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AT in early education
- 1. Using Assistive Technology in the Early Childhood Classroom Kristine Jenkins
- 3. How is the need for AT determined? Observe the child in the classroom. Is the child having difficulty completing certain tasks or communicating? Discuss routines and activities with parents, gather feedback. What does the child do well?
- 4. How is the need for AT determined? What does the child like or dislike doing in the class, and at home? What do the teacher and parents want the child to participate in? Are these activities developmentally appropriate for the child?
- 6. Categories of AT for Young Children Adapted & Universally Designed Toys Daily Living Aids Communication Tools Computer Access Educational Aids Mobility Aids Sensory Aids
- 7. Types of Assistive Technology (AT) No Tech Simple changes made to environment or equipment. “Homemade”, or created. No cost Low Tech Modest changes, more involved mechanics, “McGyver-ish” changes to equipment. Low Cost or no cost Medium Tech More complicated mechanical or software modifications. May need “expert” assistance. Modest cost High Tech Very advanced computer software, hardware, or digital devices. Equipment purchased from manufacturer. High Cost
- 14. Making it happen in your class Observe, communicate Is there a need? Can you create a way to meet the need? Does it help the child participate? Do you need information or help? Resources Implementation Observe, communicate, adjust, repeat
- 15. Resources Assistivetech.net - www.assistivetech.net Center for Early Literacy Learning - www.earlyliteracylearning.org Family Center on Technology and Disability (FCTD) – www.fctd.info SC Assistive Technology Program - www.sc.edu/scatp/index.htm Division for Early Childhood – Special Needs - http://www.dec-sped.org/ National Assistive Technology Technology Assistance Partnership (NATTAP) - http://resnaprojects.org/nattap/ Tots-n-Tech – http://tnt.asu.edu Frank Porter Graham Institute - http://community.fpg.unc.edu/
Editor's Notes
- Welcome and introductions.
- The term assistive technology covers a WIDE variety of things. The basic concept is that AT is a service, device or adaptation that improves access, functionality, understanding and participation in the gen ed classroom, for a child with developmental delays or disabilities.
- Typically the need for AT is determined by the teacher or a service coordinator. In many private child care facilities the responsibility for determining a need will fall to the classroom teacher or the teacher and an administrator. So determining a need for modifications or adaptations has to begin with some basic steps. First, and most importantly, you need to observe the child in their natural environment, which would mean the home and their classroom. Notice is they are having challenges with certain tasks, access to an area or task, are they understanding, difficulty with communication with adults or peers, etc.? Communication with the parents and the rest of the family is vital to an accurate assessment. Find out about daily living routines, what they can do independently and what they still have difficulty with. Ask the family if they have made modifications that have helped and what they feel they still need help with. Always make sure that during discussions with family and in your own observations you also find out what the child is capable of doing independently, what they do well or excel at, and what is of interest to them? All of these pieces of information will prove helpful when a plan for learning and adaptations are made.
- Again, finding where their interest lies may help to increase interest and participation later on when lessons are implemented. Also check with the parents to make sure you receive their input on what THEY wish for the child to learn or focus on. It may be that they place high importance on the child learning potty training skills because the parent is afraid they will not be able to handle the physical demands as the child grows. Then once the observations and discussions have been completed you also need to make sure the tasks that are being asked of the child are developmentally appropriate for their individual progress. You do not want to try to make AT, adapatations or accommodations for a child that is just not developmentally ready for the task at hand. It will create frustration and will discourage learning for the child and the adult.
- How much assistance? How much is too much? Or too little? This question is highly specific to each individual child and the task they are presented with. However there are some generic rules to follow. 1. Try to create an environment that is accessible to all children. For more information on this, please look at the information on UDL, universal design for learning, that is also included on this wiki site. 2. Make sure that you are scaffolding learning to encourage independence. Allowing a child to be challenged and even fail, can be useful for learning as long as the child persists and does not become discouraged or overly frustrated. 3. Provide the support that is needed to prompt the child to try the task, encourage them, then step back enough to allow them the chance to see if they can accomplish the task. 4. Observe during this process, evaluate the effectiveness of the adaptation or AT to see if it provided the appropriate amount of assistance (not too much or too little), make adjustments as needed, then repeat the process as many times as needed.
