AT in Transition Planning

AT in Transition Planning

It is the right for every individual to reach for success, despite their ability.  

Chapter 14 of the text Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities by Amy G. Dell supports this notion.  The components of this section discuss and highlight the importance of implementing transitions carefully when leading students to new opportunities.  Functions of AT are made and provided for individuals to function more independently.  Whether these individuals move on in life to schooling such as college, working in workplaces as well as interacting in their homes and communities - AT can support them always.

AT a Reasonable Accommodation for Students with Disabilities in 

COLLEGE

The number of students with disabilities attending college has increased significantly in the past decade and fortunately, AT offers solutions to the obstacles they face in meeting college's academic demands.

Having experienced four years of college, I recognize that it is all about being organized and managing your time carefully!  Most importantly, it is about finding yourself and doing what you like to do.  In order for individuals with disabilities to do these things their AT which they "pack" to go to college with them must follow a certain criteria:

                    1. AT must be easy to use and easy to customize

                    2. The tool must be age appropriate

                    3. The tool should match the individual's personal preference

                    4. The device must match the specific task to be met and be suitable for        
                        the learning environment

                    5. Installation of the AT device should be easily accessible by the student

                    6. Training and ongoing technical support must be provided to students and 
                         staff

Besides AT in College, Reasonable Accommodations are expected by the College to Provide.  These Accommodations can be Technology-Based or Non-technology Accommodations.

Table 14.1(Dell p 329)

Newton, Deborah A., and Jerry G. Petroff. "Chapter 14 - "Implementation of Assistive Technology in Transition Planning." Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities. By Amy G. Dell. 2nd ed. N.p.: Pearson, 2012. 324-347. Print.

I hope this post serves as a good resource for you. It is so important to encourage the students we teach regularly to reach for success.  Resources like AT, special education services and accommodations are comforting to help them achieve in all tasks they desire in life!  Coming in contact with all of this information and resources has made me more excited to be an educator to these dynamic students.  

I hope it encourages you too!

Assistive Technology Resources

Assistive Technology Resources

As mentioned before, the text Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities by Amy G. Dell is a helpful resource for educators to learn about Assistive technology practices, programs and instruction for today's students.  In Chapter 13 of the text, some websites were provided and readers are encouraged to explore.  Content with this exposure, I did just that! I hope you find success with the mentioned sites below.

Texas Assistive Technology Network

This site provides a complete instructional module on AT implementation from the Texas AT Network.  It serves as a great basis or introduction for people who are or who will be involved in AT decision making and implementation, as it's intent states.  All of the steps which one goes through to use AT are thoroughly examined through this module and some points which attendee typically gain in the experience include

purposes and results of AT

big ideas in AT implementation

planning for AT implementation

evaluating the effectiveness of AT implementation

Having explored this site fully I really gained a lot about AT and the steps needed for successful implementation.  Under the Resources tab I then discovered the connected sites that link to RTI (Response to Intervention).  I had always known that RTI supports one's goals to reach as stated in their IEP however RTI strategies most definitely should incorporate AT if fitting and necessary.

The site for RTI is shared below

http://rtinetwork.org/

University of Kentucky AT (UKAT) Project

The University of Kentucky sponsors an Assistive Technology Project for its students of the Special Education Program and Rehabilitation Counseling in partnership with the state's public schools.  Provided on this site is a interactive and informative "toolkit" that guides professionals through the AT delivery service process....from consideration to assessment and monitoring.

I found the blank document/template sheets throughout the toolkit to be valuable.  I see these sheets as great resources for educators to keep steady in developing AT for their students.  Documentation is key and when it is organized and structured like the templates shown, much success is bound to follow. Students can certainly benefit from this organization and I credit establishments and programs like UKAT for their models and resources.  This site is certainly one I would return to if I choose to pursue a career in teaching Special Education and Assistive Technology especially.

Augmentative Communication Devices

Augmentative Communication Devices

Augmentative communication assists individuals who cannot speak to interact with others.  Augmentative communication systems are designed to “augment” the existing communication ability a person has (facial expressions, gestures and body language, etc.)

Below are some guidelines and prompts to consider when implementing Augmentative Communication Systems for your students.

Strategies Helpful to Overcome “Learned Helplessness”

• build a daily expectation of communication through specific activities to be chosen by the student
• sharing brief daily reports to parents communicated by the student
• allow natural consequences to occur to the student with avenues to repair
• provide powerful phrases of rejection, protest or satisfaction

Augmentative Communication in the IEP

If a student has a need for a communication device, it should be listed in the assistive technology section of the IEP.  From there, elaborations of the use of the device and reasons for its need should be clearly stated.

It was also shared that if this device is used by the student it should be highlighted and recognized for teachers to tailor instruction accordingly.  The person responsible for operating it should also be mentioned.

Importance of Support of Augmentative Communication at Home and in Community

One’s augmentative communication device serves as their voice and therefore it should be welcomed and incorporated regularly into school and home activities.  This chapter even suggests that learned usage of the device in school helps students generalize in different settings.  This requires significant family involvement, respect and acknowledgment of a person’s culture, and the identification of places or activities in which the student enjoys and is involved.  The individuals who teach and interact with this individual are advocating for their voice by support of their use of an augmentative communication device!

Reference:

Newton, Deborah A., and Jerry G. Petroff. "Chapter 12 - “Integrating Augmentative Communication in the Classroom, Home and Community.”  Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities. By Amy G. Dell. 2nd ed. N.p.: Pearson, 2012. 280-301. Print.

