The End Of My Journey Concerning Assistive Technology

My journey of assistive technology has been extensive and informative.  I have learned so much about proper planning and implementation of assistive technology and the many benefits it has for everyone.  People young and old, benefit from using assistive technology everyday and it makes their lives easier, but most importantly; it gives them a sense of independence.

I have learned about various pieces of equipment that I never knew existed, as well as, so many websites and resources that are available to educators and students.  I really enjoyed the video that discussed all of the applications for the iPad.  I am very interested in incorporating technology into the classroom because I find it to be a more engaging way to teach students at various grades.  I also, liked the post concerning the different pieces of equipment and the students that this equipment could help.  It was so wonderful to learn how students can take an active part in their learning just like their peers.

I feel that as a special education teacher, I am more knowledgeable and better informed of how to acquire and to use assistive technology in my classroom.  I now know the proper procedure to have assistive technology in place for one of my students who may be struggling, and I am also aware of the many free resources that are available.  Like the title of my blog, “Knowledge is Power Concerning Special Education,” I know have the knowledge that I need, to better educate all of my students, and to meet their individual needs.

 

Apps That Provide Visual Supports for Students with Severe Disabilities

This post addresses visual supports for students with severe disabilities with the use of handheld devices.

Visual supports are increasingly being provided by handheld devices such as smart phones, iPod Touch, and the iPad which use touchscreen technology.  Three examples are:

iPrompts -which runs on Apple's iPhone, iPod Touch, and iPad devices.  It presents picture-based prompts that have been configured by teachers and parents to help students stay on task and transition between activities.  The app provides hundreds of stock photos and allows users to add digital pictures from their iPhone's built-in camera.

iCommunicate and First-Then- use digital photos to create picture schedules and provide the option to record messages linked to each picture.  The messages can be an audio version of the visual prompt or it can provide audio reinforcement. 

Picture Planner- is designed so that students with cognitive disabilities can construct personalized picture schedules for themselves on a computer and then use the schedules either in a printed version or on mobile devices.  The program provides line drawing symbols and text-to-speech feedback.

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

Assistive Technology as Reasonable Accomodations for College Students

This post will focus on college students and their needs for assistive technology. 

Under the Section 504 and the ADA, colleges MUST provide, at no cost to the student, reasonable accomodations to make their programs accessible to students with disabilities.  For example:  scheduling a class in a first-floor classroom to accomodate a student who uses a wheelchair
 providing sign language interpreters for a student who is deaf, and arranging for extended time on tests for a student who has learning disabilities. 

The term "reasonable" in the phrase "reasonable accomodations" is not defined in the law and is still being debated in the courts.  It is generally understood to mean that providing the accomodation will not cause "undue burden" to the institution.  However, under Section 504 and the ADA, many college students with disabilities are finding access to assistive technology tools to be important accomodations.

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

Assistive Technology Resource 2

This post introduces another assistive technology resource that offers modules concerning different areas of implementing AT.   It is loaded with information and it is worth the visit.

Assistive Technology in Texas Schools Series

Each module in the Assistive Technology in Texas Schools Series was designed for use by regional education service centers and district staff responsible for assistive technology (AT) capacity-building in the state of Texas. The modules can be used to build knowledge and skills in AT service delivery at various levels throughout the state education system. The content of each module directly supports the legal mandate of IDEA 2004 that requires that AT devices and services be provided to a student with disabilities if required as a part of the student’s Free Appropriate Public Education (FAPE). These modules can also be used as a self-study tool for those wishing to gain more knowledge of assistive technology in the various areas such as: reading, writing, legal, implementation, evaluation, administration, and consideration modules.    This website is a great resource that offers a wealth of information that is easy to understand and can be easily accessed.  I recommend that you take the time to visit this site if you have questions concerning AT implementation.

Resource:  http://www.texasat.net/default.aspx?name=trainmod.implem

Assistive Technology Resource 1

This post introduces assistive technology implementation resources.  Implementation planning is vital to successful use of assistive technology. 

OREGON TECHNOLOGY ACCESS PROGRAM

The Oregon Technology Access Program (OTAP) provides training, information, technical assistance and resources regarding the uses of technology for children with disabilities. OTAP services are available to anyone concerned with the needs of Oregon's children with disabilities from birth to age twenty-one. The program is sponsored by the Oregon Department of Education (ODE).

This website offers useful information concerning the proper implementation of assistive technology.  OTAP offers training sessions, AT links, AT documents, web classes, information concerning the annual AT conference, and publications.  I recommend you to take the time to look at the site and see what it has to offer.

