IPAD Apps for Autistic and Nonverbal Children

Ipads provide great ways to facilitate learning and communication for individuals with autism. IPADS are portable, flexible, and more accessible being that they are touch screen. This video provided me with some great applications of the IPAD, and made me a bigger proponent for their use in the classroom. Below are a few helpful apps i learned from the video and will look to apply with my students in the future.

Many of the students that I currently work with use Ipads to communicate, and it is remarkable to see first hand the communicative gap in which they bridge. I have also personally seen Ipad use increase spoken word as well which is breath taking. 

 Magic piano is an app that enables an individual with physical disabilities to play a song on the I PAD only using one finger. This provides access to students who have limited mobility.

The drum app is fun/ inviting to students and helps work on isolated finger pointing.

Going Places is an app with pre- made social stories that shows the student what is going to happen and goes through the steps of something like a trip to the grocery store.

Speakit is an app that uses text to speech to give individuals a voice and enable them to participate in discussions that they would not of been able to.

Resource Below
https://www.youtube.com/watch?v=FGU1ELjS7bQ

Electronic touch tablet

For students with poor dexterity or fine motor skill impairments, touch screens are more user friendly and accessible than keyboards or mice. The tablet is more interactive and provides a certain level of predictability which is very accommodating for individuals on the Autism Spectrum.

Tablets allow learning to be more individualized because students can learn at their own pace. The tablet makes learning more mobile, and gives learners more of a choice of how they want to read the material.

Additional Resources
http://www.intel.com/content/www/us/en/tablets/tablets.html?cid=sem117p245496g-c&gclid=CIbj3Oavlb8CFWMQ7AodtSgAJA

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Type To Learn Software

Type to learn is an engaging and interactive application that teaches all of the fundamentals of typing. This can include anything from proper posture and hand positioning to correct finger-to-key movement.

This application introduces keys two at a time, with corresponding typing exercises to develop keystroke memory for the particular keys which you are working on. This would benefit any student who experiences difficulty typing as well as students with learning disabilities.

The above video shows how to use the keyboard program to learn the alphabet and computer keys.

Additional Resources
http://ttl4.sunburst.com/
http://www.nchsoftware.com/typingtutor/

Image Found At
http://www.quicksilver.com/images/typetolearn4/screenshots/screenshot06b.jpg

Voice Output Communication Device

Voice output communication devices are electronic systems used to replace speech or writing for students, which enables them to communicate their needs. These benefit individuals who cannot speak, or whose speech is unintelligible.

there are many output devices commercially available, but it is important that the specific device reflects the user's abilities. Speech generating devices can produce electronic voice output by using digitized recordings of natural speech or through speech synthesis.

The above video shows how to use a text to speech app on an I-PAD.

Additional Resources
http://www.communicationmatters.org.uk/glossary-term/voice-output-communication-aid
http://www.healthinducedautism.com/voice-output-communication-aid-voca.html

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Assisted Literacy Software

Assisted Literacy Software is software that helps mature and cultivate a student's literacy skills. This software helps all learners read and is particularly helpful for students whose second language is English, or who are dyslexic.

CALS teaches foundational skills for reading through a computer based program. This gives individualized help and is a self paced teaching program.

The above video is about earobics which is a phonological program for students.

Additional Resources
http://www.mayer-johnson.com/literacy-lab/?gclid=COCgs_Sklb8CFSJo7AodYz4A8Q
http://www.adlit.org/article/22028/

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http://hilibrary.edublogs.org/files/2011/03/text-help-1a9w17c.jpg

Portable Word Processor

Portable Word Processors are portable lightweight devices a student can take with them anywhere that can serves as an alternative to use for writing instead of a computer or laptop. A built in spell check is usually included to help students with their writing and editing.

For students who need writing alternatives to traditional pencil and paper, this can be very advantageous. Students with attention deficits may also benefit from this device as well as students with poor handwriting.

Some popular portable word processors include the NEO, the Dana, and the quickpad.

The above video highlights the neo mobile word processor.

Additional Resources
http://atto.buffalo.edu/registered/ATBasics/AdaptingComputers/KeyboardOptions/portable.php
http://www.larrydsmith.com/review_asmart3k.html

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Adapted Keyboards

As I broaden my knowledge base of Assistive technology, it is becoming more clear to me how many things like the ability to type on a computer that we take for granted. Adapted keyboards allow users to simplify  keyboard-like access, so the user can hone in on their individual strengths rather than their weaknesses.

Adaptive Keyboards can be useful for students who do not have reliable muscle control. Some Adaptive Keyboards have raised areas in-between the keys so the user can put their hand down on the keyboard first. This would benefit students with tremors or poor fine motor skills.

