AT for Reading Webinar

I listened to a webinar about Assistive Technology for Reading to help students with reading disabilities. The webinar was presented by Shonda Golden, who game many great resources and ideas to help students with learning challenges. I learned the differences and usefulness of text readers and screen readers. I also learned that a great source for electronic books is www.bookshare.org. BookShare is an accessible on-line library in which schools with students who have IEPs can have a free membership. 

As an elementary teacher, I am faced with students who not only have reading challeneges but are emerging readers. This webinar gave me some tools to use in the classroom that were informative and helpful. 

Source:

http://www.gatfl.gatech.edu/tflwiki/images/6/6d/CREATE_webinar_-_AT_for_Reading_Feb_21_2013.pdf

ReadWriteThink

ReadWriteThink is a site that offers lessons and resources developed by the International Reading Association and The National Council of Teachers of English.  It provides educators and parents access to the highest quality practices in reading and language arts instruction by offering free materials. The site has an array of information such as standards-based lesson plans that meaningfully integrate internet content into teaching and/or learning experience.  This site can be beneficial to use with students who struggle with vocabulary, writing, or comprehension.  Students who are visually impaired can also benefit from using this site because books can be read a-loud and audio recordings are provided for tasks. 

The site is user-friendly and can be easily navigated with links such as lesson plans, resources, and student interactives. The site also provides information about professional development for educators.  Best of all, all the information on this site is FREE for educators, parents and professionals! 

This site is great for differentiating instruction and I would definitely consider utilizing this tool for classroom instruction. 

The next post will discuss an informative webinar to help students with reading difficulties. 

Sources:
http://www.readwritethink.org/about/

KidBlog

KidBlog is designed for Kindergarten to 12th grade teachers who wants to provide each student with an individual blog.  KidBlog empowers teachers to embrace the benefits of the coming digital revolution in education. KidBlog motivates students to write and gives students' writing meaningful purpose.  Students publish posts and participate in academic discussions within a secure classroom blogging community. KidBlog can be used to create classroom discussion, learn digital citizenship, practice writing skills, create an e-portfolio  reflect on learning and formatively assess writing. 

This tool would be beneficial for all different learner challenges including ADHD, autism, and learning disabilities such as dyslexia.  

KidBlog can be used to submit homework assignments, complete writing tasks, and create online classroom community discussion boards about pertinent classroom topics. The software is very user-friendly for teachers, in that it provides teachers complete control over student blogging.  KidBlog is very student-friendly with no advertising, easy login menus, clutter-free design, and simple navigation links. And best of all, there's a FREE subscription option, with options to upgrade at a low cost! 

I created a free KidBlog class, which was super easy to do and navigate through to add students, change settings and manage storage space. I think this tool would be great for 2nd graders and older, and is something I will definitely consider utilizing! 

The next post will take a look at another great tool for instruction in the classroom! 

Sources:

http://kidblog.org/home/

Supporting Expressive Language: Choice Cards

Choice Cards are picture cards used to offer a choice between two or more things. The cards should be specific to the individual and choices can range from what to eat for a snack, to which song to sing, to which activity to do.  Choice Cards can help a student with expressive language difficulties feel empowered when given choice throughout their day and by giving them the ability to make decisions improves their communication skills and behavior. 

An example of Choice Cards would be one pictured below, giving the student to ability to decide which activity to do. 

Another example of Choice Cards would be one pictured below, giving the student to ability to decide which snack to eat. 

I really like the idea of Choice Cards, because it gives the student the sense of empowerment in making his/her own decisions. I think there are infinite possibilities in using these types of cards to help students.  The next post will discuss Past Event Cards, which help students recall past events that have occurred. 

Sources:

http://lessonpix.com/articles/9/41/Choice+Cards

Supporting Expressive Language: Past Event Cards

Children with autism have difficulty recalling past events. A great way to help students is to create a visual representation for them to recall events in the classroom or at home.  By creating Past Events Cards, students can help recall what has taken place between home and school.  A generic template can be created by teachers which can help relay information about what has occurred. A Past Event Card may say "First, __________, Then, ________. 

Past Event Cards seems to be a great tool to use for students who need help recalling events and to also stay on task in the classroom, knowing what event needs to happen in order for another event to take place. The next posts will discuss two websites that will be useful in my instruction in the classroom. 

Sources:

http://www.buildingblox.net

Supporting Expressive Language: Break Cards

Break cards are a visual support which may be used to communicate the message that a student needs some time away from an activity, task or person.  During an activity or task, a nonverbal student who may become frustrated, bored or anxious may find it difficult to continue on with the activity or task. A break card is an alternative way of communicating the need for a break while potentially decreasing their need to engage in challenging behaviors.  Break cards are a strategy that the student can independently utilize to self-manage their ned to take a break for a predetermined time and return to the activity or task.  It's important to set guidelines for the use of break cards. 

One way of using Break cards is to simply give a student a break with a predetermined time. You can give a student as few or as many breaks as necessary. Below is great way to visually show a student how breaks they have. 

Another example of Break cards may be cards that help a student express how they are feeling and enable the student to take a break. 

