The previous post discusses SpeakQ, which helps students develop their writing skills. In addition Write: OutLoud is another great software to help students with disabilities. This is a great source to help with writing development. The students can do their written work or take notes and then have them read back to them the way it is written on the paper. When the students hear what they wrote it is easier to hear the mistakes they have made. The student may miss their mistakes while writing, however, when they listen to their work they can hear what does not sound correct. The software also corrects grammar mistakes and the correct use of words. I would like to use this with my students to help them proofread their writing assignments and develop to become better students.
Source: Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the Classroom. Upper Saddle River, NJ: Pearson Education, Inc.
http://donjohnston.com/writeoutloud/#.UzYVmvldUdU
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discussed in my previous posts about Dragon Naturally Speaking, which is a speech
recognition software. While doing research on different AT devices I came
across SpeakQ, which is a great beneficial software for students with
disabilities. This device is a speech recognition software that reads aloud any
text that you highlight. This improves students’ comprehension, reading and
proofreading skills. This program is great for students with learning
disabilities. This program allows students to develop their writing skills and
build their vocabulary. This is a great tool for any students especially
students who struggle with reading and writing. I will be able to use this in
my classroom with my second grade students while they develop their reading and
writing skills.
Source: Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the Classroom. Upper Saddle River, NJ: Pearson Education, Inc. http://www.goqsoftware.com/
Experiencing the assistive technology for reading webinar is a great source for students with reading disabilities. The webinar was presented by Shonda Golden, whom gave many great source, software and ideas to help students with learning challenges. As a teacher, I am faced each day with students who have reading challenges, even if they have not been diagnosed with a disability. She discussed many important ideas such as text reader and screen reader software. Text reader allows the students to have any of the text from the internet or stories read to them. This is a great tool for students with learning disabilities to help them understand the text they are looking at on the web. This tool is for students who have a reading disability, but do not have visual impairments. The second type of software she discussed was screen reader. This tool is used for students who have visual impairments. This tool reads all of the items on the screen out loud, such as menu bars, buttons and dialogue boxes. They provide access to navigation and written text that cannot be seen on the screen.
One source that is a great tool to use in the classroom that she mentions is called Bookshare. This software can read files directly without conversation process. There is also options for the text to change to be easier to read. There is an option where you can convert the files to MP3s and listen to them on your own personal device. All the books on Bookshare are free, which is not always the case for other sites. This is a great source for students with reading disabilities or visual impairments, because the test is read aloud to them. I will be able to use Bookshare to help assist students in my classroom.
Past event cards are a great to help students with communication. In previous post I discussed other low tech AT devices to help students with Autism communicate. Past event cards are similar to Break Cards and Choice Cards. Pictures are used to help assist the students communicate. These cards are used to help the students communicate what they did through out the day. If the student is nonverbal or has a hard time communicating, then they can point to the pictures to describe what activities they did in order that day. In addition, bounce cards can be used to help generate conversation and communication. The teacher can help start and prompt the conversation and the student can point to the past event cards to finish the answer. This way they can communicate what they did during that day.
Present Level of Academic
Achievement and Functional Performance: Barb is a 15-year
old girl. She uses a modified wheelchair with a specialized insert. She is
medically fragile and has no speech, because her vocal cords were damaged as an
infant. She does have mood swings that are triggered by various situations that
result in self abusive behaviors. She enjoys music and being talked to. She has
difficulty in large rooms. She cannot tolerate loud sounds. She has limited
experience in integrated settings.
Annual goal: Barb will use a voice output device to respond in Life Skills
class on three out of five opportunities.
The IEP uses a similar AT device to the precious IEPs discussed. Barb is having a difficult time with her speech, because she is very fragile and her vocal cords are damaged. Therefore, Barb has a difficult time being understood or heard. Barb is able to use the voice output devices at an AT device in her life skills class. This devices allows her to voice her opinion or anything she needs. She can activate participate and communicate this her classmates. Barb is very fragile and weak, therefore this device works great with her needs. The voice output device allows her to communicate with limited movement. She only has to push a few buttons with one finger. This makes is capable for Barb to communicate.
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.
Steven is a young student who has a hard time communicating his needs. In a previous post I discussed choice cards. This AT device can be similar to what Steven is using to communicating his wants and needs. The teachers can give him different choices on cards for Steven to pick what he wants or needs during that time. Also, he will use the picture board to communicate to his peers during school. It can be very frustrating for students when they are nonverbal or unable to be understood. The cannot state their needs, if they are hungry, need to go to the bathroom or need anything. Therefore, these AT devices help students like Steven do get their points and needs across to their teachers, peers and those who spend time with them at home.
