Edu614 session 7 spring 14 AT & iPad

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  • Based on what I have used in my classroom + Introduction of self – Severe Special Ed. Teacher at middle school…autism, downs, cp, etc.
  • Edu614 session 7 spring 14 AT & iPad

    1. 1. INTEGRATING TECHNOLOGY SESSION 7 ASSISTIVE TECHNOLOGY & AUGMENTATIVE COMMUNICATION IPAD
    2. 2. Agenda Project questions? Assistive Technology and Augmentative Communication iPad
    3. 3. Universal Design for Learning • UDL based on neuroscience • each principle connects to key area of brain • Multiple Means of Representation • To increase recognition • How a teacher prepares
    4. 4. UDL • Multiple Means of Expression • To expand strategic output • Teacher plans for how students will express learning • Multiple Means of Engagement • To enhance involvement in learning • How do we get students connected?
    5. 5. Assistive Technology • Like RTI Technology has levels too • Level 1 - For everyone • Level 2 - Greater access • Level 3 - Assistive support
    6. 6. AT • Allows manipulation and control of format • Offers alternatives for access • Supports multi-sensory instruction • Supports greater personal independence • Educational technology & assistive technology are a continuum of access to learning.
    7. 7. Accessible Instructional Materials • Accessible Instructional Materials • Students have a right to the same text • Publishers are supposed to produce digital forms • CAST has a center for AIM
    8. 8. Important Questions... • What does the student need to do to participate in the classroom and achieve his/her IEP goals? • What specifically is the student having difficulty with? • What else has been tried? • What will be the the criteria for determining the student’s success? • Who will be responsible for training, monitoring, documenting, and reviewing the AT plan?
    9. 9. AT • All students with a 504 or an IEP are eligible • Assistive Technology has to be considered • Not all qualify • IEP is written first, then look at questions
    10. 10. SETT Framework • S - Student First • E - Environment • T - Task • T - Tool • Joy Zabala - SETT Framework
    11. 11. the Student • What does the student need to do? • What are the student’s special needs? • What are the student’s current abilities?
    12. 12. Environment • What materials and equipment are currently available in the environment? • What is the physical arrangement? • What is the instructional arrangement? • Are there likely to be changes? • Color is a powerful tool
    13. 13. Task • What activities take place in the environment? • What are the critical elements of the activities? • How might technology support the student’s active participation in those activities?
    14. 14. Tools • FINAL step • What no tech, low tech, and high tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments? • What strategies might be used to invite increased student performance? • How might these tools be tried out with the student in the environment?
    15. 15. TechAccess • Fact Sheets
    16. 16. The DESE • The Department of Elementary and Secondary Education has awesome links to information, resources and grants. • Includes: • CAST - Center for Applied Special Technology • Easter Seals - allows teachers to try out technology
    17. 17. Mass Match • MassMatch - initiative to get assistive technology to people who need it • FREE to borrow from ATRC Assistive Technology Regional Centers.
    18. 18. National Center to Improve Practice in Special Education • NCIP - through technology, media and materials • take a look
    19. 19. Accessibility in the Classroom • Accessibility features in Microsoft products • Includes tutorials
    20. 20. UDL Toolkit • UDL toolkit wiki • Please spend some time looking at the resources: • graphic organizers • literacy • study skills • math • writing
    21. 21. National Center on UDL • National Center • Examples & Resources • Every principle is linked to resources & tools
    22. 22. Lauren Costa’s Presentation
    23. 23. Assistive Technology in a Severe Special Education Classroom LAUREN COSTA, M.ED, LICSW
    24. 24. Definition of Assistive Technology “Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of that device.” Individuals with Disabilities Education Act (IDEA)
    25. 25. Types of Assistive Technology Used Positioning and Mobility Communication Sensory Integration Leisure/Access to the Environment Reading Writing
    26. 26. Assistive Technology – Positioning and Mobility Orthotics Wheelchairs Walkers & Gait Trainers Standers Bathroom Chairs Recreational Seating
