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

AT & Learning Disabilities

G

 Much of the devices and example stories for the need for AT shared so far are for serious disabilities like communication, physical and functional needs of certain individuals in special education. 

A focus in this posting is that of the helpfulness and use of AT for learning disabilities.

“AT for Learning Disabilities focuses mainly on adapting, processing and output”

Some supports include:

  Word Processing Software

Software that prompts engagement (automatically)

Varied ways to format and represent information

Opportunities to correct and edit

Fun and Accessible! 

Low tech means of AT...

help students, and frankly EVERYONE stay organized

Post-its

Digital Timers

Graphic Organizers

Highlighters

G

These objects are effective for good teachers to model and expose to students of all abilities!

High tech means of AT... 

typically more advance achievement needs

Grammar Checker

AT Matching Present Levels to Attain Goals

Now that some types of AT devices have been shared and the important presence and use for AT is required for individuals with IEPs has been highlighted, some case study examples below support this practice as well as my learning and preparation as a Special Educator.

The present levels and goals of identified students were collected and shared by the Wisconsin Assistive Technology Initiative, found at http://www.wati.org/?pageLoad=content/supports/free/index.php 

My classmates, professor and I have enjoyed researching these studies and applying appropriate devices to help the learner reach their goals! 

Below are some examples, I hope you enjoy...

Steven:

Present Level of Academic Achievement and Functional Performance: 

Steven is a four-year-old boy diagnosed with pervasive developmental disorder. His placement is in an Early Childhood classroom. He is able to understand and comprehend when spoken to, but does not communicate his needs consistently. When choices are simplified and broken into steps, Steven will try to communicate wants and needs. Peer interactions are limited.

Annual goal: 

Steven will use a picture board or voice output device to express wants and needs to adults and peers in both home and school at least four times each day.

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.

Michael:

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.

Mary:

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.

IEP Considerations and AT

This blog focuses on Assistive Technology and its effectiveness to aid diverse learners. 

To me, every person is unique so therefore they learn differently.  That being said, individuals in special education or with disabilities are expected to receive appropriate and fitting accommodations and assistance in their learning.  This right is sponsored by within IDEA (Individuals with Disabilities in Education Act).  

These accommodations may include assistive technology and AT plays a special role in one’s IEP (Individualized Education Program).  

Having researched this presence of AT in one’s IEP it is understood that 

There are three areas where AT can be incorporated into a student’s IEP:

• under Special Education for “annual goals”
• under Related Services
• or under Supplemental Aids/Services

All of these sections, fittingly different for each student should have consideration to support this student in the least restrictive educational environment (LRE).  That student’s IEP advocates or supporting teachers, therapists and parents should acknowledges the student’s needs consequently matching appropriate devices and tools to help them achieve.  These decisions and plans are consulted at IEP meetings and they are documented in the IEP annually.  

Hopefully the seriousness of AT as a helping tool is supported from these initial plans!

IPADS Autism / Communication Disorders

We live in a technology-driven world where there are so many opportunities to be connected and use countless devices that suit us happily.  Fortunately, students with special needs and/or disabilities have this opportunity as well with access to assistive technology.  Previously blogged about and shared before, there are many devices and softwares used to assist diverse learners when necessary.  Another tool that is extremely popular among society lately is the Apple iPad which serves as an alternative to a computer for most.  As far as special education, an iPad is a significant tool.  

In an extremely engaging and informative presentation found at http://www.youtube.com/watch?v=FGU1ELjS7bQ, the presenter shared relatable experiences in her work and efforts to teach young children with Autism.  Her admiration and excitement of the iPad device and its being's and applications' effects on her students was enchanting to learn about.  I greatly enjoyed this clip as I took many aspects and suggestions mentioned to hear with intentions to use as a teacher very soon! 

Below are some notes I scribed during the video. I hope they serve as a glimpse and ignite an interest for you to view the video as well!

* interactive stories with music, colors and "one-touch" opportunity excites the learner

* pointing and moving your finger is a great practice for young children

* nursery rhymes as interactive exposure is significant as children relate to familiarity

* opportunity for individual to singly play on the iPad should not be only exposure that they have.  Instead, an adult should view and play with them and the device.  This opportunity of engagement with the grown-up or teacher and the device makes the learning experience more meaningful!

* ALWAYS ALWAYS ALWAYS search for more suitable applications for certain learners that may appeal to their interests or needs! There is so much out there!

In my preparations to become a special education teacher I feel very fortunate for the access to all of the information and resources that are available in this modern technological age.  Viewing this video about the iPad and how it can be a communication tool causes me to reflect on the interactions and enjoyment of time spent with my adult cousin who is intellectually disabled and nonverbal too.  Just recently, Colleen received an iPad and she loves it!  Between the colors, pictures, sounds, and finger-controlling Colleen is extremely happy and engaged when she plays with her fun toy.  Recognizing family members in photos on the screen as well as her favorite cartoon games are some approaches she uses.  However, after my satisfaction of this video I would like to add the communication applications and the Me Going Places app to Colleen's iPad screen options.  With these additions and more that I may find and share with Colleen, she has much to gain and I certainly think she will enjoy this!  Additionally, this practice with Colleen will enable more experience for me to become educated, practice more and be more prepared to implement the use of iPads in my classroom with both regular and special education students, especially for one-to-one instruction experiences!

Types of AT Devices

I have enjoyed exploring UDL principles and the effectiveness of Assistive Technology in today’s classrooms of diverse learners.  Below are some exemplary and different types of assistive technologies including devices and softwares that meet the needs of various learners. Enjoy!

WORD PREDICTION SOFTWARE

•  assists one with text entry

• reduces the number of required keystrokes

• predicts the word one is typing and the next word based on word frequency and context
• http://www.goqsoftware.com

TALKING WORD PROCESSOR

• word processor
• text-to-speech capability
• builds literacy and efficiency skills quickly
• includes an integrated dictionary
• http://www.readingmadeez.com/products/talkingwordprocessor.html

SCAN AND READ SOFTWARE

• begins with scanning paper documents (text, pictures, etc.) into computer
• software translates material into digital format that can be read and edited known as Optical Character Recognition (OCR)
• saves the user time and effort in editing a document
• helpful to individuals with print disabilities, dyslexia, visual impairment, learning disabilities or those with physical impairments
• http://www.snow.idrc.ocad.ca/content/scanning-and-reading-software

BOOKS ON CD

• provide clarity of spoken words in a story
• written language and audio language are apparently linked
• helpful for students with reading disabilities, visual impairments and English language learners

MULTISENSORY EDUCATIONAL SOFTWARE

• signature touchpoints that engages students of all abilities and learning styles 
• intuitive and interactive practice
• supplementary to any curriculum or a stand-alone program
• available from PreK to upper grades
• http://www.touchmath.com/

ADAPTED KEYBOARD

• mini size or oversized depending on the need
• helpful to students with low vision or manual dexterity challenges
• "frequency-of-use" design including high frequency letters placed towards the center to expedite text entry and minimize fatigue
• http://www.ablenetinc.com/Assistive-Technology/Computer-Access/Adapted-Keyboards

These are just some exemplary tools of assistive technology! Others I encourage you to explore are:

Portable word processor

Assisted literacy software

Voice Output Communication Device

Type to Learn Software (keyboarding skills)

Electronic touch tablet