Resource:  http://www.otap-oregon.org/Pages/Default.aspx

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

Designing an Augmentive Communication System to Meet the Demands of Home and Community

This post describes how to design an augmentive communication system to enhance a students communication skills.

Providing new opportunities for communication for students who use low-tech communication devices does not need to entail time-consuming construction of communication boards.  A wealth of resources have been developed to infuse the practice of augmentive communication within activities for school, home, and the community.  Teachers can use Boardmaker, copy the boards, laminate them, and use them during the context of activities so the students can practice their communication skills.

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

The Importance of Using Augmentive Communication Systems at Home and in the Community

Although students receive direct instruction and guidance in developing augmentive communication skills in school, they must practice and use their systems at home and within their communities.  Using their systems in these other places reinforces the communication skills learned in school.  Teachers must be actively involved in ensuring that there is appropriate carryover and use within the home, among the family members, and across community sites. 

The development of a working relationship between school and home is critical to the success of augmentive communication.  Training in the use of augmentive communication systems should be provided to families.  This may include strategies for expanded use of the system providing new vocabulary for the unique communication demands of home and community. 

It is important for the family to feel comfortable with the system and to understand the impact that communication practice will have on future success.

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

Video of Student using Augmentive Communication Device
https://www.youtube.com/watch?v=nuxlfHyWe9I

Integrating Augmentive Communication into the IEP

When it is determined that an augmentive communication system is needed for nonspeaking students, the components of the system should be outlined within the IEP.  A student's academic goals and objectives should assume that the student's participation and evaluation will be achieved through the use of the augmentive comunicaiton system. 

When the team develops IEP goals, it is important to remember that the augmentive comminication device is not an IEP goal in itself but rather a means to accomplishing a goal.

There are three goal areas to consider for augmentive communication users:

1. Communication
2. Instruction/Academic
3. Social Interactions

Two additional components that must be included in an IEP for a student using a augmentive communication are:

1. A list of of the augmentive communication services to be provided by related service personnel(speech/language pathologist and occupational therapist)
2. Identification of rhe party responsible for device maintenance and operations

My next post will discuss the importance of augmentive communication systems at home and in the community.

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

Strategies Teachers Use To Overcome "Learned Helplessness"

This post is a list of strategies for teachers to help their students overcome learned helplessness.  Some examples include:

• 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.
• Construct a brief daily report to parents that is communicated by the student.
• Allow natural consequences to occur and provide avenues for repair.  This includes setups that alter the environment to provide less support or sabotage.
• Provide for choice making whenever possible that requires the student to use his or her augmentative communication systems.
• Provide powerful phrases on the device for students to reject or protest something.

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

My Portfolio Of Resources for Mathematics

This post features a list of useful math websites that are great for teachers to use with their students.

SuperKids
SuperKids lets you create your own Math drills. Simply select the type of problem, the maximum and minimum numbers to be used in the problems, then click on the button! A worksheet will be created to your specifications, ready to be printed for use.

Math Guide
MATHguide offers a variety of mathematics lessons. Numerous lessons in algebra, geometry, and pre-calculus are available. One can also utilize an assessment resource, called quizmasters.

Math League
Mathleague.org offers a number of services focused on enhancing the quality and quantity of competitive mathematical opportunities available to students everywhere. We offer a variety of programs for students in grades 3-12.
 
Math Drills
Math-Drills has thousands of Free Math Worksheets for teachers and parents on a variety of math topics.

Math Goodies
Math Goodies is your free math help portal featuring interactive lessons, worksheets, and homework help.

Math Aids
Math-Aids is a free resource for teachers, parents, students, and home schoolers. The math worksheets are randomly and dynamically generated by our math worksheet generators. This allows you to make an unlimited number of printable math worksheets to your specifications instantly

Math Basics
Math Basics offers help with basic math like subtraction, multiplication, division, fractions, times tables and percents. It provides math tutorials and learning interactives to make learning math easier, and allow you to practice basic math skills at your own level and pace.

Get The Math
Get the Math is about algebra in the real world. See how professionals use math in music, fashion, videogames, restaurants, basketball, and special effects.

Absurd Math
Absurd Math is an interactive mathematical problem solving game series. The player proceeds on missions in a strange world where the ultimate power consists of mathematical skill and knowledge.