Independent Living Source has a plethora of keyboard and mouse solutions that are effective for all computing needs regardless of disability.

The above video shows how to use an adapted keyboard to access the web.

Additional Resources
http://www.ablenetinc.com/Assistive-Technology/Computer-Access/Adapted-Keyboards
http://www.infogrip.com/

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http://www.resellerratings.com/store/thumbnail/ILTsource_Independent_Living_Source

Multisensory Educational Software

Allowing students to learn using more than one sense can help eliminate some barriers in the classroom. Students may process information better if they see and hear it as opposed to just one. A student who is dyslexic needs a different approach to learning language than traditional methods employed in many classrooms.

Multisensory techniques stimulate learning by encouraging students to use some or all of their senses.Touchmath provides educators with the most successful multisensory math programs, where students see it, say it, hear it, touch it, and learn it. This is just one example of multisensory educational software which can benefit students who have ADHD, learning disabled, or have a sensory processing  disorder.

The video below shows how touchmath works with simple addition.

Additional Resources
https://www.touchmath.com/
http://www.earobics.com/
http://www.earobics.com/

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http://www.ritutorial.org/wp-content/uploads/2012/12/Multisensory-Image-RITES-e1357747592363.jpg

Books On CD

Books on CD are one of the few things I have come across that I was already moderately familiar with, but they never occurred to me as being assistive. This is a recording of a text which is being read to the user, and is something that I use when driving long distances.

One of the most remarkable attributes of CD based books are that they make books and texts much more accessible for students with impaired vision or severe learning disabilities.The books allow immediate access to any page or chapter with the click of a button. Books on CD also benefit students who are learning disabled or have poor vision.

Below is a snippet on how to play audio books on your I-pod.

Additional Resources
http://www.teachersfirst.com/spectopics/audiobooks.cfm
http://www.playingbythebook.net/audiobook-resources/

Image Found At
http://www.aisquared.com/images/uploads/news/reading.jpg

Scan and Read Software

Scan and read software scans documents into a computer where the software then translates it into digital format. This can then be read to the user and edited. Students who are dyslexic, have learning difficulties, or whose physical disabilities prevent them from handling and reading the printed word can all benefit from this.

Additional features may include the ability to change the type and size of the font, the ability to change the background and highlighting color, and built in text to speech capabilities to name a few.

Below is a video highlighting Open-book which is a popular scan and read software.

Additional Resources Below
http://en.softonic.com/s/scan-and-read
http://www.accessingenuity.com/products/vision/scanning-and-reading

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Naturally Speaking Voice Recognition

This piece of assistive technology can help thoughts evolve into words by enabling your computer to type what you say. Voice commands enable the user to operate various platforms.This can make activities on the computer  quicker, because most people can talk much faster than they can type.

This software would be very helpful for students who are physically disabled because it allows users to work hands free for the most part when they are creating documents. Naturally speaking voice recognition software is also beneficial to individuals who are visually impaired, or have limited to no fine motor skills.

Below is a review of Dragon; one of the most used naturally speaking voice recognition software

Additional Resources
http://www.nuance.com/for-individuals/by-product/dragon-for-pc/index.htm
http://voice-recognition-software-review.toptenreviews.com/dragon-naturally-speaking-review.html

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http://www.talk-to-me.net/talk-to-me.jpg

Talking Word Processor Software

Talking word processor software is another great piece of AT that  gives speech feedback while a student is typing text. The student can choose whether they want to hear each letter, word, sentence or paragraph. Text can even be imported by different sources such as the internet and other applications.

Most software will let students open text files to support individuals with reading disabilities to read their assignments. This software would also support individuals who are visually impaired, and help correct grammatical errors.

Below is an Introductory tutorial on Talking word processor software.

Additional Resources
http://www.albany.edu/disability/AT%20Handout%202012.pdf
http://www.ldonline.org/article/6380/

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Word Prediction Software

As I mentioned previously, there are many ways to alleviate obstacles in the classroom in order to reach every student in the classroom equally. My next 12 posts will delve into some types of AT used in the classroom and which learner characteristics are best supported by these devices.

A word prediction program gives aid to students who have trouble writing by predicting the intended word as the student types the first letter. Words will appear in a list and students select their desired word from the list. The more the student uses the program, the common words that they use are predicted more frequently.

This would benefit individuals who cannot type fast due to physical disabilities, as well as individuals who experience difficulty with grammar and spelling.



The  video below shows how the particular word prediction software program etype works.

