Expressive Communication

In addition to difficulties with receptive communication, students with ASD may also have challenges with expressive communication. According to the National Consortium for Deaf-Blindness, expressive communication, "involves sending a message to another person(s) to (a) make something happen or (b) stop something that is already happening." In order for students with ASD to practice expressive communication, they must be able to communicate what it is that they either want or do not wnat. Pausing is a great strategy for teachers to use with students with ASD. According to the Autism Manual from the Wisconsin Assistive Technology Initiative (2009), "pausing gives the student more time to understand that it is his or her turn to communicate, to process what may have been asked, and to formulate a message."


Break Cards
Break cards are cards that a student can show a teacher, friend, adult, etc. to show that a break is needed. Maybe the student is feeling frustrated, angry, or anxious about a certain activity. The cards should be easily accessible to the child, so they know where they are kept and who to show them to.

Below, are examples of what a break card might look like.



http://www.paragonconsultservices.com/products.php

 http://www.eup.k12.mi.us/site/default.aspx?PageType=3&ModuleInstanceID=357&ViewID=7b97f7ed-8e5e-4120-848f-a8b4987d588f&RenderLoc=0&FlexDataID=311&PageID=3011


Choice Cards (two examples)
Choice cards work in a similar way as break cards, but instead of signally that a student needs a break, a student uses a visual representation to show a certain choice. For example, a student may use a choice card to choose a recess activity, like in the picture below.


 http://www.toypecs.com/

Choice cards can also be used in many other situations, such as choosing a snack, like the picture below.

http://lessonpix.com/articles/9/41/Choice+Cards


Past Event Cards

Many students with ASD have difficulty relating past events to each other. To help students communicate about their day, past event cards can be used. This way, students will be able to share events from their day with their families. They can also be used in school, as well as other places where communication is desired.

For example, a student may have a past event card that says:

Today I read ____________________________,
played __________________________________,
and learned about _________________________ in the Science Lab.

Then, the student could fill out the appropriate information about his/her day and communicate about those events with family members at home.


In addition to filling in choices, a student could communicate about his/her day by circling choices that represent what he/she did that day.

For example:

Today I:
Read a book
Wrote a story
Played a game
Had indoor recess
Had outdoor recess
Went to the Computer Lab
Went to the Science Lab

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed., pp. 3-22). Upper Saddle River: Pearson.

Receptive Communication

Receptive Communication

Students with Autism Spectrum Disorder (ASD) tend to have difficulties with receptive communication. According to the National Consortium on Deaf-Blindness, receptive communication refers to, "...the process of receiving and understanding a message . . . If we pay close attention to the way we send our messages, we increase their chances of being received." There are certain skills that are involved with receptive communication: listening to the speaker, maintaining eye contact, and processing what was said. As a teacher, parent, or someone working with a child with autism, there are certain strategies that you can try to increase the likelihood of your message being received. Some of the strategies are slowing down the rate of your speech, speaking more softly, and significantly pausing before repeating a direction (wait time).

Visual Daily Schedule
Using a schedule with a child with autism can help increase their independence and organizational skills. One time of schedule, is called a visual daily schedule. The visual daily schedule can combine words with pictures, so that a student understands what is happening now and what is going to be happening later. It helps to eliminate the element of surprise that can sometimes be a barrier for students with ASD. Below is an example that could be used with a child, to help them understand their daily routines. The example below, from http://www.autismschedules.com/Visual-Schedules.html, would be used at home, but the pictures could be modified for use in the classroom.

 














Universal "No" Symbol
The Universal "No" Symbol, or a picture/word with a red line through it can serve many purposes for students with ASD. First, it can help them understand that a current behavior is unacceptable, such as hitting. A teacher could hold up a picture card of someone hitting, but it would have a red line through it to show that it was unacceptable. Second, if a child wants to go to recess and hands a teacher a picture card for the listening center, the teacher could draw the universal "no" symbol on the card to show that it is not time for the listening center. Third, it can be used to show that a student is not permitted to do something, such as placing the symbol over the classroom door, to show they cannot run out of the classroom. Finally, it can be used to show "nonexistence," such as putting the symbol over "math" on the schedule, to show that the student will not be having math today.

