Individualized Education Program (IEP)

IEP- Is an acronym that many teachers have heard, seen, or experienced.  An IEP, or individualized education program, describes the legal binding plan that is in place when a child is in need of additional services that go beyond the general education system.  Some children have an IEP for IQ levels, occupational therapy needs, or even speech needs. An IEP must also include a section on AT for the student if it is used.  It explains when and how the assistive technology is used and what is necessary for the student in order to use the technology.  This information is usually presented in the supplemental aid or services page in the beginning of the IEP, or the related services or goals.  Some examples of this, along with a descriptive picture of this is presented below:

Example 1:
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.

                            This is a portable word processor that Eric would use in his classes.

Example 2:

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. 

This is an example of some sign language motions.  The other assistive technology tools that would be available for Andy have been shown in the past examples.

Example 3:

Present Level of Academic Achievement and Functional Performance: Jeff likes to interact with his family. He enjoys eating and being involved in meal time and other functional activities in the home. He has not been able to participate in cooking or cleaning except to look toward the item that is needed next, or make a sound when his mother purposely “forgets” something.

Annual Goal: Jeff will use a single switch to activate adapted utensils and appliances to assist family members in targeted functional household tasks during three out of four opportunities.

STO 1: Jeff will activate the blender and mixer with a single switch at appropriate times to participate in preparing meals in three out of four opportunities on three consecutive trials.

STO 2: Jeff will activate the vacuum cleaner using a single switch at appropriate times when cued by his mother to participate in vacuuming in three out of four opportunities on three consecutive trials.

                               These are different examples of single switch operators which Jeff can use.

Example 4:

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.

STO 1: During meal times at school and at home, Steven will use a picture board to point to at least three of six foods he wants to eat, two of three meals each day.

STO 2: Using a voice output device, Steven will make a choice of a “center” he wishes to participate in during choice/work time three or four days per week.

STO 3: During group story time, Steven will use a single message voice output device to complete a repeated story line with peers 90% of the time as observed on 10 random trials.

                                                                                       

 Both of the below assistive technology devices will be used in order for Steven to meet his short term objectives as well as his annual goal.

                Picture Board                                                                         Voice Output Device

Example 5:

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.

   

               lap tray                                                                                                incline board

All of these examples show many different forms of assistive technology and how they can accommodate skills for many special needs students.  As a teacher, I have only seen some of these items used in a classroom.  I look forward to seeing the others implemented in my future classroom.  It is so rewarding to see the progress a child can make academically and socially using assistive technology. 

**IEPs were written by the Wisconsin Assistive Technology Initiative and CITE.**

IEP Considerations and AT

There are many useful writing tools out there to help students with disabilities in each part of the writing process.

Writing Process                        Technology Tool                              Sample Products

1) Prewriting                            Graphic organizer                             Inspiration, Kidspiration
                                                 Outlining application                        DraftBuilder

2) Drafting                                Word processing                              Microsoft Word
                                                  Word prediction                               WordQ, Co-Writer
                                                  Macros                                             Microsoft Word
                                                  Speech recognition                           DragonNaturally, SpeakQ

3) Evaluating what was written              Text-to-speech                                         WordQ, Write OutLoud

4) Editing and revising              Text-to-speech                                  WordQ
                                                  Talking spell-checks                         Write: OutLoud            
                                                  Homonym finder                               Read & Write
                                                  Word prediction                                Confusingwords.com
                                                  Grammar checker                              Microsoft Word
                                                  Text correction                                  Ginger

5) Sharing and publishing         Track Changes and Insert                  Microsoft Word
                                                            Comment Features
                                                  Multimedia application                      PowerPoint
                                                  Internet                                              Disc. boards, Blogs, Wikis

6) Note taking                           Portable note takers                           Neo, CalcuScribe
                                                 Smartpen                                            LiveScribe Pulse Pen
                                                 Braille note takers                              Braille Lite M40
                                                 Application with captionist and         C-Print
                                                           second display                         CART
                                                 Capturing devices                              mimio, SMART Board,
                                                                                                            Promethean ActivBoard

Teachers can try these assistive technology tools with different students with disabilities.  Once you find the tool that works for that specific student, the special education teacher can put it into their IEP.  Assistive technology will assist students in improving their writing skills if the teacher is using effective teaching strategies as well.  In order for assistive technology to effectively support a student, the student must be provided: 1) instruction on the writing process, 2) training on specific technology tools, and 3) training on how to use these technology tools to improve the writing process.

