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

Scan and Read Software

Scan and read software uses a scanner to scan paper documents and convert them into an electronic text format. This allows the text to be read and edited. The user can change the font size, colors, and spacing. This software can be  helpful for students who have visual impairments or learning difficulties such as dyslexia.

Resources: Information & Video

Talking Word Processing Software

Another useful assistive tech software is the talking word processing software. This software provides speech feedback as text is being typed. The individual using the software can choose to hear each letter, word, sentence, or paragraph. This feedback assists individuals in identifying and correcting spelling errors and grammar. It can benefit individuals who have difficulties reading and writing and also English language learners.

The following video provides an introduction to the software.

Resources: Video & Information

Word Prediction Software

Word prediction software is another type of assistive technology. This software predicts the word a person wants to enter into the computer. By typing the first letter of a word the software offers a list of words beginning with that letter. As you begin typing more the software will predict the next word. Predictions are based on sentence content. Word prediction software can help individuals who have difficulty with spelling and grammar or trouble using a keyboard.

Examples:

Co:Writer -http://www.donjohnston.com/products/cowriter/index.html

Ginger - http://www.gingersoftware.com/

Let Me Type - Free http://www.clasohm.com/lmt/en/

Typing Assistant - http://www.sumitsoft.com/

Resources: Software 

Naturally Speaking Voice Recognition Software

Through my research of AT devices I found the tool of naturally speaking voice recognition software. This software listens to what you say and turns it into text. This software can benefit students with limited mobility and poor fine motor control. All that is required is a voice. Using voice recognition software can make using computers easy for those with disabilities. It can help students do things that they might not have been able to do such as type a paper or update their status on Facebook.

Dragon seems to be the most commonly used software. I checked out the Dragon website. The software is pretty reasonably priced with the most expensive package costing $200. I found this demo video during my research that I found helpful. The quality of the video is not great but you are able to hear and see what they are talking about.

Resources: Video & Dragon

Books on CDs

As I have discussed in previous posts assistive technology can be low-tech items such as a pencil grip or high-tech items such as an iPad. I would like to learn more about what specific types of AT are out there and how they can be used to benefit students. In order to do so I am going to begin to research these items.

The first type of AT I would like to discuss is books on CDs. This assistive technology is great for students with cognitive disabilities who are unable to read or students who have difficulty reading. Hearing the text read aloud, students can follow along and feel successful in understanding the story. Books on CDs are a type of assistive technology that I use in my early childhood classroom. I am fortunate that the curriculum we use provides many of the books on CDs. I have also found throughout the years that Scholastic Book Club has many favorite stories on CDs.

Resources to find books on CDs: Kaplan & Scholastic

iPad Apps

In today's society technology is a part of our daily lives. iPads and iPhones have become a necessity for most people. iPads and iPhones can do so much for us, especially in the area of AT. I have an iPad myself and see how much there is to offer with this technology that I wanted to look into iPads in special education. I watched a video about the use of iPad Apps for autistic and nonverbal students. The speaker, Lauren Meatty, gives great information about useful apps to use with nonverbal students or physically disabled students that may have difficulty with fine motor skills.

Lauren made the point that even when using iPads with students we need to keep the engagement between the teacher and student or parent and student. We cannot just expect to hand an iPad to a child and let them go. We need to be there encouraging, questioning, and prompting them.

I found a few of the Apps Lauren discussed to be useful for my classroom. 

1. Duck Duck Moose which plays nursery rhymes and familiar songs while having the student click on the items.

2. The glossary for American Sign Language which demonstrates the sign language for specific words.

3. SpeakIt which will read aloud the text you type.

4. Proloquo2Go which allows the students to tap on phrases such as I want.. and brings them to another screen to tap things like eat or play.

I feel through watching this video I have learned about some important Apps that I may use in my future. My classroom does not currently have iPads, but it is good to know about these Apps that I can suggest to parents or therapists. I believe that I would feel comfortable utilizing iPads in my classroom and learning about these Apps has only made me fill more comfortable.

Resource: iPad App video

AT Internet Modules

There is so much to learn about assistive technology. In order to continuing my learning about this topic I visited the Assistive Technology Internet Modules website. Through this website I completed three modules that taught me about the AT assessment process, AT consideration in the IEP process, and automatic speech recognition. 

In the first module I learned about the AT assessment process in the school environment. I found it important to know who is involved in the AT assessment process. This module explained that it is not just the AT person that should be involved. Using the SETT framework gives parents and teachers a voice in the decision. Joy Zabala is the creator of the SETT framework. Her website provides some excellent resources for the SETT framework.

In the second module I learned about the three questions the IEP team needs to consider.

1. Does the student need AT to meaningfully participate and progress in the general curriculum?

2. What is it that we expect the student to be able to do in the educational program that he/she is currently unable to do because of his/her disability?

3. Would AT provide a solution for that?

In the third module I learned about who can benefit from automatic speech recognition.