Exploring Virtual Manipulatives

Exploring Virtual Manipulatives

The previous post introduced AT and how it supports various learners in the subject of Math.  The common traditional tool that supports Math is the use of manipulatives, which are defined as objects or materials used by touch to assist one learn mathematical concepts in a learning environment.  

In relation to Assistive Technology, manipulatives do not have to be physical objects!  

A new method of virtual manipulatives supports students in math concepts via technology.

The website of the National Library of Virtual Manipulatives is extremely resourceful for educators and STUDENTS!  It provides activities for students of varied grades and abilities.

AT for Math

AT for Math

In modern times, computer use and Internet resources seem to be the answer.  Countless apps for Math instruction are available at our fingertips!  Below are some guidelines and prompts to consider when implementing AT for Math instruction.

Key Questions that Should be Considered when Selecting Educational Applications to Meet Students’ Goals and Objectives

• What is the goal or purpose of the application or computer use?
• Is it meant to strengthen math skills in problem solving or is it meant to build speed and accuracy with basic math facts?
• Does the application match the content of focus and purpose for its use - therefore meeting the student’s needs?
• Is feedback or explanations of answers available to the student and/or teacher to teach-upon again?
• Can the student’s individual needs be met through basic operations like sound volume, modified levels, speed and reaction time and image display?

Educational Applications Used to Address Automaticity/Math Fact Fluency

FASTT Math (Fluency and Automaticity through Systematic Teaching with Technology) serves as a math intervention program for students to attain math fact fluency.  The components of students’ command of basic facts measured by their response time is the function of the device.  I like how from there, customized activities are set for the student based on the results.  Additionally, reports are generated for teachers to monitor and record appropriately.

Technology Tools Used to Address Visual-Spatial or Motor-Control Difficulties

MathPad (Cambium Learning) is a talking math worksheet program for students to compute whole number arithmetic problems via the computer screen with their finger acting as the pencil!  There are alternatives of functions like the mouse clicking and scanning for students with fine motor difficulties or severe disabilities.

MathPad Plus (Cambium Learning) extends all of the features of the original program with the addition of fraction and decimal instruction/practice.  The visual representations of manipulatives for students who may not be able to physically interact with them is effective through this program.

Virtual Pencil (VP) Arithmetic and Virtual Pencil (VP) Algebra assist students who are “pencil impaired” and face difficulty operating a pencil effectively.

Educational Applications Used to Teach Math Concepts, Skills & Problem Solving

Virtual Manipulatives support the development of math concepts for students in Grades K-12 and can be found at a number of websites

Math Playground is another great resource that provides free online games in the Math areas of Word Problems and Logic Puzzles.  A significant benefit from the Word Problem section is that the student can check their work after each step and they receive feedback for further understanding.

Conceptua Math is a resource for fraction instruction and practice.  Visual models are linked with spoken text for students who are struggling readers.  This website is assisting to teachers to implement in whole class instruction and individual formative assessments can be tracked when the students practice independently.

Low-tech and Mid-tech Adaptations for Students with Disabilities in Completing Math Tasks

     

Low-tech	Mid-tech
manipulatives fraction rubber stamps manipulative number line laminated addition & multiplication tables special rulers with multiple transparent overlays	calculators with oversized buttons talking calculators See ‘n’ Solve calculators “coin abacus” calculator “coin-u-later” calculator

Reference:

Newton, Deborah A., and Jerry G. Petroff. "Chapter 5 - Computers and the Internet to Teach Math." Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities. By Amy G. Dell. 2nd ed. N.p.: Pearson, 2012. 117-38. Print.

Assistive Technology Support for Reading

We have explored many different uses of AT helping identified students reach achievement in social, physical, functional and other needs.  

Another aspect now to consider is the struggles many face in the subject of Reading.  

Due to this common existence, strategies to support those affected using Assistive Technology have been developed.

Tools for Life is a very interesting company under Georgia’s Assistive Technology Act Program that provides awareness and information about AT for all persons in Georgia.  Recently, on their website a Webinar was held on the topic of Assistive Technology for Reading.  

I found the presentation to be extremely informative and the overall message of “promoting access to reading success through AT assistance” was admirable.

Some notes and effective tips which I scribed during the viewing are shared below

• look for electronic text on the internet or scan hard copies into technology
• Bookshare.org membership is helpful for teachers, schools and districts to access an abundant electronic library
• students with print disabilities benefit from this site as they can download books and have the text read-aloud to them via the computer screen and speaker system
• accommodations with students who read Braille are also available!
• Text to speech is also a supportive task that promotes student comprehension
• it is imperative that this practice be modeled, taught and performed often by students
• the application of defining terms in the presented readings is also helpful

I encourage you too to view this Webinar!  

To access, go to http://www.gatfl.gatech.edu/tflwiki/index.php?title=Webinar_Archives 

Select reading Webinar : “Assistive Technology for Reading”

“When choosing the right assistive technology tool....the choice is yours!”

- Shonda Golden, author and Webinar host

AT & Sensory Disabilties

AT & Sensory Disabilities

Sensory Disabilities include visual impairments and hearing impairments from low to high needs.  A typical student with this disability brings auxiliary aids and adaptive equipment to the learning environment.  If helpful to this individual, it is important that the student’s teacher acknowledge this assistive technology and enhance their teaching using this device best serving the student!

Low Tech Supports

Portable headset

Books on tape/cd

High Tech Supports

OCR Device