Reference:
 Dell, A., Newtown, D., & Petroff, J. (2012). Assistive Technology in the Classroom.
               Upper Saddle River, NJ. Pearson Education Inc.

Different Perspectives

This inspiring video above shows exactly what assistive technology can do for a person with a disability.  The video describes the obstacles that a young autistic girl faces every day, and shows us that typing on the computer gave her the chance to finally communicate with others, even though she was a non-verbal child!

There are two kinds of disability models that our society bases their thoughts on.  One is the medical perspective of a disability, and the other is the social perspective of a disability.  As an educator, at times I dislike the medical perspective because it judges disabled people on what they cannot do, rather than what they can do. If Carley's family listened to just the medical perspective, maybe she would have never had the opportunity to use a computer to communicate.  Medically speaking, if she wasn't able to communicate with words, or sign language then some may think she shouldn't communicate at all.  On the other hand, the social perspective of a disability would offer many types of accommodations or adaptations for Carley, in order for her to overcome the barrier of being non-verbal, so that she would be able to communicate with the world and the people around her.

The medical model puts a label on the person based on their disability, and doesn't give any room for growing or progressing in a positive way, or inclusion in society.  The social model includes all types of people, not based on race, religion, disability, or background and accepts them for who they are, not the barriers that they face every day.  Teachers understand this, and are able to adapt materials so that all types of learners, and disabilities, have an equal opportunity to participate in the classroom instruction. This is why I think teachers should base their teaching off the social model of a disability.  Let's focus on what they CAN do, rather than what they cannot.

Electronic Touch Tablets

In a previous post I introduced you to some common AT devices and software.  The video below introduces many Apps that you can use to support Autistic and Nonverbal Children, along with other disabilities that may be present in your classroom.

All of these programs are available in the App store and would benefit any classroom with handwriting, reading, and other multisensory teaching applications.  When using an Ipad, or other electronic touch tablet, students do not have to have big bulky AT devices on their desk and are still able to participate with their general education peers.  Before the students start to use all the apps, you must first make sure the the student is able to use finger control and isolation.  A good app for that would be magic piano, that practices pointing, touching, and sweeping which in the long run, will help with communication as they grow up.

Social Stories:  Model Me KidsSonic Pics - use pictures that have been taken, and create story by narration per picture (12) to create a story of what you are going to do, or what you have done.  You can create social stories with this app, and email the stories to others (parent to school collaboration). 

Communication:  Yes No- able to program your own choices (2), add voice, options, and pictures.  

speak it- program that allows you to type what you want to say. Helps students participate that may have speaking trouble with fluency, rate, volume, articulation, or other speech issues.  Tap to Talk- these words/phrases are already programmed but may be used for low/basic communication (free).  Proloquo2go- there are hundreds of ways that you are able to use this program for communication. Youtube videos are available for tutorials.  

Sono Flex -  program for specific children, and customize pages per student. 

Speech:  furry friends- repeats what is said (voice back), so it works with articulation and fluency practice.  Helps work on speech and voice clarity.  vocal zoo - generalizing sounds that pertain to animals. 

Handwriting:  little sky writers - write/practice letters, but you cannot make mistakes!  doodle buddy- almost like paint on the computer, free form drawing, and using different colors. Has options for stamping, and you can use with children that you would usually have hand over hand, and can also create text and email to print, or to give to a parent.

