful as possible. The following blog will discuss considerations to take into account when deciding on AT devices in a student IEP.

     There are many considerations IEP team members need to take into account when deciding whether AT devices are necessary. The single most important component that needs to be addressed is looking at the individual student. What are the needs of the student. It is extremely important to see what the characteristics are of the student before considering what type of AT will be used. Once the needs of the student are addressed, exploring different types of devices need to be done and narrowed down. The devices need to have an impact on the students academic, functional, social, or behavioral aspect of their lives.

     There are six components that the IEP team needs to take into consideration:

1. Assistive technology devices and services are considered for all students with disabilities regardless of type or severity of disability.
2. The IEP team has the knowledge and skills to make informed assistive technology decisions.
3. The IEP team uses a collaborative decision making process based on data about the student environment and tasks to determine assistive technology needs.
4. A continuum of assistive technology devices and services is explored. 
5. Decisions regarding the need for assistive technology devices and services are made based on access to the curriculum and the studnet's IEP goals and objectives.
6. Decisions regarding the need for assistive technology devices and services and supporting data are documented.

Resources

Zabala, J. (2000, August). Quality Indicators for Consideration of Assistive Technology Needs. In QIAT Consortium. Retrieved October 13, 2014

Hidden Intelligence

     
     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

Apps for iPads

     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. 

Types of AT Devices

Word Prediction Software

• Word prediction may be helpful for students who have trouble with spelling, grammar, or using a keyboard.
• Don Johnston Co: Writer Universal
  

Talking Word Processor Software

• 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. 
• Don Johnston Write: Outloud

Naturally Speaking Voice Recognition Software

• This software lets you dictate documents, search the web, and send emails on your computer by simply using your own voice. 
• Dragon Naturally Speaking 

Scan and Read Software

• 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. 
• Scan and Read Pro

Books on CD

• Audiobooks can been used with second-language learners, learning-disabled students, and struggling readers or nonreaders.
• There are a variety of books available to districts on CD

Multisensory Educational Software

• 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. 
• Orton-Gillingham
• Touch Math

Adapted Keyboards

• 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. 
• Microsoft Adapted Keyboards

Portable Word Processor

• 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. 
• Fusion
• Neo

Assisted Literacy Software

• 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.
• The Computer Assisted Literacy Solution (CALS)

Voice Output Communication Device 

• 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. 
• Proloquo2go

Type to Learn Software

• 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.
• Type to Learn 4

Assistive Technology Module

     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.

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