My AT Journey

When I first started this journey of learning about AT I still considered AT to be major technology such as computers and tablets. Through my research I came to learn that AT is so much more. AT can be as simple as a pencil grip or as complex as software that can type your words through voice recognition. I have learned so much through my research and found many helpful resources. Many of the resources I came across are free or available to use at little cost. Some of the tools I found are already built into our computers, tablets, iPads, and iPhones.

Learning about the assistive technology continuum shows the variety of low-tech, mid-tech, and high-tech technology there is out there. Through this journey I have built on my current knowledge and feel much more comfortable about AT. Technology is constantly changing. I hope to continue my AT journey for as long as I am involved in special education.

Apps to Provide Visual Support

AT can be helpful in teaching students functional skills. AT makes it possible for students to learn but can also be highly motivating. Apps work for students with severe disabilities because they:

• Are highly motivating
• Can be customized
• Use graphics
• Are simple
• Have spoken instructions
• Give feedback

Apps can help students to communicate, organize, read, and write independently while being entertaining.

Accommodations for Students with Disabilities in College

In my previous posts I have discussed many different types of AT. In this post I am going to be talking about AT that can be helpful for college students with disabilities. AT can help students to read, write, organize, and enhance communication. All of this AT can be helpful to college students if the tools meet the following criteria:

• The AT tool must be easy to use and easy to customize.
• The technology must be age appropriate.
• The AT must be the student's own choice.
• The technology must match the specific task that needs to be accomplished and the environment in which it will take place.
• The AT tool needs to be placed in an area the student can easily access it.
• Training and ongoing technical support must be provided to students and staff.

Reference:

Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive technology in the classroom (2nd ed.)Upper Saddle River, NJ: Pearson Education, Inc.

AT Implementation Resource 2

I came across another website which also looks at the steps used in deciding what AT options are appropriate. This site does not explain the steps as the last site did but it provides forms that can be used at each step. These forms are helpful and interesting to explore. This is a great website to use as a resource for the future.

Resource:

UKAT Toolkit

AT Implementation Resource

In my research of implementation of AT I came across the website of Special Education Technology British Columbia. This website offers a guide on how to effectively implement assistive technology. This website also breaks down the process into seven steps which should be followed when deciding what AT options are appropriate:

1. Gather information
2. Establish IEP goals
3. Conduct AT trials
4. Identify AT solutions
5. Develop AT implementation plan
6. Adapt lesson for technology integrations
7. Follow up and transition plan

iPad Applications for Math

I decided to explore educational applications for teaching math. I used the Google search engine to search for applications for teaching math. Through my search I found the website Teach Hub which offered 11 math iPad apps for students and teachers. These applications range from lectures to basic math flash cards. I found a few of these apps to be helpful for the students that I work with.

• Math Bingo 
• Monkey Math School Sunshine
• Team Umizoomi Math: Zoom into Numbers
• BrainPOP Featured Movie
• Math Drills Lite
• Math Fact Master: Addition, Subtraction, Multiplication, and Division

All of these applications can be found through the iTunes App Store.

Meeting the Communication Demands of Home and Community

Augmentative communication systems should meet a student's needs across all of their environments.  Here are a few tips to consider for the home:

• The families involvement, their culture, and the activities the student participates in.
• Provide training for families.
• Provide direct instruction on the use of the system.
• Provide training on how family members can engage in communication.

Tips to consider for the community:

• Teachers should facilitate positive experiences through field trips.
• Program to meet the needs and wants while in the community.

Augmentative Communication Devices at Home and in the Community

As I talked about in my previous post, students who are unable to speak often use augmentative communication devices to communicate. Student receive direct instruction and guidance in developing augmentative communication skills in school, but they must practice and use the system at home and within the community. Having a relationship between school and home is important in the success of the augmentative communication.

Reference:

Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive technology in the classroom (2nd ed.)Upper Saddle River, NJ: Pearson Education, Inc.

Augmentative Devices in an IEP

As I have talked about in earlier posts an IEP is an important part of getting AT for students. An IEP contains the type of modifications a student needs, the type of AT the student will use, and when the student needs the AT. For students who cannot speak augmentative communication devices can help. The IEP will include the use of the augmentative communication device in helping the student succeed in their academic environment. It is important to remember that the communication device is not an IEP goal in itself but only a means to accomplish the goal. This is important to remember with any type of AT.

Virtual Manipulatives

In my previous post about AT for math concepts, skills, and problem solving I mentioned the National Library of Virtual Manipulatives. In this post I am going to discuss this website and what I found while exploring it. This website is an interactive site geared towards multiple mathematical abilities. This site allows you to choose the grade, math category, and topic. This website is great for visual learners and provides manipulatives for a variety of topics.