Books:  Disney Digital Books: pictures are animated, and text is highlighted and read aloud, and finger is used to turn pages with swiping. Also can use as coloring books. Dr. Seuss Digital Books: book is just read aloud, words are not there or highlighted. This video is great insight into different apps available to use in the classroom with instruction, remediation, or even rewards.  I hope to use Google to help create a reference list for apps that will be available and useful for my future classroom!

Common Types of AT Used in the Classroom

Students with or without disabilities may have trouble participating in the classroom.  Assistive Technology (AT) can help students who are having problems communicating, writing, reading, hearing, or seeing the materials being presented during a lesson.  Some teachers have not come in contact with many different types of AT unless a student already comes to us with a certain AT device.  Below I will list some common kinds of AT used in the classroom and the type of learners that would benefit from the specific device.  I will also provide some information about common brands and where you can find more information for the device.

1) Word Prediction Software
Overview- Helps a student with word processing by predicting a word that they were intending on typing.
Disabilities/Learning Characteristics-Spelling and phonetic difficulties, LD, ID, dyslexia
Brands/Resources:http://www.aurora-systems.com/pages/learning.html: Aurora Suite 2005
http://donjohnston.com/cowriter/ : Co:Writer7

2) Talking Word Processor Software
Overview- Provide speech feedback as the student writes/types, echoing each letter as it is typed, and the space bar.
Disabilities/Learning Characteristics- LD, ID, Visually Impaired
Brands/Resources: 
http://www.readingmadeez.com/products/talkingwordprocessor.html : Talking Word Processor
http://donjohnston.com/communicate/  : Write Out Loud
http://www.texthelp.com/North-America : TextHelp ,  Read&Write though Windows
http://www.wordtalk.org.uk/Home/ : Text to Speech plug-in for Microsoft Word 

3) Naturally Speaking Voice Recognition Software

Overview- Helps a student to write without typing or using a keyboard. 

Disabilities/Learning Characteristics-Writing difficulties, poor muscle movement (CP), or struggles with OT.

4) Scan and Read Software
Overview- Students and teachers can scan pictures or text and upload it onto a computer.  The software will then read the text aloud and the students can change the font, size, characters, or highlight the text to have it read back to them.
Disabilities/Learning Characteristics- Supports low readers, LD, Dyslexia, Dysgraphia, ESL, ADHD, and students with poor vision.
Brands/Resources:
http://www.freedomscientific.com/products/fs/openbook-product-page.asp : OpenBook
http://www.wynnwizard.com : Wynn Wizard

5) Books On CD

Overview- Read books aloud for students so they can hear the correct phonetics, rate, voice, and fluency.  Disabilities/Learning Characteristics- Supports low readers, LD, Dyslexia, ID, ESL, ADHD, and low vision.
Brands/Resources:
http://www.audiobooks.com/ : Audio Books for downloads on Iphone or tablet.
http://www.openculture.com/freeaudiobooks : Open Culture has many FREE downloads.
http://www.storynory.com/ : StoryNory has many free audio books for children in your classroom.
http://www.tumblebooks.com/library/asp/order_form.asp : Many books for children, but a subscription is needed!
**You can also create adaptable books, and put your voice onto a power point presentation so that the students are able to listen as you read.  

6) Multisensory Educational Software
Overview- Allows a student to use more than one sense during instruction (ex: hearing as well as seeing). 
Disabilities/Learning Characteristics- LD,ID, ADHD, ADD, explores all learning styles.
Brands/Resources:
http://www.touchmath.com/: Touch Math
http://www.earobics.com/overview/sel.php: Earobics 
http://orton-gillingham.com/frmMain.aspx : Orton Gillingham

**The school district that I currently work for uses Earobics for Kindergarten and 1st grade and for the low readers in 2nd grade.  We have seen such a success with this multisensory approach especially with our ID students.  