    27. 27. Orthotics Orthosis: a brace that supports any part of the body through any of the following means: Helps eliminate pain or further injury through immobilization Supports non-functional parts of the body Controls the motion of a functional body part Common Orthotics AFO Body Jacket
    28. 28. “AFO” Picture & Information Provided by: http://www.eagleorthopaedics.com/ortho.html
    29. 29. “Body Jacket” TLSO Brace – Thoracic Lumbar Sacral Orthosis Commonly used with children who have curvature in the spine Halts progression of scoliosis by correcting posture by supporting the shoulders, back and abdomen Picture Provided by: http://reflectionsonthejourneyhome.blogspot.com/2009_06_01_archive.html
    30. 30. Wheelchairs Promotion of Independence Things to consider: Classroom layout Safety navigating classroom & hallway Picture Provided by: http://wheelchairassistance.com/power-wheelchair/head- controlled-power-wheelchair.php
    31. 31. Walkers & Gait Trainers Walkers Individualized support Child uses legs to hold their weight Gait Trainers Equipment holds child’s weight so that child may use legs Opportunity to move using feet Seat, harness & accessory supports Picture Provided By: http://tadpoleadaptive.com/rifton-pacer-medium.html
    32. 32. Standers Academic Benefits Access materials Social Benefits Same level as peers Physical Benefits Strong bones Increased flexibility Decreases tension & constipation Improves breathing & digestion Picture and Information Provided by: http://tadpoleadaptive.com/standers.html
    33. 33. Toileting Systems Things to consider: Storage Increased time for toileting needs Privacy Concerns Picture Provided by: http://tadpoleadaptive.com/rifton-small-toilet-system-2.html
    34. 34. Assistive Technology – Communication Aids Augmentative & Alternative Communication (AAC) AAC Devices & Methodologies Communication Aids – Picture Exchange Communication System (PECS) Dynamic Displays Auditory Scanning Facilitated Communication
    35. 35. Definition of Augmentative & Alternative Communication (AAC) “Methods of communication other than oral speech that enhance or replace conventional forms of expressive and receptive communication to facilitate interaction by and with persons with disabilities who are nonverbal or have limited speech” MA Educator Licensure and Preparation Program
    36. 36. Picture Exchange Communication System (PECS) Developed in 1985 by Andrew S. Bondy, Ph.D. & Lori Frost, M.S., CCC/SLP Intervention for individuals with autism and related developmental disabilities Created for families, resident care providers & educators so that it may be used in a range of settings Based on B.F. Skinner’s book, Verbal Behavior Utilizes prompting & reinforcement strategies Encourages independent communication
    37. 37. Picture Exchange Communication System (PECS) The Base Elements of PECS Functional Activities Skills & activities that lead to independence Powerful Reinforcers Powerful motivation that drives learning Functional Communications Skills that are useful now & in the future Contextually Inappropriate Behaviors Focus on functionally equivalent alternative behaviors
    38. 38. Picture Exchange Communication System (PECS) Six Phases of PECS How to Communicate Goal: Approach people to initiate communication Teach 3 Step Sequence: Pick up, reach, release One picture at a time (no discrimination) Video: http://www.youtube.com/watch?v=ZP48lxnNdHM
    39. 39. Picture Exchange Communication System (PECS) Six Phases of PECS 2. Distance & Persistance Communication Partner moves away from student One picture taught Variety of people, activities, locations, reinforcers involved Video: http://www.youtube.com/watch?v=tr3lQXNEcps
    40. 40. Picture Exchange Communication System (PECS) Six Phases of PECS 3. Picture Discrimination 3a.Motivation to use correct picture = getting desired item & avoiding undesired item Reinforce at first indication of choice 3b. Equally reinforcing items with correspondence checks
    41. 41. Picture Exchange Communication System (PECS) Six Phases of PECS 4.Building Sentences “I want” + reinforcer picture put on sentence strip Entire strip given to communication partner
    42. 42. Picture Exchange Communication System (PECS) Six Phases of PECS 5. Answering “What do you want?” Leads to commenting Maintain spontaneity
    43. 43. Picture Exchange Communication System (PECS) Six Phases of PECS 6. Commenting Answering “comment” questions: “What do you see/have/hear/fee?” Discriminating between commenting and requesting Maintain spontaneity