Resource:

National Library of Virtual Manipulatives

Eliminating Learned Helplessness

When working with students with special needs we need to remember to give students the opportunity to be involved in making their own choices. We need to encourage students to be actively involved in the lesson and in the choices that help them to be successful during the lesson. In order to overcome learned helplessness we should follow these tips:

• 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 system.
• Provide powerful phrases on the device for students to reject or protest something.

Low-Tech and Mid-Tech Adaptations for Math

In a previous post I discussed the assistive technology continuum. This continuum is important when talking about AT for mathematics as it is with AT for reading and writing. Below are some examples of low and mid-tech AT options:

• mainpulatives
• number lines
• addition and multiplication tables
• fraction rubber stamps
• calculators with large buttons
• coin abacus
• talking calculators
• see'n'solve calculators
• coin-u-lator

Just as with any AT we have to make sure that it meets the students needs. Many of these AT options are easy to find or make on your own.

AT for Math Concepts, Skills, and Problem Solving

In a previous post I discussed fact fluency and automaticity. In this post I will talk about resources for math concepts, skills, and problem solving. 

• National Library of Virtual Manipulatives (VP)
• Illuminations (Online activities)
• Computing Technology for Math Excellence (More VPs)
• Internet 4 Classrooms (http://www.internet4classrooms.com)
• Virtual Laboratories in Probability and Statistics
• Math Playground
• Conceptua Math (http://www.conceptuamath.com)
• Destination Math (Math Reasoning and Conceptual Understanding)

We have to remember that educational applications need to be connected to the concepts being taught. They also must match students' interests and developmental levels.

Math AT for Students with Visual-Spatial or Motor Control Difficulties

In my last post I shared some applications that help students with fact fluency and automaticity. In this post I am going to share a few math applications for students with visual-spatial or motor control difficulties. Math requires us to use our hands to write numbers, align digits and create visual representations. For some students this poses a great challenge. This challenge can be eliminated by using applications such as MathPad or Virtual Pencil to assist students. 

MathPad is a talking worksheet program that enables students to perform arithmetic computations with whole numbers on the computer just as we could do with paper and pencil. This program helps students to align numbers in the correct place value, shows only one problem at a time, and all steps are shown. Virtual Pencil another program similar to MathPad. It is for students who are unable to use a pencil effectively. Virtual Pencil makes addition, subtraction, multiplication and division accessible for students with writing difficulties.

Reference:

Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive technology in the classroom (2nd ed.)Upper Saddle River, NJ: Pearson Education, Inc.

AT for Fact Fluency and Automaticity

Automaticity of basic skills is a common math goal. Students with disabilities often struggle with basic math skills. There are software programs available to help students practice these basic skills. Each of these applications gives students the opportunity to practice and master these facts. Here are a few examples:

Application	Description
FASTT Math (Fluency and Automaticity through Systematic Teaching with Technology)	*Assesses how quickly and accurately students can answer math facts.  *Based on results, the program generates customized activities. *Goal: to strengthen memorization of facts and eliminate the need to rely on counting strategies to solve problems.
Timez Attack (Big Brainz)	*Focuses on multiplication facts only (2-12 times tables). *Made by the same team that created Sony Playstation, which means it provides a high-tech video game environment. ----So I imagine it must be engaging!
The ArithmAttack	*Students practice basic +, -, x, / facts *Can easily customize problem sets by giving highest and lowest numbers to use *Can be played online or downloaded to the computer
Arcademic Skill Builder math games	*Designed to help with automaticity in -, x, /, integers, fractions, and ratios *Multi-player (1-4 players) or single-player options *Played online *Can be played by clicking mouse; typing the number of the button; or using the arrow keys

Reference:

Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive technology in the classroom (2nd ed.)Upper Saddle River, NJ: Pearson Education, Inc.

Selecting Educational Applications

Special education classrooms have students at all different academic levels. When selecting AT we need to take these levels into consideration and make sure that what we choose the AT that works for the individual student. There are so many different options out there and what works for one student may not work for another.

When selecting educational application we need to keep a few things in mind. 

• Does the application meet the goal and purpose for the student?
• Does the content match the student's needs?
• Is the educational application flexible?
• Can it be customized? 
• Can the sound be turned off?
• Can levels be selected or modified?
• Can the pace or speed be changed?
• Does the application meet the student's interests?

In order to select an effective educational application we have to keep these questions in mind.

Reference:

Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive technology in the classroom (2nd ed.)Upper Saddle River, NJ: Pearson Education, Inc.

Using AT for Math

Through my AT journey I have discussed the use of AT in helping students succeed. Assistive technology can mean low-tech options or high-tech options to reach all students. In my next several posts I am going to explore the use of AT when teaching math.