The example below, from http://www.askaspecialist.ca.gov/archives/ASD/2009.html, shows a few examples of different ways to use the universal "no" symbol to help students with ASD understand places they won't be visiting, things they won't be using, and activities they won't be completing.
 

Specific Activity/Mini Schedule
Mini schedules help breakdown a smaller part of a child's day. They can be used to establish routine and help a child understand what exactly is expected of them and in what order. Below is an example I made with Microsoft Word, that could be used with a child to help him/her get ready for school in the morning. The column on the right could be used to check-off that the step was finished, either with a check mark or a sticker.

Below is another example I made with Microsoft Word, that could be used with a child to help with his/her bedtime routine. Again, the column on the right could be used to check-off that the step was finished, either with a check mark or a sticker.

Change Symbol
The universal "no" symbol can be used to help students understand something that will not be used or something that will be removed from the schedule. A change symbol can also be used on a student's schedule, to show that an atypical activity will take place. Students with ASD sometimes struggle with the "unexpected," and this symbol can help ease anxiety about when it will be happening in their day.

Below are examples that I made on Microsoft Word to show a change in a student's schedule, such as going on a field trip or going outside for field day.

Sequential Step Directions
Sequential step directions help breakdown one activity of a child's day. They can be used to help a child realize what exactly is expected of them and in what order they should do the steps. Below is an example I made with Microsoft Word, that could be used with a child to help him/her get used to the morning routine of the school day. The column on the right could be used to check-off that the step was finished, either with a check mark or a sticker.

The examples below, from http://www.specialed.us/autism/assist/asst12.htm and http://autismconsultingandtraining.com/autismvisualstrategies/, could be used to help a child with a hand-washing routine, as well as a brushing his/her teeth.


Activity Termination Signals
Activity termination signals can be used to help students realize when they should start an activity, when it is almost time to be finished, and when it is time for them to stop doing a certain activity.

For example, at the beginning of a child's computer station time, a green card could be shown. When there are about 1-2 minutes left, the green card could be changed to a yellow card. This can help the student get ready to stop the activity, so they don't feel like they had to stop without warning. Finally, when it is time for the student to stop the activity, they will be shown a red card. This can help students with ASD manage their time and transition from one activity to the next.

The picture below, from http://www.specialed.us/autism/assist/asst12.htm, shows what the cards could look like.
  

 

IEP Considerations, AT Devices, and Sample IEPs

According to the Individuals with Disabilities Education Act (IDEA) if a student has a learning disability, assistive technology (AT) must be considered for that student. Assistive technology can range from low tech, to mid tech, to high-tech. A low-tech AT device could be something simple like a pencil grip or an index card to track while reading, and a high-tech AT device could be something like a laptop or a computer.

When assessing the need for AT, the IEP team should think about the following questions:

*What are specific needs and challenges?

*In what academic areas does he/she struggle?
*What are strengths?
*What is his/her interest, skill & experience in using technology.
*In what settings and situations will he/she use the AT tool? School? Home? Social and recreational gatherings?

AT assessment is an ongoing process, and it is a team effort; the IEP team works together to find the best device for the student, and the device can change over time, to adjust to the student's strengths, needs, and interests. AT is another way to help students experience success in school and become more independent in their daily lives.

Below are five excerpts from IEPs that were written by the Wisconsion Assistive Technology Initiative. Along with each example, you will find the present level of academic achievement and functional performance, the student's annual goal, and a device that the student could use to help reach his/her goal.

Example 1:

Present Level of Academic Achievement and Functional Performance: Eric participates in regular education programs for his academic subjects. His hand strength is limited and he fatigues quickly when doing any handwriting task. Civics and English homework are a particular problem because of lengthy assignments and reports that need to be completed.

Annual Goal: Eric will use a computer or portable word processor to complete 100% of his assignments in 10th grade English and Civics classes.

Example 2:

Present Level of Academic Achievement and Functional Performance: Becky is learning to read and is anxious to complete writing assignments with her peers. She is not able to produce handwritten material due to severe spastic quadriplegia. Becky is interested in using the computer and has been introduced to it. The staff has helped Becky experiment with several switches in a variety of locations. She seems to be most accurate using a switch mounted next to her head.

