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