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.
In the previous post the students use AT devices to communicate in class. Eric is in inclusive classrooms throughout the day. He is mentally able to keep up with the work and on target. However, his hand strength is weak and is causing him to fall behind on his work. Therefore, his annual goal states that he is able to use a word processor or computer to complete his work. One might not think of a computer as a AT devices, however, it is a great devices and has so many useful programs to help students with special needs and students without special needs. Eric will be able to use the computer to type his work with less hand motions. He can type his notes and assignments to keep on track with the class. Also, a laptop would be easy access and able to be portable from classroom to classroom.
Present Level of Academic
Achievement and Functional Performance: Michael is in the
second grade classroom for most of the school day. He is interested in the
material being presented by the teacher and wants to participate. He has a full
time paraprofessional who assists him. He has difficulty being an active
participant in academics because he uses a voice output AAC device and
frequently does not have the “right” answer. The teacher is concerned at the
amount of time it currently takes while Michael struggles to answer questions.
The teacher is interested in finding ways for Michael to more actively
participate.
Annual Goal: Michael will use eye gaze and prerecorded messages to respond to
appropriately phrased questions in four subject area classes, mathematics,
reading, science and social studies in three out of five opportunities.
This IEP is another example of an AT device that can be used for students with special needs. Michael is able to use the above device, which is a AAC device to communicate in his classroom. However, the device does not always have an appropriate response for Michael in school. He wants to be active and participate in class. Therefore, he will be able to use prerecorded messages to help his responses. He will be able to use this with his eye glaze. This will give Michael more access to communication. He will be able to participate and be involved during the classroom lessons, without the amount of time it use to take Michael to respond.
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
Kelly is a student in the third grade student, however is having a difficultly using a keyboard and participate in class due to speech limitations. Therefore, and adaptive keyboard would meet the physical needs for Kelly in the classroom. He would be able to use the keyboard that has larger buttons and keys to access what he needs on the computer. In addition, he will be able to see the letters and numbers better to complete his math assignments and others classroom requirements. Also, Kelly will be using the adapted computer to help him have success in all of his subjects. Kelly will be able to use the keyboard to create sentences to communicate.
Choice cards are similar to the previous post that was on Break Cards. These cards are a great source to have for students especially with autism. Some students are non-verbal and do not communicate their needs. This can be very frustrating for them because they are not receiving what they want or need. Therefore, these cards are used to help students make choices and decisions. This allows them to gain some independence back. If they are having snack instead of just getting what is given to them they can make choices of which they would prefer. The students can feel empowered throughout their day. This can improve their communication, engagement and behavior when they have the option to make choices.
In the previous post I talked about the difficulties with communication and children with Autism. Therefore, break cards are a great way for nonverbal students to communicate or for students that have a hard time staying on task. You can allow students to have 2-3 breaks during a certain amount of time. This allows them to get up to move or for a walk to the bathroom. When they return the students are on track and ready to learn. Students with autism sometime have a difficult time communicating and sharing their needs. Therefore these cards can help them state that they need a break from too much work.
Also, if you are in an inclusive classroom you can allow all students to have break cards. I am an elementary teacher and my students constantly asked to go to the bathroom just to go. They can use these cards wisely and gain responsibility how many breaks they may receive.
Students with disabilities have a hard time to do things that others take advantage of each day. autistic students sometimes are non-verbal and unable to communicate their needs and wants. Therefore, these students need extra attention and effort to help communicate their wants and needs.
Expressive Communication disorder has two types, developmental type and acquired type. The students have a difficult time expressing themselves. They can not put sentences together and have a hard time with pronouncing words. They have the ability to understand the speech, but cannot respond. This can be frustrating for students to not have their voice heard. Therefore, there are laws that have been passed such as IDEA, to allow these students to receive the tools they need. Their IEP can be evaluated and AT devices can be added.
In the next few post I will be talking about different strategies and tools that can be used in a classroom for students who have difficulty communicating.
AT devices are very important for students especially with
special needs. The last Module describe many types of At devices that are very helpful for students. The next posts are going to be focused on how IEPs are the
beginning steps of students receiving AT devices. Therefore, the devices that have been explained, are going to be described when they are properly used for students. The process requires much
review to meet the needs for the success of the students.
AT devices were discussed in the previous posts. The devices
are different equipment used to help students’ learning to be easier and more comfortable.
There are many options and difference between low and high tech to fit
different needs and disabilities. AT also includes different services for
students. The teachers and staff are usually trained to work with these AT
devices to help assist the students. However, before a device is placed into a
classroom, the IEP team needs to evaluate what the student needs.