    44. 44. Picture Exchange Communication System (PECS) Research-based Benefits Facilitates acquisition of speech Increases social skills during play Improvements in behavior management concerns Can be used with peers & siblings System can be implemented in schools and other environments
    45. 45. Dynamic Displays User selects from an array of categories of pictures for the communication of messages, ideas, wishes, comments, needs, etc. Touch screens allow user to access a large amount of vocabulary in one device Voice output available Unlike PECS, the user communicates through display rather than exchange
    46. 46. Dynamic Displays - GoTalk Determine communication needs, create sheets & record messages Helpful for students with limited fine motor skills
    47. 47. Dynamic Displays - DynaVox
    48. 48. Two Successful DynaVox Users Sara Pyszka http://www.youtube.com/watch?v=VlC8G5nNE7k Augie Nieto http://www.youtube.com/watch?v=gDKFNqrmtZ4
    49. 49. Auditory Scanning Form of dynamic display Provides an oral choice from which the communicator can select a topic, letter, etc. Used for those who cannot access tangible symbols, pictures, or a voice output communication device Picture Provided By: http://mashley.net/blog.php?readpost=10
    50. 50. Assisted Auditory Scanning Video of Partner Assisted Auditory Scanning http://www.youtube.com/watch?v=pLb6-Oi3uR0
    51. 51. NAME PROJECT DATE CLIENT DATE Eye Gaze Boards  INDIVIDUAL INDICATES SYMBOL THEY WANT USING “EYE POINTING”  A COMMUNICATION PARTNER WATCHES AND INTERPRETS  A HOLE OR CLEAR BOARD ALLOWS THE COMMUNICATION PARTNER TO WATCH THE INDIVIDUAL’S EYES
    52. 52. Date Location Communication Partner Communication Breakdown Resolved? How? Communication Needs Assessments
    53. 53. Communication Needs Assessments Questions to Ask How frequently is the breakdown occurring? Who, What, Where, When, Why? How can we help the individual communicate? Are there systems already in place that we can add to?
    54. 54. How To Create Communication Aids 1. Determine the vocabulary needed to engage in communication exchange (activity, lesson, social situation, etc.) 2. Simplify vocabulary as needed 3. Provide visual supports as needed 4. Introduce, review, and practice new vocabulary in context
    55. 55. Facilitated Communication (FC) / Supported Typing Individual uses pointing (pictures, letters, objects) or typing (keyboard) to express him/herself Involved communication partner for emotional encouragement, behavior support, and physical support to assist individual in developing independence Video of Tim Chan http://www.youtube.com/watch?v=279h9QJ9ptw
    56. 56. Assistive Technology – Sensory Integration Providing students with the opportunity to experience the world in a new way Therapy balls Squishy items (dog toys) Stretches Video about Multisensory Room & Therapeutic Listening http://www.youtube.com/watch?v=2Ip_ezmqfGo&feature= related
    57. 57. Assistive Technology – Leisure/Access to the Environment Switches Video about Switch Use http://www.youtube.com/watch?v=x0CVVnw2s94&feature =related Picture Provided By: http://www.thesensorycompany.co.uk/catalog/ProductDetail s.aspx?productID=64
    58. 58. Resources PECS Website: http://www.pecs.com/ DynaVox Website: http://www.dynavoxtech.com/default.aspx?s_kwcid= TC|16134|dynavox||S|e|15960397510&gclid=CKvnu- OrgLECFUITNAodITS-Aw Syracuse University – Supported Typing: http://soe.syr.edu/centers_institutes/institute_commu nication_inclusion/what_is_supported_typing/default. aspx
    59. 59. Resources Continued Article about Therapy Balls: http://life.gaiam.com/article/how-sitting-ball-helps- kids-focus-and-do-better-school
    60. 60. iPad - a game changer FreeTech4Teachers Steve Jobs & Apps for Autism 60 Minutes Links iPodsibilities Teaching Learners with Special Needs Free Speech app
    61. 61. iPad a blog post how iPad is used in a special education classroom A Blog Post listing many apps Apps Store has Special Education section and our friend Cybrary man’s list A handout for using iPad in the Special Education Classroom
    62. 62. More on the iPad Live Binders on iPad in Schools - a tremendous amount of material Mr. G Blog iPads, Web tools, math education a CNN report App Smackdown iPad Apps in School great site by Richard Byrne
    63. 63. Even more on the iPad ipads in the classroom - Kathy Schrock Moms with apps blog Smart Apps for Kids my Pinterest board on iPad iPodsibilities blog, apps review, resources

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