Annual Goal: Becky will use a single switch mounted on a switch-mounting arm positioned to the right side of her head and scanning software to access the computer 9 out of 10 times for a variety of educational assignments.

 

Example 3:

Present Level of Academic Achievement and Functional Performance: Brandon communicates by using unintelligible vocalizations. He will physically obtain desired items independently and indicates refusal by pushing objects/people away. Brandon currently understands cause/effect relationships and will activate a switch with voice output to obtain a desired activity. It is questionable whether he understands the specific meaning of the utterance he has produced or if he simply knows that pressing the switch earns him an activity.

Annual Goal: Brandon will select activities and interact with peers/adults within those activities four out of five times when provided with voice output devices.

 

Example 4:

Present Level of Academic Achievement and Functional Performance: Kelly is in the third grade classroom for most of his day. He has a full time paraprofessional who assists him. He is unable to use a standard keyboard because of his physical limitations. Additionally, his speech is frequently unintelligible. He currently uses single message and multiple message voice output devices, eye gaze, and limited direct selection to complete his academic work. Kelly is functioning at about the second grade level in most curricular areas.

Annual Goal: Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work.

 

Example 5:

Present Level of Academic Achievement and Functional Performance: Steven is a four-year-old boy diagnosed with pervasive developmental disorder. His placement is in an Early Childhood classroom. He is able to understand and comprehend when spoken to, but does not communicate his needs consistently. When choices are simplified and broken into steps, Steven will try to communicate wants and needs. Peer interactions are limited.

Annual goal: Steven will use a picture board or voice output device to express wants and needs to adults and peers in both home and school at least four times each day.

Video #5- "Jake 7-yr-old autistic boy uses iPad app iWriteWords"

Below, you can read about my thoughts and feelings regarding another excellent video example of how technology can be used to help students express themselves in a more confident way.

In the video below, from http://www.youtube.com/watch?v=o0eiovHNzAM, a 7-year-old boy with autism used an iPad app, iWriteWords to write words and sentences. The app had a connect-the-dot like feel, where the child swiped on the screen to form letters, which he then turned into words. He seemed truly engaged with the iPad app, and it seemed to keep his attention. While I cannot speak for the boy, I bet it made him feel successful that he was able to write letters and words, thus being able to communicate with the world around him. It's amazing to me that there's a relatively affordable tool out there (not thousands of dollars like some communication devices) that can help students learn and also express what they understand about the world. His parents and teachers must be proud to see him engaging with educational devices and developing his understanding about letters, sounds, and words.

Video #4- i"Pad Helps the Autistic Speak"

In the video below, from http://www.youtube.com/watch?v=fWli1-84CNQ, a mom contacted a news station about her daughter who has autism. Her daughter was nonverbal and had difficulty expressing her wants, needs, and general thoughts. The news station gave her an iPad to try with her daughter. Her daughter was able to tap on different faces and express her emotions and feelings. This is something she couldn't really do effectively before the iPad. Since her daughter had such success with the iPad, the news station donated a new iPad to the family. Now the daughter is able to communicate much more effectively and even tell her mom when she wants to play with a certain toy! My heart just melted when the mom realized that the news station had donated an iPad to her family, so that her daughter could live a more fulfilling life.

Video #3- "Apps for Autism"

In the video below, from http://www.youtube.com/watch?v=ZuCbYNls0V0, apps are being used to "unlock the minds" of children with autism. Traditional paper and pencil teaching methods are not necessarily effective with many children with autism. However, teachers are finding that iPad apps can truly bring out what a child with autism knows. The iPad apps help the children demonstrate their understanding of the world around them. For example, one child proved to his teachers the extent of his vocabulary, which shocked his teachers! He knew so much more than he was able to express without his iPad. As a teacher, it was amazing to see what these children were able to express with this technology. Watching this video, and the others that I have been posting have filled me with hope for the future, knowing that people are creating such amazing tools that everyday people can easily access.