AT for Reading

In this post I will discuss a webinar that I listened to regarding assistive technology for reading. Some of the options mentioned I have talked about in previous posts such as text reader software and eBooks. The speaker discussed approaches for helping to reach all students. We can control the rate of speed, chunk text, highlight key information, and modify text. There are so many options to help students get the most out of learning to read. This webinar was a great resource that highlighted assistive technology for reading.

Resource: Webinar

Mimo

Another resource that I came across was Mimio. This technology uses interactive whiteboards to record and change items. This website provides many useful products such as interactive software, document cameras, tablets, and recorders. 

Many of the resources Mimio provides can benefit students who have trouble with note taking, organization, trouble focusing or need visual representation. Having this interactive software can benefit so many students with different learning and developmental needs.

Inspiration Software

Throughout this journey I have tried to provide resources I that can be helpful for learning or providing assistive technology. In this post I will talk about the software Inspiration. This software is a resource to make concept maps, graphic organizers, mind maps, and webs.

This software can be used to help visual learners organize information. I can see this software being a good investment for students who need the visual assistance to organize information and ideas.

Past Event Cards

As I discussed in my previous posts there are many cards that can be used to help students with autism communicate. In this post I will talk about the use of past event cards. Students with autism have difficulty relating past events. Having a visual representation to show students helps to bridge the gap.

Templates can be made that are specific to the child. They can be filled out each day to help the child relate past events through visualization.

 Resources: Past Event Cards

Choice Cards

In my previous post I discussed the use of break cards and their use in helping students with autism communicate their needs and wants. In this post I am going to discuss choice cards. These cards allow students to communicate their choices.

These cards are important. They give students independence in making their own choices and promote positive interaction and behavior. 

Resources: Choice Cards

Break Cards

As I discussed in my last post, students with autism have difficulty expressing their wants and needs. In order to help these students communicate we use PECS (Picture Exchange Communication System) which are small pictures students can point to to express their wants, needs, and feeling. In this post I am going to talk about a certain type of cards called break cards.

These cards help students with autism express their need for a break. When they need to be finished with an activity these cards help the student say what they need. Break cards provide an opportunity for students to communicate in a positive way rather than acting out in a negative way.

Expressive Communication Difficulties

Autism is a developmental disorder that has many different characteristics. Autism is a spectrum disorder that can present itself in many different ways and can have different levels of severity. This disorder can affect a child's ability to communicate, understand language, and interact with peers. Today I am going to focus on the difficulties of expressive communication.

Students with autism may have:

- Delay or lack of spoken language

-Repetitive language

- Difficulty with social cues

- Lack of varied topics

This website provides a fact sheet with teaching strategies to help students learn expressive communication. This website was another great resource that provides strategies and tools to help with expressive language difficulties.

Resources: CASD, Fact Sheet, & Skills

IEPs and AT: Eye Gaze & Prerecorded Messages

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.

Michael can use a keyboard that is controlled by his eye gaze. Using prerecorded messages can help him develop the questions that he would like to ask and will allow him to participate in class.

Resource: 

IEPs from Wisconsin Assistive Technology Initiative and CITE

IEPs and AT: Communication Boards

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.

In order to meet his goals Andy will use a variety of AT. He will be able to choose his communication method whether he decides to use voice output devices, communication boards, or sign language. Pictured below is a simple communication board.

Resource: 

IEPs from Wisconsin Assistive Technology Initiative and CITE

IEPs and AT: Voice Output Device

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.

A voice output device supplements a students speech.  Since Mary has limited speech a voice output device would be an appropriate assistive technology for her.    As any person would, she becomes upset when she is not understood. Below is a picture of a voice output device. These devices can be set up with pictures and words/phrases that are appropriate for the student. 

Resource: 

IEPs from Wisconsin Assistive Technology Initiative and CITE

IEPs and AT: Eye Gaze Mouse Control

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.

Sarah could use eye gaze technology (pictured below) to help her move the mouse. She could also benefit from voice output devices to help her communicate her needs and choices.

Resource: 
IEPs from Wisconsin Assistive Technology Initiative and CITE

IEPs and AT: Word Processor

As discussed in my last post assistive technology needs to be put in the IEP. An IEP is an individualized education program. An IEP describes the needs and services that are legally required to be provided to students who receive special education or other related services. In my next few posts I will be giving examples of information provided in an IEP and how AT can help reach the goal.

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.

A portable word processor would help Eric to achieve his goal. Another type of AT that could help him achieve his goal is a computer with voice recognition software. This software would allow Eric to voice his ideas and thoughts and the computer would type it for him. This may help to eliminate some of the frustration for him when completing his lengthy assignments.

