Durability of the device – express concerns – get suggestionsAccess – how will the individual access the device. Does it need mounting?Needs - what do you need the app to do?Consideration: What are you willing to compromise on?Expectations: does it need to be able to take data? Does it need to be able to adjust to students learning? Does it need to be able to print or print screen
App attack education042413
APP ATTACK: EducationMike Marotta, ATPAssistant Director, ATS Dept.firstname.lastname@example.org Originally Developed by Vanessa Lombardo & Jeannette Van Houten
Who are we???? Advancing Opportunities• 20 + Years• Mobile assistive technology services• Serves individuals with all disabilities• Diversity of staff• Technology Lending Center
One size fits all • Perfect for individuals with autism • Works in all environments • Does everything you need it to do • The only tool the students will need • There is an APP for that.
The SETT FrameworkS = SkillsE = EnvironmentT = TasksT = Tools Adapted from Joy Zabala, www.joyzabala.com
Student• What does the individuals need to do?• What are the individuals special needs?• What are the individuals current abilities?• What are the individuals strengths and weaknesses?
The Touch Screen– Doesn’t require pressure, only contact.– More sensitivity may help some, but may be a hindrance to others.– There are some adjustments that can be made to the touch screen. How effective are they?– Requires ability to use gestures
Training app suggestions to improve direct accessWheels on the Bus Bubble Xplode Skee Ball Free Looking to develop pointing/tap, swiping and dragging 8
Environment• What is the physical arrangement?• What materials is available in the environment?• Special concerns, Lighting? Printer?• What is the instructional arrangement?
Tasks• What are the critical elements of the activities?• How might the activities be modified to accommodate the individuals needs• How might technology support the individuals active participation in those activities?
Tools (Apps)• Durability of device• Access• Needs• Consideration• Expectations
Focus Areas• Organization• Time Management• Behavioral Supports• Reading• Writing
Characteristics of the disorganized• forgets to bring • turns work in late and materials sometimes not at all• loses papers and • has trouble school materials remembering• writes assignments information inaccurately or does • poor sense of time not write them down at all
Reading Difficulties• Read slowly and deliberately with no or little fluency• Appears to read and re-read very slowly, when reading silently and orally• Substitute, omit, and/or transpose letters, words, syllables, and phrases• Lose place on page• Have poor comprehension of written materials
Writing Difficulties• Poor handwriting / writing illegibly• Writes letters or numbers backwards or upside down (especially when tired)• Poor spelling skills• Difficulty with copying or completing work on a printed page• Difficulty taking notes from reading or oral presentation