Video #2: "The Conversation: iPad Gives Voice to the Autistic"

In the video below, from http://www.youtube.com/watch?v=vomkNSluWW4, Sam Senott, co-creator of ProLoQuo2Go, discusses his app that can be used to help people with autism and people who are nonverbal, communicate with others and interact with the world around them. ProLoQuo2Go is an amazing resource that should be strongly considered for those who are nonverbal or have difficulty communicating. This app allows people to click things like "Hello, how are you?" and the app turns the text into speech, so the user can communicate with others. They can also click things like "I want" and then click "A glass of apple juice." The app will then turn the user's clicks into an organized sentence that can be spoken to the desired recipient. If I think from the perspective of a child with autism, I see this app, and others like it, as an invaluable tool. Children with autism who would otherwise have no way to communicate their wants and needs, can have a way to do so.

Video #1- "Studying Autism and iPads"

If you visit http://www.cbsnews.com/video/watch/?id=7385702n, you can watch a video clip from an episode of CBS' 60 minutes. In one K-8 school, students with autism are using iPads to communicate. Since students with autism have a more difficult time communicating, the teachers are trying to help the students with this by using iPads. The interviewer asked the interviewee if the students were really learning to communicate, or were they just tapping on the screen. The interviewee brought up a great point: when babies are learning to communicate, they babble. What they say doesn't always make sense, but they are learning to interact with the world around them. In a similar way, the children with autism are learning to tap and swipe on the iPad, so they can use it to communicate and interact with others. Only time will tell if the iPads help the students in this particular school develop their communication skills.

Video - "Autistic Girl Expresses Profound Intelligence"

Earlier today, I watched a video from this link: http://www.youtube.com/watch?v=F4XMlhCfp3Q. It was the profound story about a girl who was labeled severely autistic and "mentally deficient." She was also diagnosed with an oral motor condition that prevented her from speaking. She never communicated with others, whether in speech or writing. When she was 11 years old, something life-changing happened.  She walked over to a laptop and typed the following words: "hurt" and "help." She then proceeded to throw up

Her family and therapists couldn't believe what happened! It was at this time, that her parents and therapists realized there was a lot more "going on" inside Carly than they had previously thought. While this was considered a breakthrough for the family, she didn't begin communicating regularly.

At age 14, typing became more of a normal tool for her. She learned that by communicating with others, she had some control and power over her environment. Without having any spelling or typing lessons, she could type with great fluency. Her family and therapists were amazed at her typing ability. With the help of a text-to-speech program, she was able to type words on her laptop, and have the words read out loud to her family and therapists. This is a truly amazing example of the power that assistive technology devices can have for people.

Now Carly has an Internet blog and a Twitter account that she uses regularly. She uses the websites to answer questions from people around the world. She views it as a way to help others who may be going through a similar situation, but also as a way to help people realize that people with autism have a lot to offer. She even wrote a novel, called Carly's Voice. This was an amazing story that made me appreciate the power of assistive technology more fully.

As a teacher, this makes me think about what's "going on" inside my students' heads that I'm unaware of. It is my job to tap in to each of my student's interests, strengths, and needs, in order to help them access the curriculum and succeed. Children are wonderful people, and as a teachers, it's our job to help them reach their potential.

Click here to go to Carly's website, where you can learn more about her novel and even order a copy for yourself!

Video - "iPad Apps for Autistic and Nonverbal Children"

If you visit http://www.youtube.com/watch?v=FGU1ELjS7bQ, you can watch a great video about using iPad apps for students with autism and nonverbal students. In the beginning of the video, the woman talks about a 2 1/2 year old girl with spastic quadriplegia (cerebral palsy) who typically had closed fists. When given an iPad to use, she started to open her hands and use just ONE finger to play beautiful songs on the piano!

The speaker mentioned that some kids who won't engage with other things, will engage with an iPad. She mentioned a middle school girl, who was bright, but couldn't speak well, who had a big communication box on desk that made her stand out and get embarrassed. She started using an iPad and became the "cool kid" in middle school.

The main focus of the woman's lecture was about using iPad apps with students. She mentioned that the apps should not replace social interaction or actual processes (writing, puzzles, mazes, etc.).

