Old School vs. New Age

This post pertains to the different opinions about having iPads in schools.  Previously, I shared my own opinion and experience with using iPads in the classroom.  Now I am going to share the perspective of a parent, a teacher, and a student concerning this same topic. 

Student Perspective:

Elley Goldberg likes almost everything about having an iPad. She says it’s easier to turn in homework through school-approved apps, get feedback from teachers, find information and annotate her reading. She also likes when teachers flip their lessons, asking students to watch a video lesson at home. “It helps to do the lesson at home sometimes because then you can come into class and ask more questions rather than having a whole class that needs to ask questions at the same time during a lesson,” Goldberg said.

Teacher Perspective:

Many educational experts say that the use of iPads for learning is a welcome change from traditional routine. As Hilary French, the Central New Castle High school headmistress says that these new devices are just as important as traditional leaning materials such as a pencil or slide rule. She further says that academically struggling kids have benefited greatly from the use of tablets for learning.  Many educators and teachers agree.  They say that the iPad presents a new learning novelty that will keep children interested in their lessons. Children are able to grasp concepts quickly and more easily. They also spend more time reading than in the past. This has improved the general learning experience for children.

Parent Perspective:

I just wanted to record what an extremely successful ‘test’, the iPad trial, appears to me to have been. I have been struck by the level of energy and enthusiasm it has generated. I don’t think this has just been a product of the novelty. The iPad has introduced an additional level of creativity into every task and that has made the learning process more fun, but also more productive. I’ve also been impressed by the additional opportunities afforded for out of school communication. A number of my son’s friends have been chatting – about their homework projects – via the iPads in a way that I cannot imagine would have been the case otherwise. The communication with teachers has also been more immediate and personal, which has been equally impressive. Another dimension has been the opportunities for students to ‘teach’ staff as Digital Leaders and also for them to act as ambassadors for this new technology for the other forms; excellent opportunities for developing their communication and leadership skills. I think the test has been an outstanding advertisement for the way in which education will change in the future.’

 

As you can see by my post, iPads are a great learning tool, and proper implementation can benefit all learners!

Resources:
http://dedwards.me
http://theipadforkids.com
http://blogs.kqed.org

i-Pads...The New Wave in Technology

This post is to share the information that I have learned concerning the many uses of i-Pads, and how they can benefit everyone.  In the video, "i-Pad Apps for Autistic and Nonverbal Children," Lauren Meatty, an Occupational Therapist, takes viewers on a journey sharing various i-Pad applications and describes how these apps can be used to assist different types of learners.  She believes that i-Pads are a great way to motivate children of all ages.  However, she doesn't think that electronics and media should replace social interaction completely, and she describes ways to promote social skills while working on applications with children.  Also, she broke the apps into categories such as, preschool apps, communication apps, writing apps, games, and books.  Furthermore, she stated that the best place to find apps for the i-Pad is by using Google.  Ms. Meatty was so informative and the video was so interesting, that I believe every teacher and parent should take time to watch it. 
I am lucky enough to have experience working with students of all ages with i-Pads.  In the school district that I work for, each student has their own i-Pad, as well as, every teacher.  We use many of the applications that Ms. Meatty discussed, along with many more.  I agree that by using the i-Pad as a motivator, a teacher can get a child to do anything.  We do use the first work, then i-Pad technique a lot, and it works great for our students.  Also, we use i-Pads during whole group instruction in math, writing, and science activities.  It is a great tool for our nonverbal autistic students, our students with fine motor difficulities, and for our students with Downs syndrome.  I wish that every school was able to implement i-Pads into their curriculum, especially, because I have seen first hand, how many our students have progressed with its use.