AAA Math

AAA Math offers thousands of arithmetic lessons from kindergarten through eight grade. Unlimited practice is also available on each topic which allows thorough mastery of the concepts.

iPad Applications for Learning Math                                

Fill The Cup
Motion Math Zoom
Marble Math
10monkeys
Math vs. Zombies
Fizzy’s Lunch Lab Fresh Pick
Sushi Monster

Exploring Virtual Manipulatives

This post describes virtual manipulatives and the benefits they have for students.  Integrating virtual manipulatives into a math curriculum is a good way to assist students with learning and understanding math concepts at every grade level and also, its a great tool to help keep students engaged.  Students love to use computers and virtual manipulatives can be used as a reward system to reinforce math concepts being taught in the classroom. 

The National Library of Virtual Manipulatives is a good website that allows students to work on Number & Operations, Algebra, Geometry, Measurement, or Data Analysis & Probability at all grade levels. 

I explored using pattern blocks for the various grade levels.  The objectives were to teach students different operations such as:  describe parts in relation to a whole group, distinguish between characteristics of shapes, create and describe patterns in shape, and identify lines of symmetry and create symmetrical patterns. 

The PA State Standards would include:
CC.2.3.3.A.1 Identify, compare, and classify shapes and their attributes
CC.2.3.1.A.2 Use the understanding of fractions to partition shapes into halves and quarters

Resource:
http://nlvm.usu.edu/en/nav/vlibrary.html

Low-Tech and Mid-Tech Adaptations to Assist with Math Assignments

This post describes various types of low-tech and mid-tech adaptations that can be made to assist students with disabilities complete math assignments easily.

Low-Tech Adaptations include:

Fraction Rubber Stamps
Manipulative Number Line
Laminated Addition and Multiplication Tables
Special Rulers with Transparent Overlays
Large Button Calculators
Talking Calculators

Mid-Tech Adaptations include:

Coin Abacus
Coin-u-lator

These devices have keys that are shaped and sized like coins and they are designed to teach basic money counting.

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

 

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

This post is a compiled list of resources that are available to assist students who are having difficulties in math.  The following websites offer a variety of programs and applications for various areas of mathematical operations and for different grade levels.

Websites and Sources
 
National Library of Virtual Manipulatives
Illuminations
Computing Technology for Math Excellence
Internet 4 Classroom
Virtual Laboratories in Probability and Statistics
Math Playground
Conceptua Math
Destination Math

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

Technology Tools Used to Address Visual-Spatial or Motor Control Difficulities

MathPad- is a talking math worksheet program that enables students to perform arithmetic computations with whole numbers on the computer.  It displays one math problem at a time, and the digits that are supposed to be in each place (ones', tens', hundreds', etc.) are properly aligned.  Teachers can review the work and identify any mistakes being made within the computation.

MathPad Plus-  it extends all of the features of MathPad to arithmetic computations with fractions and decimals.  It provides several additional features to support student success such as, students can view problems as pie charts, fraction bars, or decimal grids.

Virtual Pencil Arithmetic- an educational application designed for students who are pencil impaired.  It makes addition, subtraction, multiplication, and division with whole numbers, franctions and decimals accessible to students with disabilitites.  There is another application called Virtual Pencil Algebra so the students can solve algebraic equations.

Number Navigator- this is for those who need a simple math processor to enter and solve basic math problems on the computer.

Microsoft Word-  this can also be used as a math processor.


A few other programs to mention are:  MathType, Scientific Notebook, and Meander's Annotator.

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

Addressing Automaticity and Math Fact Fluency

"Educational Applications that can be used to address automaticity/math fact fluencey"

FASTT Math (Fluency and Automaticity through Systematic Teaching with Technology)
a math intervention program that helps students acquire math fact fluency.  The program assesses students' command of basic facts by measuring response time and then generates customized activities based on the results.  Students progress through the customized series of activities to strengthen memorization of facts and eliminate the need to rely on counting strategies to solve problems.  Teachers can monitor students' progress.

Timez Attack
this program focuses solely on multiplication facts, teaching the 2 to 12 times tables.  It engages students in a high-tech video game environment featuring high-tech video game environment featuring high-quality graphics. 

The ArithmAttack
these can be played online or downloaded free to your computer and played off-line with Microsoft Internet Explorer.  Students can practice basic addition, subtraction, multiplication, and division facts.  It can be customized so that students can practice in their particular areas of need.

Arcademic Skill Builder
maths games that are designed to help develop automaticity in addition, subtraction, multiplication, division, integers, fractions, and ratios.  There are multiplayer and single-user games; all are played online and feature customizable features.  A limited number of keys are required to control the games so they easily could become accessible to students who are unable to use the standard keyboard or mouse. 

