Module 4

Chapter 14 Focus Questions

1. How can assisitive technology serve as a reasonable accommodation for students with disabilities in college?

        AT can be used to help college students during classes and testing situations and in completing assignments.
- a student is unable to take notes they may use a SmartPen to record lectures.
- student that cannot hear or understand lectures may be given a Sign language interpreter
- students that need to asscess the internet can be provided screen maghifications, screen reading, or text-to-speech applications.

5. How can apps for the iPhones, iPod Touch, and other handheld devices be used to provide visual supports for students with severe disabilities?

        Visual supports can make use of any of the symbol systems such as line drawings or tacile symbols. Visual supports can be created by taking digital photos of the actual student in each environment or completeling each step in an activity. (Example: Sample talking picture schedule, created with the iPrompt app.)

Module 4

 Chapter 12 Focus Questions

 

3. What type of strategies can teacher use to overcome “learned helplessness”?

      Teachers should allow the student to make his/her own choices whenever possible. Doing this will allow the child to use the augmentative communication system.

      Teachers can build a daily expectation of communication through specific activities.

      Teachers can create a brief report and have the child communicate this to the parents on a daily basis.

      Teachers should allow natural consequences to occur and also provide avenues for repair.

4. How can augmentative communication be integrated into the IEP?

      The students’ academic goals and objectivies should assume that his or her participation and evaluation will be achieved through the use of the augmentative communication system. Augmentative Communication evaluations should be component of the program development process and must be carefully considered for all nonspeaking students.

 

5. Why is it important to support the use of augmentative communication systems at home and in the community?      

      Family is a large and crucial importance in this type of process. The development of augmentative communication between school and home is critical and can impact the success of the student. Using the systems in other places will reinforce the communication skills learned in school and will help generalize them in other settings.

6. How can a students’ augmentative communication system be designed to meet the communication demands of home and the community?

      At home the students’ training should be provided to the family. The entire family should always be included in the evaluation of the process. School personnel must also provide direct instructions to parents.

In the Community, teachers, specialists and anyone that is one board with the students case should be included. When placed in a particular setting, the devices can be programmed to ask specific questions, and guests can answer them. This will allow the child to interact with people other than direct family members.

Module 4

Chapter 5 Focus Questions

3. What key questions should be considered when selecting educational apps to meets students’ goals and objectives?

Key questions that are considered are the following:

            What is the intended outcome of the use of the educational application? For example, is it meant to strengthen math skills in problems solving or is it meant to build speed and accuracy with basic math facts.

            Is the educational application 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 application 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.

 

4. What kind of educational applications can be used to address automaticity/ math fact fluency?

            FASTT Math(Fluency and Automaticity through Systematic Teaching with Technology) is one application that helps students acquire math fluency. The program measures response time and will provide the student with work at their level (this level is based on their response time). The goal is to strengthen the memorization of facts so students do not have to rely on counting.

            Timez Attack (Big Brainz) is an application that has high tech video games which focus solely on multiplication (2-12 times tables).

            Arcademic Skill Builder is a program designed to enhance automaticity in addition and subtraction, multiplication, division, integers, fractions, and ratios. The games are designed to be played by 1-4 players online. The speed of the game can be controlled (slow, normal, fast) so the player can work at his/her own level.

 

5. What kinds of technology tools can be used to address visual-spatial or motor control difficulties?

            Virtual Pencil (VP) is software that is geared toward students who have difficulty operating a pencil effectively. This program allows students to solve problems that are similar to holding a pencil. The application offers speech feedback (for blind students), and tutorial mode (the “tutor” tells the students where they are in the problem, and which steps need to be done).

            Virtual Pencil (VP) Algebra includes most of the features VP has, but uses terminology such as square root of, quantity squared, and exponent.

            Number Navigator is a math processor that creates mathematics expressions and equations. This is a free program and it also has features to change color font, and font size.

 
6. What kinds of educational applications can be used to teach math concepts, math skills, and problem solving?

            National Library of Virtual Manipulatives

            Computing Technology for Math Excellence

            Internet 4 Classrooms

            Conceptual Math

            Virtual Laboratories in Probability and Statistics

7. What kinds of loew tech and mid tech adaptations can assist students with disabilities in completing math assignments?