7) Adapted Keyboards
Overview- Keyboards may not be beneficial for all types of students, especially those with difficulties in motor control. Adapted Keyboards are structured in a variety of ways to adapt typing. Along with keyboards, there are also trackballs, mouse adaptations, and switches. 
Disabilities/Learning Characteristics- CP or low gross motor skills.
Brands/Resources:
http://www.enablemart.com/catalogsearch/result/?q=keyboards : Provides a variety of keyboard options.
http://www.infogrip.com/products/keyboards/ : Infogrip Keyboards.
http://www.maltron.com/keyboard-info : Maltron (one handed keyboards, mouth/handstick keyboards, expanded keyboards).

8) Portable Word Processor

Overview- A portable word processor is lightweight device that is easy to transport (e.g., from classroom to home). It can be helpful to kids who may have trouble writing by hand and prefer to use a keyboard. Word processing allows the user to edit and correct his written work more efficiently than doing so by hand.

Disabilities/ Learning Characteristics- Students who struggle with writing.

Brands: Neo, Fusion, Quickpad.

Resources:

 http://www.greatschools.org/special-education/assistive-technology/961-portable-word-processors.gs

9) Assisted Literacy Software

Overview- Assisted literacy software is software that helps student develop their literacy skills. 

Disabilities/Learning Characteristics- Students with reading disabilities, such as dyslexia. 

One example that I found is the Computer Assisted Literacy Solution (CALS). CALS helps students develop phonemic awareness, decoding and comprehension skills, as well as reading fluency. Students are identified by their teachers as having reading difficulties or challenges. The students then use computer programs to develop their reading skills.

10) Voice Output Communication Device (VOCD)
Overview- Provides opportunities to students with developmental disabilities, cognitive disabilities, or non-verbal with communicating socially and academically. 
Disabilities/Learning Characteristics-ID, Autisim, Non-Verbal
Brands/Resources:
http://www.ttacnews.vcu.edu/2011/01/evidence-based-practice-for-communication-includes-speech-generating-devices/ : Virginia Department of Education (Includes: GoTalk and SpringBoard)

The video below is a great example of how to teach in the moment, and also how to use a VOCD efficiently.

11) Type to Learn Software
Overview- This software provides students with keyboarding skills, and typing fluency.
Disabilities/Learning Characteristics-Low gross motor skills, learning disabled, and any student who has trouble typing.
Brands/Resources:
http://ttl4.sunburst.com/ : Type to Learn
http://www.typinginstructor.com/ : Typing Instructor
http://www.bytesoflearning.com/english/view/1543: Ultra Key

12) Electronic Touch Tablet

Overview-  An interactive electronic tool that let's students use a multisensory approach with just a touch screen portable device.
Disabilities/Learning Characteristics-Low gross motor skills, learning disabled, ADHD, Autisim, ID, LD, Visually Impaired.
Brands/Resources:
Nexus 10 , Google Android, Apple Ipad

As you can see, there is a large variety of AT materials, devices, and software available to assist with participation for a disabled student in your classroom.  Many of these software options would also benefit your general education students and support their writing, reading, and typing. 

Assistive Technology For School Age

Implementation of anything new in a classroom takes time.  Implementing a new classroom management technique, implementing a new schedule, or even implementing assistive technology into the room, the teacher needs to think about the support it holds for the students and its ability to promote social or academic progress.  When considering AT for a certain student, we must first clearly identify the needs of the students, and the tasks that need to be completed in order for the student to be able to fully participate in the general curriculum.  AT can help a child with navigating, social and academic participation, creating writing pieces, communication with others, access to print materials, taking tests, hearing aids, decoding print, and even organizational and work skills. 
The SETT framework utilizes each aspect of AT considerations.

Student
Environment
Task
Tools
are the pillars of the SETT framework and determines if AT is needed for a student.

Like I stated earlier, when you start anything new in the classroom, you need to continually check on the implementation of the AT device or services to see if it is effective for the student.  You need to progress monitor, observe the student, collect data, compare frequency, show recorded observations, and even interview all staff members that work with the student, and the student themselves, to see if this technology is actually supporting and accommodating the student to fully participate in the general education curriculum.