• Individuals who are unable to manipulate writing tools and who require an alternative system.
• Individuals who have difficulty with writing mechanics; those having difficulty with spelling, grammar, etc.
• Individuals who have difficulty with the writing process; with getting their ideas written down.

Alternative Keyboards

Computers are a prominent part of our daily lives. They are also a wonderful tool. In one of my previous posts I looked at the features computers provide to meet the UDL principles. The chart below gives examples of low-tech adaptations to make computers accessible for everyone.

Low-Tech Keyboard Adaptations	Types	Student Characteristics
Keyboard labels	Larger letter High-contrast colors Braille Blank	Have visual/perceptual issues, have low vision Have low vision Blind, braille reader Have cognitive deficits, have visual/perceptual issues, have attention issues.
Selecting/pointing devices	Handheld dowel Mouthsticks Chinsticks Headsticks	Can control upper extremities but are unable to isolate a finger Cannot use hands but have good head control
Keyguards	Acrylic or metal	Need targeting assistance, use selecting/pointing device, need wrist support
Moisture guards	Transparent-long term use of disposable Printed with key labels	Have a tendency to spill and/or drool Have visual/perceptual issues, have low vision

All of these adaptations are simple ways that we can make computers available to everyone!

Reference:

Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities (2nd ed., pp. 175-178). Boston, MA: Pearson Education.

Assistive Technology Continuum

In my previous posts I have talked a little bit about assistive technology and the impact it can have on students with special needs. In my next few posts I am going to take a look at assistive technology and the various types we can use to benefit our students.

When I used to think of assistive technology I would think of computers and other fancy electronic devices. Since I have began my journey in special education I have learned that assistive technology can range from high-tech to low-tech. This range of technology is called the assistive technology continuum. 

As I searched for more information about the assistive technology continuum I found a wonderful resource that gave specific examples of no-tech, low-tech, and high tech items that can assistive students with specific subjects.

Assistive Technology

Picture resource

Computers Continued

In my last post I discussed some of the features that computers have to meet the concept of UDL. There are additional operating system features that are provided for users with disabilities.

Operating System Features	Characteristics of students for whom the features would help
Screen Magnification	Visual Impairments
High-Contrast Settings	Visual Impairments
Lens-mode (magnifying a portion of the screen)	Visual Impairments

Reading about all of the operating system features available for individuals with disabilities has been very informative. Many of us today use computers on a daily basis. Computers are vital in schools and the workplace so it is important to know that there are so many features that can help to make them accessible for everyone.

Resource: 

Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities (2nd ed., pp. 163-173). Boston, MA: Pearson Education.

Access to Computers

Assistive technology can aid students with disabilities. As discussed in my previous post, assistive technology can help students to participate in educational, social, and leisure activities.  Computers are just one of the tools we can categorize as AT. "The computer industry has adopted the concept of UDL" (Dell, Newton, Petroff, 2012, p.166). Keeping the concept of UDL in mind, the computer industry has created operating system features that meet the needs of students with disabilities. The following chart shows the features and how they meet the needs of specific characteristics.

UDL Features	Operating System Features	Student Characteristics
Provide choice in method of use	Control computer with mouse or keyboard Receive information by reading or listening	Keyboard use supports students who have poor fine motor control, limited range of motion, or difficulty in visually tracking mouse pointer Text-to-speech supports students with reading disabilities or attention deficits
Accommodate left and right handed users	One button mouse; functions of the two-button mouse can be switched	Able to use only one hand or has better control with one hand
Take into account variations in precision and accuracy of mouse use	Enlarged icons	Low vision, visual perceptual issues, hand-eye coordination problems, hand tremors, poor fine motor control, cognitive deficits
Adaptability to user’s pace	Set speed of mouse travel, set timing for double-click, set keyboard repeat delay, set keyboard repeat speed	Limited range of motion, visual tracking difficulty, poor fine motor control, difficulty raising head to monitor the movement of the mouse pointer

Reference:

Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities (2nd ed., pp. 163-173). Boston, MA: Pearson Education.

AT to Enhance Communication

Hearing and communication is a key part of our daily lives. "Being able to communicate your thoughts, feelings, and ideas is absolutely critical to being successful in school and the workplace. Being able to understand other people's communication attempts is equally essential" (Dell, Newton, Petroff, 2012, p.139). 

Students who are hard of hearing face many obstacles in a typical classroom. They have difficulty following lectures, acoustics in classrooms can be poor, and teachers sometimes speak quickly, quietly, or unclearly. With the assistive technology that we have available today we can help to eliminate these obstacles.

There are many assistive tech devices that can be great tools to help individuals with hearing impairments. When a student uses an assistive listening device a teacher needs to follow certain practices. They should learn about the device, be knowledgeable, and ask for training if possible. Teachers need to be mindful of microphone position and placement of receiver and speakers. They need to explain how the assistive listening device will be used to other students in the class. Teachers also need to remember to face the student when speaking and do listening check with the equipment.

Reference:
Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities (2nd ed., pp. 139-159). Boston, MA: Pearson Education.