IC#3 Assistive Technology

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IC#3 Assistive Technology

  1. 1. Instructional Challenge #3 <ul><li>Alicia Logsdon EPSY 457 </li></ul>
  2. 2. The Challenge <ul><li>Scenario - You are teaching remedial reading and special ed; your suite of 7 computers is in the room but is hardly used because of the prevalence of paper and pencil work.  You want to do more with technology, and need to integrate it; the biggest program you are involved with is picture communication. </li></ul><ul><li>Challenge - You’ve been selected to present a seminar on technology for special needs students literacy as its focus; this will be geared towards parents and special ed professionals, as well as your own colleagues.  Your task is to modify computers for children that need assistive technology so you can import the reading programs you use – particularly the “Signs for Sounds” component from Read Naturally - and make adaptations for limited speech and communication, including motor. Describe the resources you would need, how you would present the program to the administration and how this fulfills the curriculum standards for your program. Also describe what you would include on a slide show presentation to the parents (in great detail with words or with actual PowerPoint slides.) </li></ul><ul><li>Solution - Your solution must have a research foundation, must include models of practice, and must demonstrate how these models could be modified for use in your own learning environment. Aside from the slide show component, how you choose to articulate your response is up to you; the only requirement is that you submit it through your blog (and present at your scheduled time.) </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  3. 3. Choosing Assistive Technology (AT) <ul><li>Understand what you are looking for. </li></ul><ul><ul><li>Assistive technology is defined as “any item, piece of equipment, or product system that is used to increase, maintain, or improve the functional capabilities of a child with a disability.” (Section 300.5 of the Assistive Technology Act of 1998 and Public Law 105.17, IDEA Amendment of 1997) </li></ul></ul>
  4. 4. Teaching Reading <ul><li>Special Education and Assistive Technology Integration </li></ul>
  5. 5. Currently Used Literacy Instruction Assistive Devices/Programs <ul><li>SRA “Reading Mastery” </li></ul><ul><ul><li>This is one program is what we are currently using in cross-categorical classes. </li></ul></ul><ul><ul><li>This shows individual turns, we also use one-to-one instruction </li></ul></ul><ul><ul><li>This is teacher led- will not be offered for independent work </li></ul></ul>
  6. 6. Currently Used Literacy Instruction Assistive Devices/Programs <ul><li>PECs or Picture Exchange Communication System </li></ul><ul><li>Picture Exchange Communication System (PECS) is a form of augmentative and alternative communication. It is typically used as an aid in communication for children with Autism and other special needs. </li></ul><ul><li>The system has been used with a variety of ages including preschoolers, adolescents and adults who have a wide array of communicative, cognitive and physical difficulties. </li></ul><ul><li>Recent literature reviews have supported PECS as an evidence based practice </li></ul><ul><li>http://en.wikipedia.org/wiki/Picture_Exchange_Communication_System </li></ul>
  7. 7. Currently Used Literacy Instruction Assistive Devices/Programs <ul><li>Read Naturally </li></ul><ul><ul><li>The core steps of the Read Naturally program incorporate our proven strategy of teacher modeling, repeated reading, and progress monitoring to maximize reading proficiency. </li></ul></ul><ul><ul><li>http://www.readnaturally.com/approach/steps.htm </li></ul></ul>
  8. 8. Currently Used Literacy Instruction Assistive Devices/Programs <ul><ul><li>Read Naturally Model </li></ul></ul><ul><ul><li>The same basic step-by-step approach, as described below, is used for Read Naturally Masters Edition , Read Naturally Software Edition , and Group and Tutoring Edition (GATE) for Phonics . A streamlined version of the process is used for One Minute Reader . </li></ul></ul>
  9. 9. The Individualized Educational Plan (IEP) and AT Implementation <ul><li>When selecting an AT it is vital that the IEP accommodations are considered. Additionally, any AT included in the IEP must be provided for the student/family at no cost (per IDEA, 1997) </li></ul><ul><li>AT can be used at the infant and toddler age range, for students with mild disabilities, students with sensory impairments, and students with severe and/or multiple disorders. </li></ul>
  10. 10. AT Implementation in Literacy Instruction <ul><ul><li>B asic Idea: “Target the students’ needs and the learning outcomes; Examine the technology choices, then decide what to use; Create opportunities to integrate technology with other instructional activities; and handle the implementation, and monitor the impact on the students’ learning” (Okolo & Bouck, 2007 p.10). </li></ul></ul>
  11. 11. The Classroom Makeup <ul><li>Grade Level: K-2 Cross-Categorical Special Education </li></ul><ul><li>IEP Eligibilities include other health impaired (OHI), developmentally delayed (DD), speech and/or language (SPL), emotionally disturbed (ED), autism spectrum disorder (ASD) and combinations of eligibilities </li></ul><ul><li>Three students have one-to-one attendants, one is non-verbal and one has limited verbal skills (both are trained in pecs and discrete trial training, one uses effectively, one does not) </li></ul><ul><li>Some students cannot toilet independently </li></ul><ul><li>All students are mobile </li></ul><ul><li>Four students are 5-6 years old (K), two are 6-7 years old (1st grade), and six are 7-8 years old (2nd grade) </li></ul><ul><li>These students do not require assistive devices ( examples ). </li></ul>