Introduction:
-Duck Duck Moose: Use touchscreen to interact wit early childhood songs
- Drum App: Helps students point with an isolated finger

Communication Apps:
- Going Places: Social stories to teach about social interactions, such as getting your first haircut
- Yes, No: Use for choices (i.e. milk or juice) can use pictures instead of words
-Sonic Pix: Make social stories about life skills (i.e. grocery store and ordering at a restaurant)
-Speak It: Type words, and the app will speak what you typed
- Tap to Speak: Not customizable (i.e. "I want fruit, please" Then click desired fruit)
- Proloquo2Go: $200, very customizable for communication, can change the kind of voice, and you can program your own voice.
-Sono Programmable: Customizable ways to communicate
-Sound Touch: Used with triplets around age 2 with very different communication levels. One was verbal, one had receptive skills, and one was nonreceptive. App teaches about generalization (i.e. dogs can look very different, different animals and instruments)
- Leonard: Used with a 9 years old boy who had a brain tumor and speech difficulties. He was bright, age-appropriate, and knew he sounded different. Leonard is a voice-back app that repeats what you say to him. This motivated the boy to speak more clearly.
- Vocal Zoo: Teaches about animals and sounds

Writing Programs:
-Little Sky Writers: Used with a 2nd grade child with down syndrome who was working on handwriting. She could spell and read. Used app to trace letters correctly. Thi s helped her work up to 20 mins nonstop handwriting. She was motivated by writing letters on iPad
- Doodle Buddy: Write free form letters and create pictures with stamps
- Various: Puzzles and connect the dots

Apps for Younger Students:
- Elmo's Monster Maker: Teaches about body parts
- Grover's Restaurant: Move iPad to catch food. Teaches eye hand coordination and motor skills
- Maze: Move iPad to make ball hit the numbers
- Monkey Preschool Lunchbox - Teaches about size, puzzles, fruits, colors, letters
- Following Directions Fun Deck - Teaches children how to follow directions
- Matching- Match pictures

Apps for Older Students:
- Angry Birds and Cut the Rope: Teach finger isolation and physics

Books:
- Toy Story- Read words, look at pictures, then swipe finger to turn the page
- Disney books can also become coloring books for students!

Closing:
- iPad apps are NOT for everyone
- Think about skills- Communication? Writing? Motor skills? Physical skills?
- Can be used as a reward or motivator for many students

I would love to use iPads with my second graders, but I think the biggest hurdle is money. iPads cost a lot of money, so it would be difficult to get them for my students. My students love using technology, so I really think they would LOVE to have access to them during the school day. Some of my students struggle with the physical act of writing, and I think being able to type on an iPad might make writing easier for them. One thing I would like to learn more about is how to set up parental controls, so students could only access certain apps and certain websites. After viewing the video, iPad Apps for Autistic and Nonverbal Children, I would love to learn more about ways I could get iPads for my students.

Write Outloud 6 Tutorial

As I researched assistive technology devices, I was most interested in Write Outloud 6. Write Outloud 6 is an example of a talking word processor. I visited http://www.donjohnston.com/support/wol6tutorials/getting_started.html and completed the tutorials on the software. I learned how to listen to your text by using the Speak button, how to check your spelling using the Spell Checker, how to add more sentences to your document, how to use the Homonym Checker, how to use Write:OutLoud in Test Mode, how to check the meaning of a word using the Talking Dictionary, how to use the Mark for Deletion button, as well as how to add a picture to your document. Overall, the website's tutorial videos were extremely informative. I was really impressed by HOW MUCH Write Outloud 6 is capable of doing, but also HOW MUCH Write Outloud can help a student be capable of doing! Write Outloud 6 is a great tool for students with reading, writing, or spelling difficulties, as well as students who enjoy using technology to express their thoughts and ideas. I'd be interested to learn about the learning curve that students experience when being introduced to Write Outloud 6 and how quickly they can understand how to utilize its amazing features.

I would love to try using this software to help a student of mine who has autism and often becomes frustrated with the physical act of writing stories and reading responses. This program might make the experience more enjoyable for her.

Below is a link to a video about a summer camp that used Write Outloud 6 to help struggling students become successful writers!

http://www.donjohnston.com/media/flash/write_on_camp/index.html

Electronic Touchscreen Tablets

 
Electronic touch tablets are similar to laptops but they are even more portable for students to use; they also have a touchscreen! Many students benefit from the use of tablets. Auditory, visual, and kinesthetic learners are great candidates for tablets. In addition, students with ADHD and autism can also excel when using a tablet. One example of an electronic touchscreen tablet is the iPad. iPads allow students use a myriad of apps to develop their reading, writing, math, listening, and speaking skills. Apps can be downloaded based on a students' strengths, needs, and interests. Since technology tends to be very motivating and engaging for students, it can help many students access the curriculum and experience success. Another great thing about iPads is that students can use them to type, instead of handwriting everything, which can "sometimes hurt our hands," according to the children in the video below! I haven't used iPads with my students yet, but I look forward to trying it sometime in the future. I can really see my students using them to practice their math facts during station time.