The following is a list of i-Pad applications:

Limited Mobility Apps (child can work application by using one finger)
Magic Piano
Duck, Duck, Moose
Communication and Social Skills Apps
Going Places (Social Story)
Learn ASL Lite App (Sign Language)
Tap To Talk (nonverbal students)
Speak it (good for verbal, but quiet voice)
SonicPics (Social Stories)
YesNo Apps (nonverbal, good for assisting with making choices)
Leonard (Repeats words spoken)
Math
Monster Squeeze
Candy Count
Writing Apps
Little Writer (Trace letters with finger)
Doodle Buddy
Show Me
Games
Cut the Rope
Angry Birds
Mouse Maze
Books
Disney Digital Books (read story, highlight words, and coloring book)

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

Electronic Touch Tablet

For students with fine motor skill impairments, touch screens are more accessible than keyboards or mice when it comes to inputting information. The removal of the abstraction layer present with keyboards, mice and even track pads makes the resulting interaction more immediate and clear. The bright screen and interactivity of a tablet also make the device much more attractive to special-needs students, many of whom prefer tablets over books and other paper media. For autistic students, tablets provide a certain level of predictability, from the device's touch response to the calm, steady voice emitted from the device when the student explores a new app.
My next post will go into to detail concerning i-Pad use and downloadable applications for students with special needs.  This will be a post you won't want to miss!

Reference:  http://www.assistivetechnology.about.com

The Specifics About Portable Word Processors

A portable word processor is a lightweight device that is easy to transport from classroom to home.  It can be helpful to kids who may have trouble writing by hand and prefer to use a keyboard.  Also, students with attention deficits may benefit from this solution.  Word processing allows the user to edit and correct written work more efficiently than doing so by hand.  Below is a list of products to consider and the corresponding websites.

Alpha Smart (Neo and Dana)	http://www.alphasmart.com
Quick Pad Technology	http://www.quickpad.com
Advanced Keyboard Technologies (The Writer Fusion)	http://www.writerlearning.com
Alta Heights Technology (StudentMate)	http://www.one2onemate.com/ student.html
Perfect Solutions (LaserPC 6)	http://www.perfectsolutions.com/ pc6f.asp

References:
http://www.greatschools.org

Video: https://www.youtube.com/watch?v=_W1G0kM-_ng

 

 

Teaching Keyboard Skills with Type to Learn Software

This post describes Type to Learn Software.  Typing software for special education students can help those with special needs learn to type.  The following disabilities benefit from using this type of software:

Physical Disabilities

• Typing software teaches students how to type. Software for students with special physical needs allows students to use a limited number of fingers and learn to type. Students who can type with only one finger at a time can use some of the available typing programs. Students with no available fingers can use voice response programs that type what they say. Visually impaired students can use a software program with audio and an extra large display. Some companies can tailor the software to fit the individual physical needs of the student.

Dyslexia and Learning Disabled

• There are typing programs to help students with dyslexia and low reading ability. These software programs help students focus on the typing without the frustration of sequencing. The program may have an audio component, so students with reading problems can hear the letters and type what they hear instead of relying on the visual component.

One example of Type to Learn Software to teach keyboarding skills is First Keys 3.  With First Keys 3 Software you can choose from the wide selection of over 80 activities included with the program or create your own using the straightforward and intuitive editor.

You can make spelling exercises to support literacy activities, education topics or personalised learning. With the new teacher interface, text lists and letter rules can be merged to create new exercises containing relevant topic words and tasks.

Choose Individual Options

Each user has their own options and settings that can be controlled using the editor, including the degree of hint support provided during exercises. Users interact with the program either by using the keyboard or by clicking letters with the mouse. Fonts and speech support are configurable.

Monitoring Progress

Teachers now have the opportunity to see detailed tracking of user progress. Reports are generated showing exactly where users are struggling, when they are choosing the wrong letters and what exercises they are excelling at , meaning that activities can be structured to provide the highest learning impact.