I think different types of Break cards can be useful to students with expressive communication difficulties in helping them complete classroom activities and tasks. This strategy may also be useful in elementary classrooms where young students have difficulty focusing, and staying on task. The next post will discuss Choice cards, which gives students with expressive language difficulties the ability to choose things based on their wants or needs. 

Sources:
http://www.erinoakkids.ca/getattachment/Resources/Autism/Visual-Supports/Requesting-a-Break.pdf.aspx
http://theautismhelper.com/escape-behaviors-behavior-week/

Expressive Communication Difficulties Involving Autism

Now that we've looked at a few examples of how AT can help students in the classroom and at home, let's take a moment to discuss the challenges of students with Autism have with expressive language. 

Expressive language is the ability to communicate a person's wants or needs verbally, by using sign language or a communication device.  Expressive language means being able to put thoughts into words and sentences and then being able to express those thoughts.  Expressive language also includes nonverbal communication skills such as facial expressions and gestures. 

There are different strategies to help students with autism who have difficulty with expressive language.  Talking activities such as: modeling grammar, naming tasks to facilitate prompt word retrieval, developing definitions of words, and developing concept books, will help increase a student to express his/her wants and needs.  Reading and writing activities such as: listening to music and modeling gestures to lyrics, read a-louds, and writing simple things like a birthday card, can also encourage a student to be more expressive.

Students with autism who have difficulty with expressive language are unable to communicate thoughts, needs or wants.  They may understand most language but are unable to use this language in sentences because they have difficulty with the pronunciation of words. Students may have a limited vocabulary, overuse of non-specific words like "thing", over reliance on stock phrases and difficulty getting to the point of what they are trying to say. 

The next posts will discuss the use of break cards, choice cards and past event cards to help students with expressive communication difficulties. 

Sources:

http://www.pediatrictherapynetwork.org/services/speech_language_definitions.cfm

http://activitiestolearn.com/receptive-vs-expressive-communication/

http://everydaylife.globalpost.com/build-expressive-language-autistic-children-13712.html

http://www.rrsd.mb.ca/rrsd/pages/pdfs_for_pages/Speech/Expressive_Language_Skills.pdf
http://www.learnalberta.ca/content/inmdict/html/expressive_language_disorder.html

IEP Example #5: Andy

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.

Using a communication board, like the one pictured below, Andy will be able to communicate his wants and needs. A communication board can be specially made for an individual student based his/her needs.  

Sources:

http://www.wati.org/index.php

http://talksense.weebly.com/com-board-books.html

IEP Example #4: Eric

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.
Using a word processor, like one picture below, will help Eric complete lengthy assignments faster, and will allow him to edit and correct his work more efficiently. A word processor is a portable device that can easily be transported from school to home. 

Sources:
http://www.dreamstime.com/royalty-free-stock-photos-student-boy-image12207958
http://www.wati.org/index.php

IEP Example #3: Johnny

Present Level of Academic Achievement and Functional Performance
Johnny uses his right hand to write and to physically position his left arm and hand. He has difficulty managing papers as he writes. He collects and utilizes a lap tray, incline board, non-slip mat and modified clipboard but often waits for staff to set up modifications.

Annual Goal:
Johnny will initiate the set-up of his writing station 80% of the time given a chart of needed materials for each task. 

The picture above is a picture of a modified clipboard that Johnny might likely use. This will help him keep his paper organized and hopefully help him become more independent.

Sources: 
http://www.wati.org/index.php
http://spc313-01class.wikispaces.com/Mechanics+for+Writing

IEP Example #2: Kelly

Present Level of Academic Achievement and Functional Performance
Kelly is in a third grade classroom for most of his day and has a full-time paraprofessional who assists him, but functions at a second grade level in most curricular areas.  Because of his physical limitations, he is unable to use a standard keyboard and his speech is frequently unintelligible.  Currently, he uses single message and multiple message voice output devices, eye gaze, and limited direct selection to complete his academic work. 

Annual Goal
Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work. 

Short Term Objectives (STO):  
1. By using an adapted keyboard with a custom spelling template, Kelly will complete a 10 word weekly spelling test taken from second grade curriculum and his current reading materials, with 80% accuracy. 
2.  By using an adapted keyboard with a customer overlay with three character names and facts or characteristics about them from a current reading selection, Kelly will generate three sentences describing a characters or their actions with 100% accuracy on three out of four opportunities. 

3. After participating in a cooperative group science project, Kelly will use an adapted keyboard with a custom overlay that randomly lists three to five steps involved in the science project sequentially with 80% accuracy and "read" them to his group as the "recorder" on three out of four opportunities.

4. Using a basic numbers overlay on an adapted keyboard, Kelly will complete his adjusted daily math assignment with 100% accuracy on four out of five opportunities.

An adapted keyboard with special overlays, like the picture above, specific for Kelly's needs will benefit him to aid comprehension and increase classroom participation. 

Sources:
http://www.wati.org/index.php

IEP Example #1: Michael

Present Level of Academic Achievement and Functional Performance
Michael is in a second grade classroom for most of the day with a full-time paraprofessional who assists him.  He enjoys participating, but 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 takes him to answer questions, and is interested in finding ways for him 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.