Below is a video of a student using an iPad in the classroom.

Type to Learn Software

Type to Learn is a computer program used by students to develop their keyboarding skills. Students play various games to learn where the keys are and which fingers they should use to tap them. The program also has diagnostic assessments, to see where students strengths and needs are, formative assessments, as well as summative keyboarding assessments. Accuracy, as well as speed are stressed in this program. Typing is a skill that is going to be extremely important for today's youth to have. That being said, it is wonderful that Type to Learn is accessible for hearing-impaired students as well. Type to Learn is a fun way for students to practice their keyboarding skills, so they are able to use the computer to engage with the world around them.

Below is a video demo about Type to Learn 4. I hope you find this demo helpful and see how Type to Learn can be used to help students develop their typing skills.

Voice Output Communication Device

Voice output communication devices allow students to engage in conversations and communicate with others. These devices are for students who are unable to use natural speech or may have speech difficulties. Proper training and support is crucial for a student to experience success using this kind of device. It is important for students with communication needs to feel as though they can communicate with their peers and the world around them. It is also important for the student's peers to understand that they cannot tamper with the device. One example that I found is called Nova Chat. Below is a video of various voice output communication devices and how students and teachers use them to experience success in school.

Assisted Literacy Software

Assisted literacy software is software that helps student develop their literacy skills. Assisted literacy software is great for students with reading disabilities, such as dyslexia. One example that I found is the Computer Assisted Literacy Solution (CALS). CALS helps students develop phonemic awareness, decoding and comprehension skills, as well as reading fluency. Students are identified by their teachers as having reading difficulties or challenges. The students then use computer programs to develop their reading skills.

Below is a video introduction of CALS, as well as case studies about several students who have been using CALS to develop their reading abilities. CALS has helped so many students achieve greatness because students work at their own rate and they have short-term goals that they work toward to keep them motivated and successful.

Portable Word Processors

Portable word processors are another great tool for students who may have difficulty writing. Below, you can find information about these devices.

Portable word processors are lightweight devices that are easy for students to transport throughout their school day, as well as to and from school. They are great for students with limited fine motor skills and/or reading/writing disabilities. They are also beneficial for students who prefer typing to handwriting, since the physical act of writing can be daunting for some students. Portable word processors make writing more accessible for many types of students. Editing and revising work can also be done more easily through a word processor. One product that I found is called Neo. The image above is of a Neo, and the video below shows a Neo being demonstrated.

Adapted Keyboards

 

Adapted keyboards are great for people with various disabilities and difficulties. There are keyboards that help students with vision impairments, limited fine motor skills, spastic movements, as well as cognitive disabilities. One example of an adapted keyboard that I found is called IntelliKeys.

IntelliKeys overlays can be customized for students. The overlays can be customized to allow students to access particular websites, ask questions, write sentences, and more! Basically, the keyboard can be customized it meet the individual student's need and meet his/her educational goals and objectives.

Below is a video of a young girl using IntelliKeys to access the curriculum. 

Multisensory Educational Software

According to www.education.com, multisensory learning is "Learning that involves the processing of stimuli through two or more senses (e.g., through hearing as well as seeing)." Multisensory educational software is software that allows students to learn in this way. This type of software is great for a wide variety of learners, such as students with ADHD, visual learners, kinesthetic  learners, as well as auditory learners. One example of this type of product that I found is TouchMath.

Below is a video of a teacher demonstrating how to teach addition using TouchMath to teach addition with regrouping. This program helps many different types of learners become successful math thinkers!