 Additional Resources

http://donjohnston.com/cowriter/?gclid=CLiMxvXAk78CFTEV7Aod3AMA2g#.U6n0e7Hb7IU

http://www.sc.edu/scatp/ld_prediction.htm

http://www.greatschools.org/special-education/assistive-technology/966-word-prediction-software-programs.gs

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AT Consideration In The IEP

IEP teams are required by law to consider whether AT is needed for an individual student regardless of their disability. Technology is an effective tool used by so many people to assist in some of their daily activities, and it should continue to be considered more as a tool to target certain obstacles of students.

These tools make the general education curriculum more accessible for students, and can enable a student with a disability to participate in the least restrictive environment. The IEP team needs to be familiar with current AT that is available so they can match possible AT solutions with the student's needs.

After reading I am starting to recognize how many things technology helps me with such as an alarm clock, a calendar, and a notepad to name a few. Students with disabilities should be no different and be able to access forms of technology to enhance their learning experience.

Reference Below
http://www.atinternetmodules.org/mod_view.php?nav_id=1285

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AT Assessment Process In The School

This module helped me understand what the main objective of AT assessments are. This is to identify technology alternatives that will accommodate the individual needs of students with disabilities. When a student is considered for AT there usually is one of three outcomes. 1- AT is not needed, 2- AT is needed, and the team knows how, when, and where the AT will be provided, or 3- AT is needed, but the team needs more information before making a decision.

Moving forward in the field,  I think it is important to have a clear picture of what the students needs as well as their abilities are before considering pieces of AT that will be an effective match in accommodating them. It is imperative to get thoughts from all team members especially the family or student them self. An AT specialist only specializes in assistive technology not each individual student.

Reference Below

http://www.atinternetmodules.org/mod_view.php?nav_id=1486

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Alternative Keyboards

" A wide variety of alternative keyboards make the computer accessible to almost every student. These keyboards fall into the major categories of expanded keyboards, mini-keyboards, and one-handed keyboards" (Dell et al. 2012). Expanded keyboards provide a larger surface to perform correct keystrokes , and are helpful to students with poor fine motor control. 

Mini keyboards are ones that are smaller than the standard keyboard and differ from one another in size, key size, keyboard layout, and functionality. These can benefit students which only have the use of one of their hands, and some mini keyboards offer a pressure sensitive surface that responds to light pressure. 

one- handed keyboards are a viable option for those who have good fingeer dexterity, but the use of one hand. These keyboards provide full keyboard functionality and are designed to let students type without needing to look at the keyboard.

Until now I had no idea how many alternatives there are to traditional keyboards, and how little changes to them can greatly increase a user's accessibility. 

Reference Below 


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

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http://portale.siva.it/files/images/product/full/10964_b.jpg

http://www.enableireland.ie/sites/enableireland.ie/files/imce/user7/maltron_left_handed_keyboard_half_240.jpg

Continuum

The assistive technology that facilitates computer access exists on a continuum that ranges from low tech to high tech. Low tech is where technology considerations should start, and should only move further toward mid tech and high tech alternatives if a student's needs are still unmet.

An example of a low tech adaption is keyboard labels. These labels can provide larger font as well as higher contrast for students with impaired vision. they also provide tactile labels with braille markings to provide greater accessibility to the keyboard for students who are blind.

After reading chapter 8 I realize that assistive technology is not always an advanced form or piece of technology. Something as simple as key guards can be so effective by increasing typing accuracy by targeting specific and individual keys.

 

 Resource Below

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

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http://images.slideplayer.us/1/271572/slides/slide_22.jpg

Operating System Features

I previously touched on computers being flexible in use, and here are some applications that evidence it. Both Mac and Windows operating systems provide flexibility by giving users the ability to enlarge icons. This makes the icons easier to see visually as well as easier to click on with the mouse. Both of these operating systems in addition allow you to adjust the speed of the mouse. Using either of these features or both of them in conjunction, can help students who have trouble with hand- eye co- ordination.

The control users have over certain mouse and keyboard features with the aforementioned operating systems, provides adaptability to the user's pace. An example of this would be the ability to adjust the keyboard repeat rate. Users can regulate the delay before a key will start repeating and how fast it repeats once it starts. Increasing the delay before a key repeats provides greater accessibility to students who have fine motor control issues. 

Reference Below

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

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http://www.wmskill.com/wp-content/uploads/2013/02/How-to-Change-the-Mouse-Speed-windows-7-wmskill.com_-480x300.jpg

http://www.indiacsr.in/en/wp-content/uploads/2011/12/Making-computers-accessible-to-the-disabled.gif

Flexible and Accessible

The second principle of UDL, which is flexibility in use, is being applied in computer operating systems. This is benefiting students with disabilities because it is giving them a choice on how they want to use their computer. Now you can choose between the mouse or the keyboard to control the computer. Using the keyboard instead of the mouse provides easier access for students who have trouble controlling the mouse such as students with fine motor control difficulties.