Resource: 
IEPs from Wisconsin Assistive Technology Initiative and CITE
 

IEPs and Assistive Technology

In my next few posts I will discuss the importance of assistive technology in the IEP process. 
Assistive technology can greatly benefit students with disabilities. AT can give students the tools they need to be successful in school. The IEP team determines the AT needs of a student through an assessment process. There are many questions to consider when determining what AT devices best suit a student. The Family Center on Technology and Disability lists the following questions to be considered: 

• What does your child need to do but is unable to do because of his/her disability?
  Make sure to consider these 5 areas of functioning: physical, communication, cognitive, social/emotional, academic.
• What are your child’s customary environments? 
  (Classroom, playground, bus, gym, school cafeteria)
• What are your child’s biggest educational challenges
  (Communication, mobility, reading, writing, behavior)
• What assistive technology tools are available to help your child overcome these challenges? 
  Make sure to consider both high-tech and low-tech options.
• What criteria will be used to later determine if the AT has been successful in helping your child in his/her educational program?
• What are your child’s preferences in areas such as color and style? 
  A child may resist using a piece of equipment that he/she thinks is “nerdy” and sets him apart from the rest of the class. A device that is less conspicuous may be preferred by the child in order to better “fit-in.”

After reviewing these questions the team will decide on the right assistive technology options that are available. The IEP must state the assistive technology that the student needs and why.

Resource: The Family Center on Technology and Disability

iPads and Communication

I recently watched a video about an autistic girl named Carly, who struggled to communicate. The video was inspiring and touching. 

After watching this video I realized the great impact that assistive technology can have on students with disabilities to communicate. iPads are just one type of AT that can assist students to communicate. 

From a parent's perspective iPads can be a benefit because they can help their child to communicate. iPads are lightweight and easy to transport. They can be customized to meet the needs of each child.

From a child's perspective iPads are such a big deal. These devices not only help them to break down communication barriers but they can be tailored to the child's interests. iPads can open up a child's world and give them the freedom to make decisions.

From a teacher's perspective iPads are a wonderful resource. They can be used in so many ways. Once again they can be used for communicate purposes or to make learning fun.

Electronic Touch Tablet

In a previous post I talked about iPad apps and the many benefits for students with special needs. In this post I am going to look at electronic tablets such as iPads in more detail. 

Electronic touch tables are similar to laptops but they are more portable. These tablets are great for students who learn visually, those with ADHD, those who have difficulty with communication. Many of the apps on these tablets can help students to develop their reading, writing, math, and speaking skills. The possibilities for tablets are endless!

Below is a brief video about iPads in the classroom.

Type to Learn Software

Type to learn software is used to develop keyboarding skills. Computers are a big part of our lives so it is important that students know how to type of a keyboard. This software allows students to play games to learn how to place their fingers and to learn where the keys are.

Below is a demo for Type to Learn.

Voice Output Communication Device

A voice output communication device sometimes referred to as a speech generating device can range from low-tech to high-tech. These devices allow individuals to talk and express their wants and needs. This type of device benefits students who have limited speech or are nonverbal. There are many options for speech generating devices. They can ranged from a communication board to devices that can speak. Each one of these devices ranges in price. 

Resource: Information

Assisted Literacy Software

Another type of assisted technology is assisted literacy software. This software helps students to develop their literacy skills. It can benefit students with reading disabilities such as dyslexia. Through my research I found an example of an assisted literacy software called Computer Assisted Literacy Solution or CALS. This software helps students develop phonemic awareness, comprehension skills, and reading fluency.

Resource: CALS

Portable Word Processor

Portable word processors are lightweight devices that are easy to use and transport. These devices are used to take notes, write papers, or communicate with others. The most common device is the Alpha Smart.

Portable word processors benefit students who have trouble writing, have poor handwriting, or can not communicate. 

Resource: Information

Multisensory Educational Software

According to the Lexicon Reading Center, "Multisensory teaching techniques and strategies stimulate learning by engaging students on multiple levels." Multisensory educational software allows students to learn in this way. This type of software can benefit a wide variety of learners such as those with ADHD, visual learners, auditory learners, and kinesthetic learners. TouchMath is just one example of this type of software.

Resources: Video

Adapted Keyboards

In a previous post I discussed the use of adapted keyboards. In this post I am going to go a little bit deeper. Adapted keyboards are great for individuals who have limited fine motor control, visual impairments, and cognitive disabilities.

Type of Keyboard	Characteristics of Students Who Would Benefit
Expanded Keyboard Englarged/Oversized.  Provides a larger surface area.  QWERTY layout or ABC Layout.	Poor fine motor control (provides larger target)
Mini Keyboard Smaller than a standard keyboard	Only have use of one hand Motor impairments that restrict their range of motion
One Handed Keyboard	Good finger dexterity, but only use of one hand
On Screen Keyboard Puts an image of Keyboard on the computer monitor	Students without motor control to type, but enough to control a mouse/joystick/trackball
Customizable or Programmable Keyboard	Any student!  Can be used to block out distractions Can change color, size, font on keyboard