References: 
http://www.ehow.com
http://www.inclusive.co.uk/articles

Video:
https://www.youtube.com/watch?v=B_su7CSFLic

Voice Output Communication Device

Voice output communication aids are devices used by individuals who are either unable to speak or whose speech is unintelligible, such as, individuals with Autism or Down ’s syndrome.  It is a portable speech synthesizer that a child can use to create speech representing the pictures or words that he/she selects from a visual display.

I have two children that I work with who use a voice output communication device, and it is a great way for them to express their wants and needs. 

My next post will introduce Type to Learn Software that is available, let's continue the AT journey.

Video:
https://www.youtube.com/watch?v=7Ovexx0wzhc

Assisted Literacy Software

Assisted Literacy Software helps students develop and/or strengthen their literacy skills.  Assisted literacy software is great for students with reading disabilities, such as dyslexia, as well as, ELL and ESL students. An example of this software is Starfall.  This program teaches children to read with phonics in conjunction with phonemic awareness.  It provides opportunities for child-directed instruction and supports struggling readers to learn alongside their peers.  The school district that I work in uses Starfall software as part of the curriculum.  I think it is a great software to use and my students seem very engaged during computer time.

 

Resource:  http://www.starfall.com/

Video of Starfall use:  https://www.youtube.com/watch?v=Pz7LAZD3pXY

 

Adapted Keyboards/Overlays

Adaptive keyboards are commercial keyboards that have been modified to allow users with special needs accessibility to their computer system.  Modifications include bright colored keyboards, easy-to-read labels, QWERTY or ABC layouts, and customized layouts.  During my research, I found Intellikeys which is an example of an adapted keyboard.  Intellikeys provides access for anyone with physical, visual, or cognitive disabilities who has difficulty using a standard keyboard.  In combination with its many overlays, it is the most flexible alternative keyboard available, providing individualized support for young students, struggling learners, and ESL students. 

The next post will take a closer look at portable word processors.

 

Resource:

http://www.intellitools.com

 

Video:  https://www.youtube.com/watch?v=h9hdMJmAZ5Q

 

 

 

 

Multisensory Educational Software

Multisensory learning happens when more than one sense is used to acquire and retain information. Learning is typically categorized into three modes or types: auditory, visual, and kinesthetic.  Multisensory learning is especially useful for children diagnosed with a learning disability. While commonly misunderstood, children with learning disabilities are actually of average intelligence -a requirement to qualify for the disorder. These children just have a processing deficit that interferes with their learning. By presenting information in a multisensory way, it greatly assists children with acquiring and retaining information, whether diagnosed with a learning disorder or not.  I have assisted several students by using Touchmath which is a great way to teach addition and subtraction to students with special needs.

 

Resource:  http://www.earlytolearn.com

https://www.youtube.com/watch?v=n4XaBp7BI2A

Books on CD

Recorded books are an accommodation: a way for a student to access educational material in a format that promotes content acquisition and retention, without requiring the student to have the kind of decoding and reading skills that science proves he or she is not neurologically "well wired" to do. We are a tool in the toolbox, not the toolbox itself.  Recorded books are good for ELL students, visually impaired students, students with learning difficulties, and also, struggling readers and nonreaders.

Resource:  http://www.greatschools.org

Websites for free downloadable audio books:
www.audiobooksforfree.com
www.kidsaudiobooks.com

Scan and Read Software

Scan/read systems combine the use of a scanner, optical character recognition software, and speech output to read aloud any printed text while providing a visually-enhanced display on a computer monitor. Users of scan/read systems place the pages to be read on a flatbed scanner and click the "scan" button. The print is then converted into an electronic file, similar to a word processing file. Scan/read programs then speak the words on the screen while highlighting (and/or magnifying) the corresponding text. The colorful highlighting helps readers keep their eyes on a line of text, while the speech output provides ongoing auditory feedback.  Scan/read systems offer a powerful option for students who have visual impairments or learning disabilities.