As a teacher, I am working towards my special education
certification. I know I will be faced with these challenges as I get more into
this field. Therefore, it is very important to be knowledgeable about the IEP
process.
In previous blogs I discussed using different tablets and the positives they can add to the classroom. Also, I discussed the video and how many beneficial apps there are on the iPad to help students who are nonverbal and have disabilities. Therefore, now I am going to touch on the perspective of the students, teacher and parents on iPads.
The first perspective is from the teachers. The teachers I research think adding technology into the classroom is great, but they strike up many questions. The first is how do you keep the students off of playing games and doing off task activities. However, teachers enjoy having the students engaged and interactive during the class. They believe the students are more involved and excited about what they are learning if it is on an iPad. I know from my own experience, my students become very excited and intrigued when I use any type of technology in the classroom. Therefore, there are always positives and negatives to the situation.
The next perspective comes from the parents. Below is a very interesting perspective from a parent. They describe the positives of the iPad and having the students engaged in learning. However, she also adds many details about the negatives. For example the students will have a hard time holding and writing with a pencil when they are use to using their finger motion on the iPad.
Finally, the last perspective is from the students on the iPad. The students are all for the iPads and the technology. This is their generation and what they are interested in and want to learn. Therefore, technology is the way to reach students and engage them in a lesson. Also, the older students in high school discussed that they like having fewer papers and text books and rely more on the iPad. In addition, they discussed that they feel like they are having fun while learning.
In the previous two blogs I discussed the modules I completed. Before completing the modules I was most unsure about Automatic Speech Recognition. I have learned that ASR can be beneficial to students with learning and physical disabilities. The ASR software allows the keyboard, mouse and other computer functions to be accessed and fit to the needs of what the students need. The software also allows spoken words to be transferred into text, which is a great tool for students with fine motor, visual and other disabilities.
As a teacher I think this software could be helpful for all types of learners and adding UDL into the classroom. Students with reading and writing difficulties can use this software to improve their skills. Also, students with fine motor and physical disabilities can use this software to reach their full potential in the classroom.
In the previous post I discussed what the AT device team needs to evaluate in a student. Once, this process is completed the process moves to the IEP team. IDEA is a law that was passed in 1997 that requires all IEP teams to consider if each student being evaluated needs an AT device to help their success. The team will decide if the student needs an assistive technology device. They will decide with the student needs technology to help further their potential and learning.
The team will discuss all the strengths and needs of the student. They will see were the student excels and where they need assistance. This will help the team decide if the student will benefit with technology in the classroom. They will look at all the tasks the student should be able to perform through the day, but are unable to due to a disability. The team will then come up with accommodations and strategies to help the student succeed. They can come up with AT devices or services that will be listed in the IEP. This module helped me become aware of the process of adding an AT device during an IEP.
The assessment process can take a lot of time and evaluation of the students. First the team will evaluate the students needs, preferences and strengths. The second step is to look at the environment that the student will be using the AT device. Finally, the team will look at the tasks the student is to accomplish. Once the first three steps are completed they will discuss and make suggestions to the IEP team. After the right AT device is picked and fit for the student's success they will monitor the process.
The modules were a great resource for understanding the process of adding AT devices into the classroom. In the previous post I discussed all the different types AT devices that can be added to a classroom. However, after watching the modules I was able to see the process and what goes into getting the right device for each individual. The assessment process involves a team, which can vary from schools, but is very important to the process. The process call SETT(Student, Environment, Task and Tools) has many details and steps to be completed.
This is great information to know as I further my career as an educator. I have been involved in IEP meetings, but AT devices have never been an option. Therefore, I will be knowledgeable when a student in my class will need an AT device and I will be working with a team.
In my previous post I discussed electronic tablets and how useful they are in the classroom. The video below is a great resources and tutorial of how important and useful iPads can be in the classroom with students with special needs. Students with autism, nonverbal and limited fine motor movement can be involved in full lessons. In addition, the video talks about engage the students and allowing them to be interactive with others. There are apps that can be used for communication devices and teacher can change the options to reach the needs of their students. The communication app she discusses in the video is called Proloque2Go. This app allows students to make full sentences and in depth detail when communicating. There are many options that a nonverbal student or their teacher can add to be able to communicate to their fullest. Doodle Buddy is another app discussed to help engage students to illustrate and make drawings. They may have a hard time holding crayons and pencils with fine motor disabilities, but use this app with just one finger and make a full picture. Therefore, this video is a great source to help find different apps and resources to use in the classroom. I know with my second grade class they enjoy using the iPads and are always very engaged in their work. I try and use iPads as much as possible in my classroom, however we are limited to our access.