- So what kinds of AT are available for children? There are actually ALL sorts of AT available for people with disabilities! For our purposes, we will talk about the seven main categories. 1. Adapted toys and/or UDL toys – these are toys that are already designed to be accessible for all children or those that can be simply modified or adapted for better use. We’ll look at examples in a few minutes. 2. Daily living aids – these items are those that help with the tasks that we all do every day, such as eating, drinking, self-care, sleeping, etc. 3. Communication tools – these are tools that aid with understanding receptive language (hearing aids, closed captioning) and expressive language (communication boards, computerized voice). 4. Computer access – these are tools that will help the children to be able to access and use the computer, the internet and software programs that all made provide assistance in some way. These may include push button mouse or screen shield. 5. Educational Aids – these are things that assist with the understanding or access to specific learning activities or skills. For example, many children have difficulty with the fine motor skills that are necessary for writing. Using pencil grips or stampers may assist with this. 6. Mobility Aids – these are tools that assist with sitting, positioning, walking, etc. 7. Sensory aids – this category is often overlooked or forgotten. These aids are particularly useful with children who have autism or cognitive disabilities. Sensory experiences can be soothing and comforting to a child especially when distressed, but these aids also look at making the environment less stimulating to the senses of a child, sometimes with something as simple as a dimmer switch on overhead lights.
- Just because we use the word “technology” doesn’t mean that these adaptations will always involve electronics, high-tech gadgetry, or cost lots of money. Some may, but most don’t. And the best types of AT are those that become common place, widely used and are no longer noticeable. Curb cuts, the dips in the edge of a sidewalk, were some of the first techniques used in the world of architectural design to accommodate for people in wheel chairs. These common place adaptations are now used by moms with strollers, delivery people, skateboarders, bicyclists, etc. to make the transition off the curb easier. When AT is appropriately implemented it should improve access, use, participation and understanding. AT can range from “no-tech, no cost” to “high-tech, high cost” and everything inbetween. Take a look: No-tech – changes to the environment (moving furniture to widen an aisle for wheelchair access), homemade/created (like a picture schedule). Low tech – modifying objects to improve ease of use (attaching a clothspin to toy so the child can improve grip of the toy and clothspin hold the pencil). Medium tech – may be software or hard ware adaptations that are more sophisticated but not as costly (adding a large push-button switch to an electronic toy). High tech – advanced hardware, software or equipment that must be manufactured and purchased (standing chair, voice-activated equipment, computerized voice simulator). So now lets look at a few examples…
- Toys – push button switch added to toy (medium tech), easel is low to ground, slanted (no tech); Daily Living Aids – open grip utensils when lacking fine motor skills(low or med tech) cut out cup (low or med tech), so children don’t have to tip head back to drink, Key chain added to zipper pull to assist with ease of use (no tech).
- Communication skills – Microphone & amplifier, commonly used by children who have a cochlear implant. The child wears the receiver and the teacher has a microphone that they wear around their neck to amplify their voice for that child. (medium to high tech). Picture board made by parent or teacher to assist child with communicating their needs and desires (low tech). Communication board is the electronic version of the picture board. The computerized version will speak what the child presses (high tech). Mobility aids – Pediatric walker, assists the child to maneuver around the room (medium to high tech), some may use chair w/tennis balls on feet of chair as low tech version. Positioning or mobility chair helps child maintain a position where they can participate with the class (high tech).
- Educational aids – Software programs may be used to provide assistance with letter recognition, writing prompts and phonics (medium tech). Fine motor writing aids are stamps of the letter shapes. Child can use stamps with a whole hand grip instead of trying to hold a pencil for writing. Computer access – the computer quickly becomes a vital instrument when you are dealing with children who may need AT of some sort. However, the ability to access the computer may present a barrier as well. Computer access aids may include swivel stick mouse, adjustable touch pads, touch screens, light up keyboards, push button mouse, voice activation, etc. (med to high tech).
- Sensory Aids – again sensory aids help to stimulate and / or calm the senses. Sensory sit upon – a bumpy non-slip cushion that provides stimulation, support and security when a child sits on it (med tech). Scratch and Sniff book – may be commonly found in an EC classroom but can be helpful teaching aid for children with special needs (no tech). Hammock swing – sitting with a child in this swing provides a comforting, cocoon like feeling (low tech). Sand Table – or sensory table, commonly found in EC classrooms yet can be an area that is conducive for learning for a child with Special needs (no tech). Oral stimulators – some SN children have an compulsory oral fixation. These stimulators, similar to baby rattles and teethers, can meet their need for oral stimulation and allow them to focus and maintain calm (low tech).
- This slide is self-explanatory. We will just talk through it and review previous discussions. If time allows we can brainstorm a few additional examples.
- Explaining the connection between AT and inclusion – When children who have DD or SN can be in the classroom alongside their typically developing peers they are in a natural environment and the least restrictive environment. This is optimal for their learning and can be a positive influence on all the children in the class as well. When a child can freely communicate with peers and adults, they will be part of the social group of the classroom and will increase their understanding in the classroom lessons.
- So how can you help the children in your classroom? Which of them may need AT? Follow these steps as listed above. Observe, discuss with parents, focus in on the task where assistance may be needed instead of the child’s disability, search for information, try to create a way to meet the need, try it out, reflect, observe, communicate and adjust. Let the child guide you, often they will be able to help you to help them. You may also want to watch the video guide on making your classroom UDL.