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

Questions To Be Asked

"Key Questions that should be considered when selecting Educational Applications"

• What is the intended outcome of the use of the educational application?  For example, is it meant to strengthen math skills in problem solving of is it meant to build speed and accuracy with basic math facts?
• 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?
• 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 (LB3) as they would using traditional manipulatives?

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

Assistive Technology Concerning Math

The next part of my blog is going to focus on the importance of using assistive technology when it comes to teaching math to students with disabilities.  I am going to explore specific technologies that can facilitate learning math, increase student engagement and participation, and build independence for students with disabilities.  I will address how the computer is an extremely flexible tool that can enhance a students' learning and provide students at all levels meaningful learning experiences.

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

Reading Webinar Concerning Assistive Technology

This post is worth reading if you are a teacher with students with reading disabilities.
The webinar was presented by Shonda Golden who discussed resources and ideas to use with students who have reading disabilities.  She explained two different types of readers that students can use:
Text Reader: is a software program that reads all the text in any document and it includes study tools and supports for writing.  It is good for students with a reading disability, but with adequate vision.

Screen Reader: is a software program that reads all the text elements on the screen including menu bars, buttons and dialogue boxes, as well as, it has screen magnification features.  It is good for students with visual impairments.

Finally, I learned about a great resource for electronic books called BookShare.  It is an accessible online library of digital books for people with print disabilities. 
I found this webinar to be a great resource and tool to have when teaching students with reading difficulties and I am glad that I was exposed to it.  I strongly recommend these two sites for educators of children with reading disabilities.  I have included the links below.

Resources:
https://www.bookshare.org/
http://www.gatfl.gatech.edu/tflwiki/index.php?title=WebinarArchives

Read & Write Gold Software

This post describes another website that offers tools and strategies to assist teachers and students in various ways.

Read & Write Gold is a software program that offers training for teachers to use the software to differentiate instruction while supporting students’ acquisition of skills such as building vocabulary, reading comprehension, organizing information, researching, and higher order thinking skills.  The software gives a free 30 day trial period, however, it cost $645 per copy.  Also, it costs $295 for IEP and 504 plan students.  Read & Write is intuitive and user friendly.  The software offers videos that explain how to use Read & Write reading toolbar, writing toolbar and tools and strategies for struggling writers.  Also, it offers note taking and tools for ELL students.  Finally, it offers full day and specialized workshops, as well as, phone and email support.

Read & Write software is great for individuals of all ages and abilities who struggle with reading and writing, or who have learning disabilities, or who are learning English.  Read & Write has a fluency tutor which helps young and struggling readers to build and develop fluency in their reading and improve comprehension.  Another feature is the Browse Aloud which provides reading support to website visitors by converting website text to speech.  It provides Lexiflow which delivers accessible digital talking eBooks and assessments for students who require reading and language support.  Finally, SpeechStream embeds auditory and visual resources within a publisher’s content to improve retention, comprehension, and recall. 

This website is useful and offers a lot of different tools for students, however, it is not free, so I would recommend the previous website that is free.

 

Resource:

http://www.texthelp.com

 

 

 

Read Write Think-A Teacher's Best Friend

This post describes a website that is an excellent resource for all teachers when it comes to teaching literacy skills to students.  The site is called Read, Write, Think.  It is jammed pack with teacher and parent resources that describe various instructional lessons that can expand a child’s literacy skills at school, as well as, at home.  The site provides complete lessons that can be used in any classroom and at various grade levels.  The lessons include objectives, standards, instructional plans, extensions, and assessments.  Also, the website offers student interactive for various skills that students may need to strengthen or need assistance with.  They are fun and engaging and students in regular education, and also, special education can benefit from the activities. 

Alphabet Organizer is one interactive activity where students can create their own alphabet book for every letter of the alphabet by using words and pictures to help students remember the letters.  There is another activity that assists students with the skill of Organizing and Summarizing text of a book in order to complete a writing assignment.  There are many more activities that students can use to address the different areas of literacy.

Read, Write, and Think includes videos that assist educators with creating lessons concerning different areas of literacy such as, write around the room and a phonics lesson using the story Chrysanthemum.  This is a wonderful educational resource and tool.  It also, provides videos about how to use Read, Write, and Think and presentation videos. 