 

For a Low tech device, Onion Mountain Technology  markets fraction rubber stamps, a manipulative number line, laminated addition and multiplication tables, and a special rulers that has transparent overlays to help students understand relationships between units of measure

 

For a Mid Tech Devices, The coin abacus and coin-u-lator contains keys that take the shape and size of coins. They are designed to teach basic money and counting skills

 

Module 3 / Web Resources

Below are multiple web resources that can and are used for Asisstive Technology


Writing Process

http://www.readwritethink.org

Even the most experienced, talented writers do not create quality writing by picking up the pen only once. Well-written material is an accumulation of 5 writing steps: pre-writing, drafting, revising, editing and presenting. Often times the writer has to return to a previous stage to change or develop.  Some ways for teachers to teach the writing process is to use technology. The website above is beneficial for students with reading and/or writing problems or typical students. These types of websites are very organized and have many different resources.  The website includes lesson places, interactive activities, mobile apps and printouts.

Graphic Organizers

http://www.inspiration.com

For visual mapping, outlining, writing and making presentations, use Inspiration® 9, the ultimate thinking and learning tool. Brainstorm ideas, structure your thoughts and visually communicate concepts to strengthen understanding with the Diagram and Map Views. To take notes, organize information, and structure writing for plans, papers and reports, use the integrated Outline View to focus on main and supporting ideas and to clarify thinking in written form. With Inspiration's Presentation Manager, transform your diagrams, mind maps and outlines into polished presentations that communicate ideas clearly and demonstrate understanding and knowledge.

http://www.matchware.com/en/products/mindview/education/examples.htm

MindView provides you with detailed curriculum-aligned templates for Language Arts, the Sciences, and Social Studies. These allow you to implement MindView easily in the classroom or at home. The templates can be copied, edited, customized and saved. These curriculum-friendly templates are supported by several hundred high quality clipart images that have been specifically created to match the templates.

Word Processing for Drafting

http://www.ldresources.org/?p=171

The LD Resources web site has been providing information for people with learning disabilities and people who work with people with learning disabilities since 1995. It started as a place for Richard Wanderman (site founder) to share handouts with people in digital form and since then has grown to include hundreds of articles by Richard and dozens of other authors on all aspects of learning disabilities. The site now contains lists of tools, schools, organizations and professionals and other resources for the LD community as well as new articles and commentaries.

http://www.donjohnston.com/products/write_outloud/index.html

The DonJohnston website is useful for many different language subjects, reading, writing and phonics. Their “Wordmaker” supports students at their own individual pace and provides enrichments practice in the essential reading and spelling skills that have impact. Talking word processors are great for students with reading and writing disabilities.

Word Prediction

http://www.goqsoftware.com

Whether installed on a single computer in school, at home, at work, or on all computers in an organization, users get the best of both worlds to address their unique challenges in reading and writing. For many, learning to write and then learning to write well is a huge anxiety driver, enough so that students refrain from practicing to write altogether. If unaddressed, many business professionals will carry the same anxiety into the office when writing something as simple, but important, as an email. The combination of wordQ+speakQ enables all individuals to develop stronger reading, writing and proofreading habits.

http://www.cricksoft.com/us/products/tools/writeonline/default.aspx

WriteOnline is the innovative writing tool for schools and colleges. Word prediction, great quality speech, and the unique Wordbar help students of all abilities to achieve their full potential. The product works by predicting the words as you type, making sure the words fit the context. This can help improve student confidence and success rate! This product could be beneficial for many different kinds of learners, especially learners who have difficulty with writing, spelling, grammar, and poor handwriting.

Speech Recognition

http://www.nuance.com/dragon/index.htm

Dragon Speech Recognition Software makes it wasier for anyone to use a computer. You talk, and it types. Use your voice to create and edit documents or emails, launch applications, open files, control your mouse, and more. Quickly and easily capture your thoughts and ideas while Dragon helps you get more done faster. All that is needed is a computer and a high-quality microphone.

 http://www.goqsoftware.com/product-details/speakq/

SpeakQ can be used to write short assignments or longer assignments. The SpeakQ plug-in lets you type the words you know and use voice to text to say the ones you don’t. Speech recognition helps you write everything you say from single words to entire paragraphs It offers suggestions for words you have difficulty pronouncing. It train its voice recognition to understand your voice, with no reading required.

Text-to-Speech

http://nextup.com/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 iPods, iPhones, and other portable audio devices. TextAloud 3 even has automatic iTunes syncing. It saves time and get more done by listening while you exercise. It helps those with dyslexia or other reading disabilities improve reading and comprehension by listening to text while viewing it. Business people, students at all levels, writers, lawyers, second language learners, and more find TextAloud 3 to be an essential tool they use daily

  
Phonetic Dictionaryhttp://www.donjohnston.com/products/write_outloud/index.html 

SPELL-2  is part of the Write:OutLoud, it is the only spelling assessment tool that determines why a student misspells words and recommends the type of word study instruction needed to improve spelling and decoding skills. Students receive targeted, individualized goals for instruction that have been proven to improve both spelling and reading performance. SPELL-2 makes data-driven recommendations for instruction in five key areas:

·         Phonological awareness

·         Phonics

·         Vocabulary

·         Word parts and related words

·         Mental images of words

Expressive Communication

What is Expressive Communication?
 