Below is the video that was used as a source for this post.
Electronic Touch Tablets are become one of the most popular AT device for all students in the classroom, not only students with special needs. There are many different tablets and iPads offered to meet the needs of any student. In previous post I talked about many different AT devices, however the tablets offer many options to read the needs of the students with many different disabilities. There are options of apps for reading and math practices and skill developing. They offer apps for books on CDs. In addition, you can use it as a word processor, talking processor or assisted literacy software. Therefore, there are many options and sources you can use with iPads and tablets. Leapfrog is a company that offers many different tablets that are not as expensive and options for early learners. They teach students early stages of reading, phonemic awareness and math skills.
Below is a video of an example of a Leapfrog Tablet.
This is a great software for all students, especially in the generation we are in today. Technology is everywhere and students need to know how to use computers and access the internet. Therefore, they need to have keyboarding skills. In addition, the computer adds multiple AT devices and options for students with special needs. These students need to develop typing skills. This is a great practice for students with fine motor disabilities to practice their accuracy with typing. Type to Learn is a great software to give access to typing skills and the proper way to use the keyboard.
Below is a video of an example of Typing Instructor.
Assisted Literacy Software is a great AT device for students with reading disabilities, such as dyslexia. This program can help students develop phonemic awareness, comprehension skills, decoding and fluency. The students can use the computer to practice and work on developing their skills. This a great tool for all elementary students that are learning how to read. This can help them develop their skills and practice reading. Therefore, this can be a great software for students with reading disabilities and early learners that are starting to read.
The voice output communication device helps students speak when they are nonverbal. The board is easy to access and has many different options for communications. The students are able to push the picture or symbol and the device speaks for them. This is a great AT device for nonverbal and autistic students. They can use this board to communicate their wants and needs to their teachers and peers. This device also offers feed back to the user to see if it communicated the way they wanted.
Portable word processor is a great portable device to help students with writing. This is an alternative to having a computer or laptop. The work processor is able to help with prompting word editing and spell check. This device is able to assist students that have a difficult time with writing and will be able to transport this device throughout school. Then the students are easily to transfer documents to a computer. This processor is great with students that have fine motor disabilities and can not hold a pen or pencil. In addition, students with dysgraphia have a hard time with writing and this can assist them during their independent work.
Adapted keyboards are a great AT device to help students with physical and visual special needs. Instead of using a typical keyboard to navigate the internet, they can use an adaptive keyboard to make to their access easier and more comfortable. There are many different options to the keyboards depending on the students disability. The keyboards are offered in different sizes, color coded keys, unique keyboard layouts, over sized keyboards, keyboard protection and keyboards on screen. In addition, there are miniature keyboards for one hand use.
Below is a video of a tutorial of different adaptive keyboards and how to use the individual keyboards.
This software allows students to learn with more than one sense. They are able to visually see and hear at the same time. This software reaches all types of learners, such as children with ADHD, auditory learner, visual learners as well as kinesthetic learners. This also allows the stands to be hands on while learning.
Below is an example of multisensory educational software. This software is called Touch Math and allows students to learn while touching the numbers.
Books on CD can be useful for any students not just students with special needs. Listening to books on CD and following the words in the book is a great tool especially for beginner learners. The students can relate visual of the word to how it sounds. This is also a great AT device for students that have reading disabilities to helps with their reading. In addition, students with visual disabilities can listen to the story on tape when they have a hard time seeing the words on the page.
In previous post I talked about adding UDL into the classroom to reach the needs of all learners. Therefore, the teacher needs to add options and choices for the students. Scan and read software is a great way to give choices to the students in the classroom. This software allows any printed text or graphic based text into electronic based. Then the students are able to edit the size of the fonts or any of the format of the text to make it easier and more comfortable to read. This is a great software for students with visual disabilities. They are able to make any font or documents larger and easier to see. Also, change the colors of the background and highlight words as they are being read. This allows blind students to be able to read and listen to an electronic text. A popular brand is OpenBook Scanning and Reading that is used in many schools as an AT device. Below is a video demonstration of a student using OpenBook.
Naturally Speaking Voice Recognition Software is a great device for talk to text. Students with fine motor disabilities can use this software to help develop their papers and other work on a computer. They are able to speak to the computer what they want to say and the computer will translate to text. Also, students with dysgraphia can use this software to help relate their talk to text when they have a hard time writing. This can be used in schools for papers, assignments, notes, or emails. Dragon is a popular brand that is used in many schools as an assistive technology device. Below is a tutorial of how the software works and the can provide support for these students.