This website is free; it is very user friendly, and intuitive.  The software can be used to help students who have difficulty with reading and writing and their learning can be assessed easily.  I personally have never heard of this site before and I highly recommend that you take the time to view this site for yourself.  The following is the link http://www.readwritethink.org/. 

 My next post will describe another website that may be useful, and I will let you know if I recommend it or not. 

 

 

My Choice Card Design

 This post shows an example of a choice card design that I use with some of autistic students.  I select the nonpreferred activity and allow the student to select a preferred activity of their choice such as iPad or puzzles.  It is simple to make and it works very well.

Past Event Cards

This post describes past event cards that are used by students who are nonverbal. 

Past Event Cards or “All Done” Card- Many non-verbal children exhibit challenging behaviors to indicate that they are "all done" with something, as they typically have no other way to communicate this concept. Therefore, teaching a more appropriate way to indicate "all done" through a visual representation system will lessen both the child's and adult's stress and frustration. "All done" cards can be taped to the child's work area and taught to the child by stopping an activity prior to reaching the child's attention/frustration level, then pointing to the "all done" card. The child's hand can be physically prompted to point to the "all done" card if needed. "All done" cards can also be placed on the child's communication board, or book, for him to use.

Resource:
http://www.specialed.us/autism/assist/asst13.htm

Choice Card Style 2

This post is another style of choice cards that student's can use to communicate with others.

Choice Cards For Communication

This post shows an example of another type of communication device that can assist a student with expressive language difficulties.  Choice cards are a type of visual representation system that allows children a degree of independence by indicating a choice from a pre-determined set of possibilities. (e.g. a "work time" choice card could be presented to the child with several choices of activities for the child to choose from). When choice cards are used, children are less likely to act out because they are allowed to make a "choice" of what they wants to do.

Resource:
http://www.specialed.us/autism/assist/asst13.htm

A Different Style of a Break Card

This post shows another example of a break card that can be used as a way for a student to express their need for a break, as well as, coping strategies.

Break Cards Are A Way To Communicate

This post shows one example of a break card which can be used as a means of communication for a student having difficulty expressing their wants or needs.  Autistic children often struggle with communication and social interaction, which can lead to frustration and outbursts of inappropriate behavior. Providing autistic children with a way to express their need for a break during an activity can help calm them when they're feeling overwhelmed or confused. Break cards, which are a part of the Picture Exchange Communication System (PECS), are used by autistic children to initiate communication. Break cards have the word "break" on them, and they're particularly effective with non-verbal children.

Resource : http://www.ehow.com/how_7408464_teach-break-cards-autistic-children.html

 

 

Communication Difficulites For Autistic Students

     This post deals with communication barriers that are faced by many students with Autism and describes ways to help improve these skills.

     First of all, expressive language is the ability to communicate language.  This does not have to be just verbally, it can be by using sign language or even a communication device.  Writing can also, be a form of expressive language.  If a person lacks expressive language skills, they often will experience frustration and display outbursts of undesirable behaviors.  Children with autism may have difficulty developing language skills and understanding what others say to them.  They also may have difficulty communicating nonverbally, such as through hand gestures, eye contact, and facial expressions. 
     Some ways that communication skills can be improved with children with autism is by means of a symbol system in which pictures are used to convey thoughts.  Symbol system can range from picture boards or cards to sophisticated electronic devices that generate speech through the use of buttons.  Another way to improve communication is to provide opportunities for mediated peer interactions in order to role play proper communication techniques.  Finally, a speech-language pathologist should be assisting the teacher with implementing a plan to improve communication skills for a student who is having difficulty. 
     My next post will give examples of different techniques that have proven to be helpful when communicating with students with Autism.

Resources:
http://activitiestolearn.com/receptive-vs-expressive-communication/
http://www.nationalautismresources.com/autism-and-communication-difficulties.html

Video: Tips For Communication Challenges  https://www.youtube.com/watch?v=nH5tn5nJ9ys

Visual Activity Checklist

This post describes the importance of using a visual activity checklist that will assist students who need help with organization.

Present Level of Academic Achievement and Functional Performance: Johnny uses his right hand to write and to physically position his left arm and hand. He has difficulty managing papers as he writes. He collects and utilizes a lap tray, incline board, non-slip mat and modified clipboard but often waits for staff to set up modifications.

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

With the use of a visual activity checklis,t Johnny will be able to use a whiteboard with his assignment and materials needed to complete a task.  An adult will have to set up the board for each activity, but this will help him meet his annual goal of initiating the set-up of his writing station 80% of the time.  The checklist describes the assignment requirements, as well as, the materials and procedures to complete the task.  This is a great assistive technology tool for students who need assistance with being organized.