Expressive communication involves sending a message to another person to make something happen or to stop something that is already happening.
 
Children and youth who are deaf-blind are able to express themselves in many different ways. Parents, siblings, and service providers must be responsive to their varied forms of communication.

Reasons to Communicate at an Early Age

Register Protest or Rejection

• Don't touch me!
• I don't like that!
• I don't want another bite!
• Stop doing that!
• Gain Attention
• Mama
• Hey, here I am look at me!
• Come over here!

Request Continuation

• I want another bite.
• More bouncing, please.
• I need more work.
• I want to play ball some more.

Make a Choice

• I want chocolate milk (not more food).
• I'd like a hamburger (not a drink).
• I need a break from my work.

Reasons to Communicate at a Later Age

 Greet Someone; Make Social Comments

• Hi
• Bye
• Thank you

Make Offers

• Would you like some?
• Here, have some of mine.

 
Below are three prime examples of what a student or teacher can use for a student struggling with Expressive Communication
 
Break Cards, break cards tell someone that the student needs a break or time out from an activity or the the classroom.

Choice Cards allow the student to have a "choice" on what they want to eat, play with, or do.

 

 

Students use Past Event Cards to help communication with others throughout their day. It helps the student be able to share events that took place during the day with friends and families.

Here is an example a student with a past event card might do at school. 

At the end of the day, the teacher or teacher's aide asks the student one question about the day

What letter did we talk about today?

What was for lunch in the cafeteria?

What did you make in art?

What book did we read?

The student answers the question. If the student cannot answer the question, the teacher prompts an appropriate answer.

 

The teacher writes the question on a note card, with the answer on the back, and indicates if the answer was prompted.

 

When the student goes home, his parents say hi, take the note card out of his backpack and ask those questions.

 

 

 

 
 
 

Receptive Communication

Receptive Communication is the process of receiving and understanding a message. It is often difficult to determine how a child who is deaf/blind receives a message. Think about living in a world where you cannot see or hear what is going on around you. If we pay close attention to the way we send our messages, we increase their chances of being received.

It is very difficult for individuals who are deaf-blind to understand how they should respond to your communication. This is especially true when the child has limited understanding of speech cues. 

 

For example, when Lee is given a gesture or sign, “eat,” Lee does not know if it is a command or a question.  Lee’s teacher is teaching a new vocabulary word and wants Lee to imitate the sign

For those who would like more information on this topic Parenting and Child Health is a great website that has specific information for you to read.

Below are six examples of what a student or teacher may use to help with Receptive Communication.

 

 This is a picture of a completed daily schedule a student would follow.

This is the Universal sign for NO

 

Below is a Mini Schedule for students that are completing a quick task

 

Sequential Step direction for specific tasks/activities. This picture is showing step by step directions on how to wash your hands.

 

 

This shows the students to stop, go, done, and almost. Students follow this to the color. Green for go, Yellow for almost done, and Red for stop.

5 IEP Goals with Assistive Technology

Listed are 5 examples of student’s Academic Achievement and Performance for their Annual goal. Also each example has a picture to show which type of Assistive Technology the team would use.

Example 2:

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.

                                                      

Example 5:

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.

Example 10:

Present Level of Academic Achievement and Functional Performance: Jeff likes to interact with his family. He enjoys eating and being involved in meal time and other functional activities in the home. He has not been able to participate in cooking or cleaning except to look toward the item that is needed next, or make a sound when his mother purposely “forgets” something.

Annual Goal: Jeff will use a single switch to activate adapted utensils and appliances to assist family members in targeted functional household tasks during three out of four opportunities.

Example 11:

Present Level of Academic Achievement and Functional Performance: Kelly is in the third grade classroom for most of his day. He has a full time paraprofessional who assists him. He is unable to use a standard keyboard because of his physical limitations. Additionally, his speech is frequently unintelligible. He currently uses single message and multiple message voice output devices, eye gaze, and limited direct selection to complete his academic work. Kelly is functioning at about the second grade level in most curricular areas.

Annual Goal: Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work.

Example 12:

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.

"The IEPs were written by the Wisconsion Assistive Technology Initiative"