Computers can also be operated by your voice with a feature called speech recognition. This feature allows students to speak commands into a microphone and have the actions executed. Students who have vision impairments or issues with motor control can benefit from this option greatly. If you have a Mac the user can choose how the information is being presented. Text to speech reads aloud text that has a key sequence pressed and is highlighted. This is a great tool for students with reading disabilities. This information has helped me learn that there isn't a correct way to operate a computer and just like many other facet's of an individual's life it can be tailored to their specific needs. 

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

Pictures Found At  
 http://www.bbc.co.uk/accessibility/images/guides/keyboard_mouse/computer/keyboard_mouse_diagram_smallest.gif

 http://blogs.voices.com/voxdaily/podcaster-thinking-smiling-headphones-microphone.jpg

Internet Technology a Liberating Instrument

  As I mentioned in my last post, there are  numerous obstacles for individuals who are hard of hearing in the classroom, and communication is certainly one of them. Prior to advancements in computer technology, interactions outside of the classroom were very challenging for individuals who are deaf or hard of hearing.  "An important part of learning often involves interacting with teachers and fellow students outside of class" (Dell et al. 2012).

Internet technology is liberating for these individuals because it makes a mode of communication that does not rely on speaking or hearing accessible. This gives individuals an equal opportunity to express their thoughts as well as be active participants in discussions. Web based applications such as email or instant messaging help alleviate social barriers.

Text messaging is also an alternative for communicating that can give people a sense of empowerment. They can have a device at all times that promotes communicative independence and emancipates them from relying on others. Moving forward I will try and incorporate online discussions in the classroom to help students express their thoughts more freely.

















Refrence Below

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

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http://blog.searchbug.com/wp-content/uploads/2013/02/marketing-list-text-messages.jpg

Obstacles for Students Hard of Hearing

As I embark on the 2nd module I will continue to reflect and revisit the UDL framework as I continue my journey through assistive technology in communication and computer access. 

Individuals who are hard of hearing face many obstacles in a typical classroom that can impede on their learning and be discouraging. These students may struggle to follow oral lectures, have a hard time when the teacher turns their back if the student is lip reading, and experience difficulty with class discussions or video presentations.

There are many things ranging in complexity a teacher can do to alleviate some of these obstacles in the classroom. A teacher may have the student sit in the front, be mindful a student is lipreading and not turn their back, and use subtitles when possible during discussions. "For people who cannot hear speech or people who cannot express themselves through speech, technology offers an exciting range of solutions"(Dell et al. 2012).

Communication should be something UDL principles are applied to to make  the most accessible for all students. With advancements in technology this is made more feasible for individuals who are hard of hearing. Cochlear implants can be a viable option, and are miniature electronic devices surgically placed in the inner ear to improve useful hearing. 

 Resource Below

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


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UDL Reflections

UDL was just another acronym to me up until a few weeks ago.and I had a very vague understanding of what it was. I have learned that just like many other facets of life, learning is individualized and idiosyncratic. Straying from a one size fits all approach and incorporating UDL is the only way to meet the needs of every student.

The CAST website has some very helpful tools and resources that are teacher friendly and will aid you in the process of differentiating you lessons to make them more flexible and accessible to all students.  Here are some of my favorite resources that helped acclimate me to UDL and its applications.

http://www.CAST.org- This website is a good place to start because it gives you a better understanding of what UDL is and why it is necessary.


http://www.cast.org/teachingeverystudent/- There are some fun activities here and one in particular that has you pick an activity, identify the background skills and interests of individuals, and identify strengths and challenges of individuals. This helps you understand what each individual brings to the table, recognize individual strengths and challenges, and that students do not fall into broad categories.

 http://www.udlcenter.org/implementation/examples- This is useful in selecting examples and resources that show each of the UDL checkpoints. This gives teachers ways to implement UDL, and all products listed are free.

http://www.cast.org/teachingeverystudent/tools/classprofiletutorial.cfm-This is a useful tutorial that shows how to create a learning profile by considering each individual student with respect to the three brain networks. 

 

http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=21- Here is a toolkit that helps with planning for all learners. It applies UDL to planning and developing curricula in ways that access, participation, and progress for all learners. 

Now knowing about all the helpful tools and resources that are available and free, I will utilize them moving forward.  I will frequent the UDL principles for different ways and examples to implement UDL in the classroom across all three networks. 

Resources Below 
 
http://www.CAST.org
 http://www.cast.org/teachingeverystudent/
  http://www.udlcenter.org/implementation/examples
 http://www.cast.org/teachingeverystudent/tools/classprofiletutorial.cfm
 http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=21

 Pictures found at

  http://einstructionaldesign.wikispaces.com/file/view/udl_group--4.png/358512937/udl_group--4.png