http://www.youtube.com/watch?v=Sst_M99_778

Resources:
http://www.tcnj.edu

Naturally Speaking Voice Recognition Software

Naturally Speaking Voice Recognition Software makes typying hands free.  The software recognizes your voice and then it types your spoken words.  It is accurate and it beneftis all users.  Dragon Naturally Speaking is one example of this software and it comes highly recommended.

https://www.youtube.com/watch?v=dp5Vst5UIdE

Talking Word Processor Software

Talking Word Processor software programs provide speech feedback as the student writes, echoing each letter as it is typed and each word as the spacebar is pressed.  This software is great for nonverbal students, students with visual impairments, as well as, students with cognitive and physical challenges.  Also, it can help students who struggle in reading and writing.


https://www.youtube.com/watch?v=B1aY0_rTthA

Word Prediction Software

Word Prediction Software are programs that reduce the number of keystrokes made by predicting the desired word after a student types a single letter.  Texthelp is an example of a word prediction software.  It helps students with reading, writing and learning difficulties including dyslexia perform significantly better.

http://www.youtube.com/watch?v=Dl_Yf6K8r_o

My Reflection Concerning Assistive Technology

This is post is a reflection of all the information that I have gained from participating in the assistive technology internet modules.  I found the modules to be great resources for anyone who works with students with disabilities, and the assessments throughout the modules assisted with my learning process. 

I believe that a teacher’s role is to provide the best learning environment for their students, and assistive technology is a key component when teaching students with special needs.  I have learned that the purpose of assistive technology assessments is to identify technology options that will accommodate the needs of students with disabilities.  Such options should increase, improve, or maintain student functioning in educational, vocational, and community environments.  It is so important that students are able to be part of the learning process and with the proper technology, this can become a reality.  I was not familiar with assistive technology assessments procedures prior to completing the modules.  I am now aware that there are several steps that must be followed before technology can put implemented, and that assistive technology is a process that is conducted within the development of every IEP.  Also, I have learned the responsibility of the IEP team and that IDEA requires the team to consider whether assistive technology is needed for the student, regardless of the disability.  Finally, the Automatic Speech Recognition (ASR) module was also full of information that I was not aware of.  I knew about Siri and Dragon Dictation, but I never knew there were so many other software’s available to assist students with writing and spelling difficulties.  It was great to learn that students, who are not able to use a standard keyboard or mouse, have the ability to still use a computer with voice recognition.  It excites me to learn that with all of the technology available, students have the ability to be actively engaged in a classroom. 

My next post is going to describe common types of assistive technology that are used in a classroom.

 

Resource:

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

Types of Mouse Emulators

This post continues with my discovery of the various types of alternative input options available within the Mac and Windows Operating Systems.  Mouse emulators enable students with physical disabilities to use the most reliable controllable movements to direct the mouse pointer.  These features are important so that students with disabilities can be engaged in the lessons and feel as if they are a part of the classroom environment.  The following chart describes the different mid-tech to high-tech mouse alternatives available:

Mouse Alternatives	Types	Student Characteristics
Trackballs	Mini trackballs   Standard trackballs           Large trackballs       Adapted trackballs	Have good fine motor control but a limited range of motion. Have a greater range of motion Have moderate fine motor skills Have moderate gross motor skills Are young Have poor fine motor skills Operate the trackball with feet Have poor fine motor skills Need to rest wrist on keyguard
Joysticks	Software that converts game joystick input to mouse control Adapted joysticks	Can control a standard game joystick   Need to use switches to click Need a keyguard Need to operate the joystick with a body part other than a hand
Touch screens	Integrated touch screens     Add-on touch screens	Are young Need to learn cause and effect Need a direct, intuitive interface
Head-pointing systems	Headset and reflective dot	Cannot use hands or head Can see and follow the movement of the mouse pointer Have excellent head control
Eye-gaze systems	Camera(s) on monitor and eyeglasses or googles	Cannot use hands or head Can control eye movements

 

Resource:
Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the Classroom. Upper Saddle River: Pearson Education, Inc.. (Original work published 2008)

All About the Assistive Technology Contimuum

To all my readers, this post explains the significance of the assistive technology continuum.  I was not familiar with the term assistive technology continuum until I researched the topic further.  I learned that assistive technology is a continuum of choices and supports.  When many people think of assistive technology, they think primarily about computers or sophisticated electronic devices.  However, it is important to realize that assistive technology applications can be viewed as a continuum that range from “high-tech” to “no-tech.” 

