Looking Back

Over the past 12 weeks, I've learned a tremendous amount of information about Assistive Technology.  Everything I learned will help me become a better teacher. Before I took this course, I realize I was using assistive technology without even knowing it. 

AT is EVERYWHERE!  Before when I thought of assistive technology, I only thought of the high-tech devices, like iPads and computers.  Now I know all about mid-tech and low-tech devices, too.  I learned that 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. 


  Giving a student a tool that caters specifically to their individual need is life changing.  Our goal is to help students become independent and AT helps us do that.

Apps that can Provide Visual Supports

AT devices can help students with their academic needs as they transition into college.  Applications can also help students with support while they are in college by providing visual supports so that they can functionally and socially participate in their home and community.

The Laureate Learning System (http://www.llsys.com/) programs teach functional skills that students would need to be successful on their own.  It can be accessed by computer, touch screen, or switch which will accommodate a variety of disabilities. These programs focus on important vocabulary which students will likely see in college, and their community.  Below is a video that describes the program:

The Attainment Company (http://www.attainmentcompany.com/) also has applications that can be customized and focus on functional skills.  

Visual Supports

Students with multiple disabilities, autism, or poor organizational skills will need support through the use of visual supports.  Picture schedules, activity sequences, or representations of events can be cues for students to complete them, or help them be aware of what happens next.  Boardmaker Software (http://www.mayer-johnson.com/boardmaker-software) provides a great resource that will make such things. It is expensive to buy, but offers free trials that will help in deciding whether this program will be beneficial for your child's individual need. Students can create a picture schedule of the school day, or even a to-do list for their job in the work force. The example below shows some pictures and cues of what can be produced from BoardMaker. 

Pogo Boards (http://www.pogoboards.com/) can also generate picture schedules and activity sequences that can be used on an I-pad or other mobile device.

I-Pad Apps
iPrompt (https://itunes.apple.com/us/app/iprompts-visual-supports-schedules/id410386084) which was created by teachers and parents, help students stay on task and transition between activities with picture-based prompts.
First-Then (https://itunes.apple.com/us/app/first-then-visual-schedule/id355527801)  uses digital picture schedule and provide options to record messages.
Picture Planner (http://www.cognitopia.com/picture-planner/)  is designed so that students with cognitive disabilities can construct picture schedules for themselves on the computer and then print it out or use it on a mobile device.

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the classroom: Enhancing the School Experiences of Students with Disabilities. Pearson.

AT Accommodations for Students with Disabilities in College

My blog has discussed the ways in which assistive technology can help students during their educational career.  I also talked about the IEP process, and what needs to be included in the IEP, as well as transition implementations that provide the student with the AT devices necessary to show academic achievement.  Once a student with disabilities gets to college, they come across another barrier. There are no IEPs in college, so a student needs to be pretty independent at this point to continue their education. 

Many of the accommodations they received in elementary and high school, can be used to help the student in college as well.  With added reading in college with textbooks, journal articles, and lecture notes, students are expected to complete more academically as well as organize their thoughts, express themselves, and demonstrate their knowledge on a given subject matter.

Computers can be used by students inside and outside of the college classroom.  The computer can offer a variety of AT services and tools, as well as having an adapted keyboard for easier note taking, depending on the student.  Section 504 and ADA state that colleges must provide (at no cost to the student) reasonable accommodations to make their programs accessible to students with disabilities.  Some examples of this are:

• students who struggle with reading and writing- providing text-to-speech programs for class assignments
• students who are hard of hearing- use of an assistive listening system for lectures (fm system)
• students who are blind- a Braille reader, printer, and translation applications so student can produce written assignments
• students who are in a wheel-chair- scheduling first in order to be on a first floor classroom
• students who are deaf- providing sign language interpreters

Below is a table from the book, Assistive Technology in the Classroom, by Dell, Newtown, and Petroff.  This table gives details about accommodations college students with disabilities can receive that are technology based, as well as non-technology accommodations. 

References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the classroom: Enhancing the School Experiences of Students with Disabilities. Pearson.

Implementing AT into the Classroom & School

Assistive technology can be beneficial to any school and classroom.  Recommending the use of AT to be implemented into the classroom may be difficult when going through a school district.  Ensuring that professionals and student have the knowledge and skills to implement a successful transition to using the AT devices requires much planning.  During the planning process, you need to determine which individuals are responsible for different elements of the plan, any necessary training that needs to be provided, and determining if the AT is working and assisting the student with participating in the curriculum. 


http://www.setbc.org/setbc/topics/effective_implementation_of_assistive_technology.html

Making it Work: Effective Implementation of Assistive Technology Guide provides resources for implementing AT to students with special needs. It helps create organization in a complex procedure that helps a student develop into the community and continue to grow through adulthood. Each one of the sections is carefully developed and can be downloaded and used for free.  They are specifically detailed for each step of the process, and also include charts, questions, and case study examples.


http://www.otap-oregon.org/Pages/OTAPPublications.aspx

The Oregon Technology Access Program designed documents to be used by agencies/ school districts who are developing plans to implement assistive technology. The PDF's available include samples, checklists, and a plethora of information on transitioning seamlessly with the use of AT in the classroom.  There is also information about how to correctly include the implementation into the IEP and the requirements and guidelines that need to be followed.
To download the document please click the following: http://www.otap-oregon.org/Documents/AT%20Model%20Operating%20Guidelines.pdf
This resource also has additional downloads available for school personnel, agencies, and parents.  It is easily accessible and more clearly outlined than the previous website I listed. 


References:

Dell, A., Newton, D., & Petroff, J. (2012). Assistive Technology in the classroom: Enhancing the School Experiences of Students with Disabilities. Pearson.

 http://www.otap-oregon.org/Pages/Default.aspx

http://www.setbc.org/

Augmentative Communication Systems at Home & in the Community

Students must practice and use their augmentative communication systems at home and within their communities, along with at school.  Using their systems in these other settings reinforces the communication skills learned in school and helps them learn how to use it in other places and situations.  The teacher must communicate with the parents to see if there are any culture-related issues and to find out where the student goes within the community or where the student participates in activities.  Educators must make sure there is appropriate carryover and use of the device within the home, among family members, and across community settings.

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

Augmentative Communication in the IEP

-When creating an IEP for a student who uses augmentative communication, it is essential that the document states that the student is able to use the device across the school day, including both instructional and noninstructional time.

-When the IEP team develops IEP goals, it is important to remember that the augmentative communication device is not an IEP goal in itself, rather it is a tool to help the student accomplish a goal.

-Must be in an IEP for a student using augmentative communication:
1) A list of the augmentative communication services that will be provided by related services (Example: Speech/Language Pathologist or Occupational Therapist). 
2) Name the person/s responsible for the maintenance and operation of the device.

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

Learned Helplessness

There are many strategies teachers can use to overcome learned helplessness. 

1) Form a daily expectation of communication through specific activities such as picking the activity during recess, picking a book to read, or choosing where to eat lunch.

2) Create a short daily report that the student shares with their parents.

3) When the student does something, allow natural consequences to happen and provide ways to help them fix their mistake.

4) Allow the student to use their augmentative communication system to make choices whenever possible.

5) Give the student phrases on their device so they are able to reject or protest something.

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