Books on CD

Books on CD are great for students with reading disabilities, students with low vision, or students who have difficulty tracking while reading. They can also be helpful for students with attention deficit disorder who may have difficulty maintaining focus while reading. Books on CD are also great for students who need to develop their reading fluency in order to comprehend what they are reading. Books on CD allow more students to access the curriculum because the words can be read to them through the CD. One product I found was Learning Ally. The student can have a copy of the book in front of him/her and follow along as the words are being read. This gives more students access to reading material and the general curriculum being taught. In addition, students can pause, rewind, and fast forward while reading.

Below is a video of Learning Ally being used in the classroom and how it can benefit students.

Video is from http://www.youtube.com/watch?feature=player_embedded&v=tkYLbR0kzm8

Scan and Read Software

 
Scan and read software is designed to help students with reading and writing difficulties, such as dyslexia, dysgraphia and aphasia, experience success in school. It is also great for English Language Learners (ELL) and students with ADD (attention deficit disorder) or ADHD (attention deficit hyperactive disorder). Scan and read software allows students to scan or take pictures of their text and turn it into a computer document. It works by highlighting of the text for the child as it is spoken. In addition, students can change the font, font size, font color, and background color to make it easier for them to read and understand the information. This can help all learners experience success in school. One product I found was WYNN, which is made by the Learning Systems Group. Below, is a video of WYNN being used for a literature circle in an elementary classroom.

Voice Recognition Software

Speech recognition software is great for students who struggle with reading and/or writing disabilities, such as dyslexia. It is amazing to me that such a wonderful product exists for our students to use. It is simple to use; the student talks, and the software types what the student says. One remarkable product I found is Dragon NaturallySpeaking Speech Recognition. All that is needed is a computer and a high-quality microphone. Students can use this product to write stories, send emails, open applications, move the mouse, and more! It is a very well-rounded product.

Below, is a video of Dragon NaturallySpeaking Speech Recognition. One amazing fact that I learned, is that the software can help students type more than 3 times faster and much more accurately. This allows them to focus more on the content of their writing, instead of remembering where the keys are and how to spell words.

Talking Word Processor Software

Talking word processors are great for students with disabilities, but they are also great tools for other students too! They provide speech feedback as the user types. It can read individual letters, words, sentences, and paragraphs. Similar to word prediction software, this type of software can help students with spelling and grammar. Talking word processors are wonderful for students to use when editing their work. Students can adjust the size of the text, as well as the color of the font and/or background, to help the student follow along as the word processor reads their work to them. This can help students become more successful when editing their work. This type of product would be great for students with reading and/or writing disabilities. One example I found is called Write:OutLoud. It includes: a simple tool to help students make a bibliography, a talking spell checker, human-sounding voices, an age-appropriate dictionary, as well as a homophone checker!

The video below shows a product demonstration of Write:OutLoud and how to use it when writing.

Word Prediction Software

Throughout this course on Assisted Learning, I have been researching ways to help different kinds of learners access the curriculum and demonstrate an understanding of concepts. Word prediction software is another type of product that can help different kind of learners!

Word prediction software is a type of product that works by predicting the next word that the user is going to type. It is great for students who have difficulty with spelling, grammar, and word choice; students with writing disabilities would benefit greatly from this type of product. One great product that I found is called WordQ. WordQ can be used with young children but also with adults. It is an add-on that can be purchased to work with Microsoft Word and other word processors. This type of product is great for students who may develop anxiety while writing or have fine motor difficulties, as well as various other needs.


Below, you'll find a video tutorial for how to use WordQ. This tutorial is helpful because it shows how to use the product on a basic level, but it also goes into the features of the product and the different ways you can use it.

Common Types of AT Used in the Classroom

As I continue on with my journey about assisted learning, I am beginning to research common types of assistive technology used in the classroom (specifically, 2nd grade). For my next few blogs, you will be able to read about various types of technology, discover an example for each kind, and read about my thoughts about each type of technology. I hope you find this information helpful.

Automatic Speech Recognition (ASR)

Image retrieved from http://billkosloskymd.typepad.com/wirelessdoc/2008/02/first-try-with.html.