An AT device that would be useful for Michael would be a customized communication board that has recorded responses to content knowledge questions. This low-tech communication device makes language visible by displaying photographs, symbols, words/phrases or a combination of all three.  Michael can use responses that include pictures or words by using one finger touch as well.  Below is an example of a communication board. 

Sources:
http://bridgeschool.org/transition/multimodal/com_boards.php
http://www.wati.org/index.php

IEP Considerations and AT

Considering AT is a critical component of the IEP process. The following posts are going to discuss AT and Writing, such as writing/reading challenges of students with disabilities,  and useful tools and resources for educators. 

Consideration of AT is a collaborative process in which the IEP team determines whether AT devices or services are needed for the student to access the general eduction curriculum or to meet IEP goals. 

AT devices were discussed in previous posts and are intended to help students' learning. AT services directly assists a student with the selection, acquisition or use of an AT device. However, before a device is placed into a classroom, the IEP team needs to evaluate what device will best serve the student. 

As a teacher, I am working towards my special education certification. I know there will be a time I am faced with challenges in regards to IEPs and using AT. Therefore, it's important for me to be knowledgeable about the IEP process and how AT can be beneficial to a student.  

The next posts are going to focus on how AT considerations during the IEP process can help meet the goals for the student. Let's take a look at some examples of IEPs with the use AT.  

Sources:
http://pattan.net-website.s3.amazonaws.com/files/materials/publications/docs/AT-In-IEP.pdf  
http://www.otap-oregon.org/Documents/Documenting%20Assistive%20Technology%20in%20the%20IEP.pdf

Perspectives on iPad Use

There are many different opinions about the use of iPads in the classroom. Teachers, parents and children have varying perspectives about how productive and beneficial an iPad (or technology in general) can be.  Most people agree that technology, specifically iPads, are a greta tool to supplement learning in the classroom for various subjects. 

There is the debate of what age a child should be exposed to an iPad and other technology.  Most parents believe that young children, ages five and younger, should not be exposed to iPads because it may delay development in other areas. Other parents believe that an iPad is a good learning tool, but that the parent must monitor their child's use and make the best use of it for their child's mental development. 

If you ask the kids, they love them! Even parents agree, that when their child gets their hands on an iPad, they seem to not be able to get their child to put it down. Kids enjoy the engaging, fun and interactive things they can accomplish on an iPad.

Teachers would agree that adding technology to instruction is not only beneficial to students but helps keep kids engaged in the learning process.  Teachers believe that using iPads puts the student in charge of their own learning experience, and improves student engagement results.  iPads also replace textbooks and other 'old school' supplies.  The use of iPads can improve specific skills such as Math and Reading skills, and also help and benefit students with disabilities. 

Below is a video on the top reasons to use iPads in the classroom! 

Sources:
http://www.theatlantic.com/education/archive/2013/09/discovering-that-your-18-month-old-is-using-an-ipad-in-pre-school/279438/
http://pogue.blogs.nytimes.com/2011/02/24/a-parents-struggle-with-a-childs-ipad-addiction/?_php=true&_type=blogs&_r=0
http://www.educationdive.com/news/17-ways-ipads-will-be-used-in-schools-in-2013/99550/
http://www.youtube.com/watch?v=ulb4jl3xqs8

Youtube Video on iPad Apps

iPad Apps for Autistic and Nonverbal Children is a youtube video that discusses iPad applications for several age groups, specifically young children. The speaker discussed different types of apps that can be used for various reasons such as teaching writing, reading, and physical skills. 

Some of my favorite examples the speaker discussed in the video were communication apps. There is an app called "Yes/No" that allows the individual a choice between two different icons on the page. The main choices are yes/no, but it can be customized to add other choices such as snacks or toys. Another app "Sign Language", which gives the user a list of signs with a video to teach the sign. Another app is "Going Places", which has different stories that a child would experience in a social setting, such as going to a grocery store, or the hair dresser. 

The speaker discussed how most iPad apps are inexpensive, but some may not be as customizable as the more expensive apps.  The speaker stressed how the iPad is a great reinforcer and motivator for individuals in all ages and varying disabilities. 

Although I do not own an iPad, I have used one before in different settings, including a classroom. I am comfortable with using it; however, if I were to incorporate it into instruction, I would definitely need to research how to use effectively and what to use to be effective for instruction. I think using an iPad is a great tool to supplement content instruction. 

AT: Electronic Touch Tablet

An electronic touch tablet is a portable computer that uses a touchscreen as its primary input device. Most tablets are slightly smaller and weigh less than the average laptop.  Some tablets offer fold out keyboards; however, tablets without physical keyboards allow you to enter text using a pop-up keyboard that appears on the screen. Many tablets support multitouch input, which allows you to perform gestures with multiple fingers, such as pinching an image to zoom out, or spreading your fingers  apart to zoom in. 

Below are some examples of different touch tablets:

       

             Apple iPad                                     Motorola Xoom

Samsung Galaxy

Sources: 

http://www.techterms.com/definition/tablet