High-Tech- usually involves programming, electricity/rechargeable battery, and extensive training is involved for proficiency.

Mid-Tech- usually battery operated, more difficult to use, and may take longer for individual to become proficient.

Low-Tech- does not require electrical power, is easy to use, and proficiency is reached easily.

No-Tech- solutions that make use of procedures, services, and existing conditions in the environment that do not involve the use of devices or equipment.  These might include services such as physical therapy, occupational therapy, or services of other specialists.


Resorce:  http://www.assisttechnology.weebly.com                            

 

 

          

Additional Technology Features

This post is a continuation of my previous post discussing the features of Windows and Mac Operating Systems.  There are several additional features that are available in both Windows and Mac Operating Systems that helps increase the usability of their products for people with disabilities. 

OS Features	Student Characteristics
Screen Magnification High contrast color scheme Voice feedback Enlarged mouse pointer	Visual Impairments or Blindness
Visual signals- replace auditory prompts and signals with visual signals, icons, or captions	Hard of Hearing and Deafness
Stickykeys-allows students to press keys sequentially to execute functions that typically require pressing the keys simultaneously. Slow keys- increase the amount of time a key must be depressed before registering a keystroke so that brief keystrokes will be ignored. Mouse keys- allows users to direct the mouse pointer and execute all mouse functions using the keyboard’s numeric pad. Onscreen keyboards- an interactive image of the keyboard is on the monitor and it allows the student to select a key by moving the mouse to the desired key and clicking on it.	Hand tremors Muscle weakness or fatigue Poor fine or gross motor control

Learning The Features of Technology

This post will assist everyone like myself, who may not be up-to-date on the different types of computer technology. Nowadays, computers are all around us.  They are at gas stations, banks, supermarkets, schools, and in the workplace.  However, not everyone is aware of what is available in technology or how to properly use it.  With more and more special needs students being included in regular education classrooms, teachers should be trained in the use of various computer technologies. This training would help teachers facilitate a broader range of educational activities to meet the needs of their students with mild or severe disabilities.  This technology can help students become active learners in the classroom with their peers and it allows them to be fully engaged in the lessons. 

The Windows and Mac computer operating systems offer a variety of built in features that make computer use more flexible for the various users.  The following chart describes each feature and who benefits from the implementation:

Universal Design Features	Student Characteristics
Mouse/Keyboard-(Windows and Mac OS). This feature allows a person to either use a mouse or the keyboard.	Fine motor control difficulties Limited range of motion Visual impairments
Speech Recognition (Windows) or Speakable Items (Mac) This feature allows a person to access menus by speaking the proper command.	Motor control issues Muscle weakness or fatigue Vision impairments
One-button mouse (Mac) or two-button mouse (Windows) This feature allows a person to position the mouse on the side of the keyboard that is most convenient.	Accommodates left and right hand users
Enlarged icons and mouse speed (Mac and Windows) This feature allows users to adjust the speed of the mouse and the enlarged icons are easier to see and also, it creates a larger surface to select with the mouse.	Hand-eye coordination problems Visual impairments Hand tremors Mild motor control issues Cognitive disabilities
Adaptability to the user’s pace (Mac and Windows) This allows users to adjust the speed the mouse pointer moves	Difficulty with visual tracking Poor fine motor Difficulty raising head to monitor movement of mouse

Resource:
 Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the Classroom. Upper Saddle River: Pearson Education, Inc.. (Original work published 2008)