Reference for IEP:
http://wati.org/

 

 

Preprogrammed Voice Output Device

This post describes another type of voice output device called Cheap Talk 4.  This device will assist Sarah with fulfilling her short term objective 4 on her IEP.

Present Level of Academic Achievement and Functional Performance: Sarah can use eye gaze fairly successfully to indicate her wants and needs when items are appropriately displayed so that her communication partner can tell what she is gazing at. She currently makes a grunting sound to greet others, to get attention, and to represent both yes and no. She has recently been using a four-message output device and is having some success at making choices. Sarah travels independently about the school in her power chair.

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

STO 1: When provided with a single message voice output device on her wheel chair, Sarah will use it to greet peers in the hallways, lunchroom and classroom 100% of the time.

STO 2: Using an eye gaze frame mounted on her wheelchair, Sarah will indicate her preference between four choices 80% of the time on five random trials.

STO 3: When asked “yes/no” questions, Sarah will indicate “yes” with a smile and eye contact with communication partner, and “no” by looking down at her wheelchair tray for at least three seconds 90% of the time on 10 random trials.

STO 4: When provided with a preprogrammed four message voice output device, Sarah will participate in story time by using repetitive phrases, requests to “hear more”, “turn the pages” etc., appropriately 80% of the time during five random trials.

 

 The Cheap Talk 4 uses pre-recorded messages which will allow Sarah to actively participate during story time.

Reference for IEP:  http://wati.org/

Communication Board

This post explains the use of a communication board as one option for a student to use to meet his IEP annual goal.

Present Level of Academic Achievement and Functional Performance: Andy uses a variety of sounds, gestures, signs, and picture/symbols to communicate with his family. He is very social and enjoys parallel play. Andy does not communicate vocally in the classroom, but does use some gestures. At school Andy will sign, but only with prompts.

Annual Goal: Andy will increase expressive language production by using a variety of communication methods in the classroom, including sign language, gestures, communication boards, pictures, and simple voice output devices during four out of five opportunities.

Communication boards make language visible and accessible for individuals like Andy who have speech impairments.  Commuincation displays consist of photographs, symbols, word/phrases or a combination of all three.  Typically, multiple communication boards are developed to address both specific and generic vocabulary needs in a variety of contexts.  A communication board is one way to increase Andy's expressive language and would help meet his annual goal.

Reference for IEP:
http://wati.org/

 

Single Message Output Device

This post continues my search for assistive technology devices that will meet the IEP goals and objectives of various students.

IEP Example 2:

Present Level of Academic Achievement and Functional Performance: Mary currently communicates with sounds that are not always understood by those around her. She often becomes upset when she is not understood. She likes people and likes to be around both adults and children. She is beginning to play simple games.

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

Short Term Objective (STO) 1: Using a single message voice output device, Mary will communicate when she wants to change activities during play time on three out of five opportunities on three consecutive days.

STO 2: Mary will use the single message device to interact with others during games, such as Peek-a-Boo on three out of five opportunities on three consecutive days.

STO 3: Mary will initiate communication by “calling” someone using a preprogrammed message on a single message voice output device on three out of three opportunities on three consecutive days.

STO 4: Mary will “lead” singing during circle time by activating a preprogrammed single message voice output device on three out of three opportunities when it is her turn.

 

 Mary would meet her annual goal and also, her short term objectives by using the Step-by Step single message voice output device.  The device will enable Mary enables to record verses of songs or poems or short social scripts, as well as, it will allow her to particpate in conversational turn taking while playing games with her teachers or peers.

Reference for IEP:  http://wati.org/

The Fusion Word Processor

This post is to introduce a word processor that will assist a student meet his annual IEP goal to assist with writing assignments.  For example:

 Present Level of Academic Achievement and Functional Performance: Eric participates in regular education programs for his academic subjects. His hand strength is limited and he fatigues quickly when doing any handwriting task. Civics and English homework are a particular problem because of lengthy assignments and reports that need to be completed.

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

To assist Eric reach his annual goal I selected the Fusion Word Processor.  The Fusion is a lightweight device, that is easy to transport from classroom to home.  It is helpful for Eric who has trouble writing by hand and needs to use a keyboard for all of his written assignments.  The Fusion features:  text-to-speech, word prediction, a thesaurus, a calendar, and adjustable font size, plus additional features to assist in meeting the student's goal. 

Reference for IEP:

http://wati.org/