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.