After learning (and blogging) about AT Assessment Process in the School Environment and AT Consideration in the IEP Process, I wanted to learn about Automatic Speech Recognition (ASR). According to http://www.atinternetmodules.org/mod_view.php?nav_id=1180, "ASR provides an alternative by automatically producing correctly spelled, written words from spoken input" (Automatic speech recognition). I was amazed by how accessible ASR is for students and how accurate it is! In one example, Kevin, a quadriplegic used ASR to type 125 words per minute! Because he was unable to access a traditional keyboard, he used ASR to "create written documents, design websites, create PowerPoint presentations, and access the Internet resources," completely independently (Automatic speech recognition).

As I read about ASR, certain students from my second grade class popped into my mind. My second graders are bright, creative, and imaginative; however, some of them have difficulty translating their thoughts into written words. For some of them, their poor fine motor skills make writing a challenge, and for others, the physical, laborious effort required for writing quickly become overwhelming and anxiety-provoking for them. I haven't had the chance to use an ASR device/program with my students, but now I feel that if this type of accommodation is written into a future student's IEP, I won't be overwhelmed because I know there are plenty of resources out there to help both teachers and students become adjusted to this type of technology. As in most cases, I find that the benefits outweigh the costs!

Automatic speech recognition. (n.d.). Retrieved from http://www.atinternetmodules.org/mod_view.php?nav_id=1180.

AT Consideration in the IEP Process

As I started the second activity, AT Consideration in the IEP Process, I came across a couple important definitions. According to atinternetmodules.org/, "AT devices include any special equipment or technology that children may need to help them participate in school. AT services are required for the selection, acquisition, and/or use of these devices. The purpose of AT consideration is to determine whether or not AT is needed in order for a student to access a FAPE [Free and Appropriate Public Education] in the least restrictive environment (LRE)" ("At consideration in,"). As I was reading about the QIAT Consortium, Quality Indicators for Assistive Technology Services, something interesting that I learned was that sometimes AT is only considered for students with severe disabilities, when legally, it must be considered for all students, regardless of their disability!

I also learned that there are three verdicts that an IEP team may conclude, in terms of AT:

1. "AT is not needed. The student is making adequate progress with the available instruction and interventions. Indicate "no."
2. AT is needed. Indicate "yes" and describe in the IEP how, when, and where the new or current devices and services will be provided.
3. AT is needed, but the IEP team is unsure of what devices and services are most appropriate. Indicate "yes," and the team will decide the areas on which AT will be tried and then gather data to determine the best solution. The team may explore resources within or from outside the district to adequately assess the student's needs for AT. In the IEP document, describe the need for an AT assessment as a service." ("At consideration in,")."

This applies to my role as a teacher because of my diverse group of learners. As I learn more about AT throughout this course, my thought process about how I can better assist my students with disabilities (and all students) is constantly evolving. I've been learning new ways to help my students, such as adjusting the size (thickness) of the pencil they are using or offering a simple pencil grip to help with fine motor skills! No matter what disability a student has, or how severe or mild it is, AT must always be considered, in order to help the student become independent and successful in his/her educational experience.


Work Cited:
At consideration in the iep process. (n.d.). Retrieved from http://www.atinternetmodules.org/mod_view.php?nav_id=1279 

AT Assessment Process in the School Environment

As a part of my Assisted Learning course, I completed a module about Universal Design for Learning. My new module is focused on assistive technology (AT). What is assistive technology, you ask? Assistive technology is something used by a person with a disability to help them perform a task that would be difficult or impossible without the device, adaptation, etc. Today, I completed a module called, "AT Assessment Process in the School Environment." This activity reinforced many of the concepts that I've been learning about in my Assisted Learning course. Something I learned about today was the AT feature match. The AT feature match is a process by which the AT team/IEP team looks at a student's skills/needs, and determines the features related to those skills/needs. After that, the team can select an appropriate tool for the student to use. Below, is a screenshot from a video I watched about the AT feature match. On the right side of the screen, you can see that certain tools have been eliminated because they were deemed inappropriate for the student.

This knowledge informs me as a teacher because I work with a diverse group of students on a daily basis. It is crucial for me to think about my students skills and needs every day and help my students find tools that will help them succeed in the classroom and become successful learners. As a teacher, it is imperative that I help my students experience success and avoid feeling frustrated because of a disability or need. This was an interesting topic to research, and I found the information to be applicable to my diverse group of second graders.

Work Cited:
At feature match [Web]. Retrieved from http://www.atinternetmodules.org/mod_view.php?nav_id=1436