If you need to find out more information on AT implementation and usage in an IEP, please visit www.atinternetmodules.org for more information!  This is such a GREAT resource!

Remember that with AT implementation, you need to keep in mind the physical access, sensory access, availability of materials and technology, and any other additional supports you might need in order to accommodate the disabled student!

Alternative Keyboards

There are many low-tech assistive technology devices that can serve as alternatives to keyboards.  These include: 

1) Keyboard labels- Some students have trouble using a typical keyboard because they cannot see the letters, numbers, and symbols on the keys.  You can put self-adhesive keyboard labels on the standard keyboard in order to meet an individual's needs.
2) Selecting/Pointing Devices- It may be difficult for students with physical disabilities to isolate a finger or use their hands to press a single key on a typical keyboard.  Selecting/pointing devices can help.  These devices can be controlled by movements of the hand, arm, head, or foot.
3) Keyguards- Acrylic or metal covers with holes that are put on top of the keyboard.  There is one hole for each of the keys.  Keyguards increase typing accuracy because the holes only let one key at a time to be pressed.  This helps students with poor fine motor control.
4) Moisture Guards- Are also called keyboard protectors or keyboard skins.  They are flexible covers that fit over the keyboard to protect it from moisture, dirt, dust, or other harmful substances.  Moisture guards may help students who drool or tend to spill or drop items.  

Reference:
 Dell, A., Newtown, D., & Petroff, J. (2012). Assistive Technology in the Classroom.
               Upper Saddle River, NJ. Pearson Education Inc.

Assistive Technology Continuum

Assistive technology exists on a continuum and can range from low tech to high tech.  When considering technology, you should first start with low-tech and then progress to mid-tech or high-tech if you still haven't met the student's needs.  Assistive technology does not have set rules in which certain devices work for certain people.  It depends on the individual person and their individual needs. What device is appropriate for one person, may not be appropriate for another.  You can find the most beneficial device through careful evaluation and by actually using it and trying it out.  

Reference:
 Dell, A., Newtown, D., & Petroff, J. (2012). Assistive Technology in the Classroom.
               Upper Saddle River, NJ. Pearson Education Inc.

Still Flexible

Computers also offer the option of text-to-speech. That means any text can be read aloud for you when you highlight the text and a designated key sequence is pressed. You can even set the speaking rate. This feature is extremely beneficial to students with reading disabilities or attention deficits. Computers also accommodate left and right handed users. Macintosh computers use a one button mouse and the student can put the mouse on the side of the computer that is easiest for them. A Microsoft two-button mouse was originally created for a right handed user, but you can switch the functions using the Mouse Properties Control Panel, therefore, it can accommodate any user. Both mice meet the needs of students who may have only a left hand or who can control only left-hand movements well enough to use the mouse. 

Reference:
 Dell, A., Newtown, D., & Petroff, J. (2012). Assistive Technology in the Classroom.
               Upper Saddle River, NJ. Pearson Education Inc.

Flexibility in Use

The second principle of universal design, flexbility in use, has been incorporated in operating systems and can benefit students with disabilities tremendously. It is beneficial that computers allow users to choose how they would like to use it. For example, they can either use the mouse or the keyboard to control the computer. You may choose to use the keyboard if you find it hard to control a mouse. Students with fine motor skill difficulties, limited range of motion, or visual impairments who cannot see the mouse pointer on the computer screen may choose to use the keyboard instead of the mouse. However, if you find it difficult to remember the keyboard shortcuts, you may choose to use the mouse. Another beneficial feature is that computers can be controlled by voice. The user can speak commands into a microphone and the desired action will be performed. This feature is called Speech Recognition. Speech Recognition may help students with motor control issues, muscle weakness or fatigue, or students with vision impairments. 

Reference:
 Dell, A., Newtown, D., & Petroff, J. (2012). Assistive Technology in the Classroom.
              Upper Saddle River, NJ. Pearson Education Inc.

MOUSE!!!!