  12. 12. Literacy Needs of the Students <ul><li>6 students need phonemic awareness skills to be on grade level for kindergarten standards and as a basis for decoding instruction </li></ul><ul><li>6 students need decoding instruction for pre-reading/reading skills </li></ul><ul><li>8 students need fluency practice to be reading on grade level texts based on first and second grade standards </li></ul>
  13. 13. Seven Computers- How to Use as AT to Students <ul><li>AT available for Literacy Instruction in a K-2 Cross-Cat Classroom </li></ul><ul><ul><li>Read Naturally (continuation) it utilizes cd/listening devices and has been working well with students of various levels </li></ul></ul><ul><ul><li>Reading Recovery-recently discontinued but materials are still available </li></ul></ul><ul><ul><li>Breakthrough to Literacy Software (Already implemented in general education kindergarten throughout district 186 ) </li></ul></ul>
  14. 14. Seven Computers- How to Use as AT to Students <ul><li>Students will be grouped homogeneously, by ability level and needs based on ISBE standards for their functioning level (i.e. a 7 year old, second grade student may be grouped with a 5 year old, kindergarten student-if they’re needs are similar) </li></ul><ul><li>The computers will be arranged so that these students may work independently and as a group, helping each other as needed </li></ul>
  15. 15. Seven Computers- How to Use as AT to Students <ul><li>Each computer will require students to log in using their name and lunch code (as a password, good practice for learning this required code) </li></ul><ul><li>The computers will be set up so the desk tops look alike per their ability leveled groups </li></ul><ul><li>The desk tops will be designed for each individual student, using familiar pictures integrated from the pecs program and icons from the Read Naturally series and Breakthrough to Literacy. </li></ul>
  16. 16. Breakthrough to Literacy <ul><li>Newly implemented curriculum. Has a teach-led, student-led, and independent component. </li></ul><ul><li>Used in general education kindergarten classrooms throughout district #186 </li></ul><ul><li>Has easily made ties to read naturally- stories are read aloud and practiced with students recording their own voices. </li></ul><ul><li>Has a wide range of skill practice. </li></ul>
  17. 17. Breakthrough to Literacy <ul><li>Has picture led choices for non-independent readers (direct correlation to PECS) </li></ul><ul><li>Has a range of skills practiced from letter identification, sound identification, to blending, and decoding </li></ul><ul><li>Teachers customize to meet students needs </li></ul><ul><li>Offers assessment of all areas practiced </li></ul><ul><li>Offers a reward for success/work completion </li></ul>
  18. 18. The Desktop <ul><li>This is an example of what a desk top option may look like for able readers using PECs, read naturally, and a newly introduced Breakthrough to Literacy. </li></ul>
  19. 19. <ul><li>Remember when creating your desk top to be sure that you are not over stimulating the students. Even if you are not working with students on the Autism Spectrum, in this case research shows less is more. Do not add too many graphics, colors, flashes, etc. it will be distracting. </li></ul><ul><li>Also if you have students that have a higher reading level or experience with computers go with the standard desktop and icon configuration-It happens that this class does not have that ability level yet. </li></ul>The Desktop
  20. 20. For Teachers and Parents <ul><li>Please follow the following links for more information on the resources shown in this presentation </li></ul>
  21. 21. AT Resources <ul><li>What is Assistive Technology? Does my child need it? http://www.frostig.org/pdf/ATguide.pdf </li></ul><ul><li>What is Read Naturally? How Can I find out more? http://www.readnaturally.com/approach/default.htm </li></ul><ul><li>PECs- How do we get resources to use at home? http://www.theautismprogram.org / </li></ul><ul><li>Breakthrough to Literacy Information- Beyond Kindergarten! http://www.breakthroughtoliteracy.com/index.html?SID&page=cm_te_co_home </li></ul><ul><ul><li>District 186 offers Parent Courses Check your School’s Website </li></ul></ul>
  22. 22. <ul><li>Bolton, J, & Mayer, M. (2008). Promoting the generalization of paraprofessional discrete trial teaching skills. Focus on Autism and Other Developmental Disorders (FOA), 23(103). </li></ul><ul><li>Conklin, C, & Mayer, G. (2011). Effects of implementing the picture exchange communication system (pecs) with adults with developmental disabilities and severe communication deficits. Remedial and Special Education, 32(2), doi: 10.1177 </li></ul><ul><li>Denton, C, Fletcher, J, Anthony, J, & Frances, D. (2006). An evaluation of intensive intervention for students with persistent reading difficulties. Journal of Learning Disabilities, 39(5), </li></ul><ul><li>Deshler, D, & Kennedy, M. (2010). Literacy instruction, technology, and students with learning disabilities: research we have, research we need. Learning Disability Quarterly, 3 </li></ul><ul><li>Dreon, O, & Dietrich, N. (2009, January 1). Teaching assistive technology through wikis and embedded video. TechTrends, 53(1). </li></ul><ul><li>Keramidas, C, & Collins, B. (2009). Assistive technology use with the birth to three population: a rural perspective. Rural Special Education Quarterly, 28( 1), </li></ul><ul><li>Lee, H, & Templeton, R. (2008). Theory into practice [Vol. 47]. </li></ul><ul><li>Shi, C-H, Shih, C-T, & Wu, H-L. (2010). n adaptive dynamic pointing assistance program to help people with multiple disabilities improve their computer pointing efficiency with hand swing though a standard mouse [1515-1523]. </li></ul>Resources

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