Course 3 Session 1

1. Course 3 Session 1 AT in the Schools AT with Work/Vocational Clicking on most pictures will take you to a website where the device can be obtained.

2. TECHNOLOGY IN THE SCHOOLS • In schools the provision of AT can be provided under the… • Individualized Family Service Plan (IFSP) • early intervention • Free and Appropriate Public Education (FAPE) • Under Individuals with Disabilities Education Act (IDEA) • Section 504 of Rehabilitation Act

3. TECHNOLOGY IN THE SCHOOLS • AT provides access to educational tasks and common educational tools and materials for students with disabilities • Wide Range of Needs: • Seating and Mobility • Alternative and Augmentative Communications • Environmental Control • Sensory Aids • Computer Access • Access to Educational Materials

4. TECHNOLOGY IN THE SCHOOLS • The application and integration of technology systems and devices are crucial to successful academic and functional outcomes

5. TECHNOLOGY IN THE SCHOOLS • Technology in Schools for the typical student is used to: • Convey knowledge • Via books, films, slides, DVD/videos, CD-ROM, etc. • Show what has been learned • Via word processing, computerized testing • Ensure successful use of computers • via low ratio of student: computer, opportunities for practice, revision, and feedback, opportunities for cooperation and working together

6. TECHNOLOGY IN THE SCHOOLS • Students with disabilities will often require adaptations to these conventional technologies in order to be given the same opportunities as their peers

7. TECHNOLOGY IN THE SCHOOLS • Examples of some general adaptations: • For students with severe disabilities • Seating and Positioning Devices • Powered Mobility • Augmentative and Alternative Communication Devices • Computer Access Devices • Environmental Control Units • Switch Activation of devices stated above • We’ll go into these a little later!

8. TECHNOLOGY IN THE SCHOOLS • Examples of some general adaptations: • For Students with Sensory Impairments • Computer Access Devices • Tactile Pads • Assistive Listening Devices • Alerting Systems • Talking Calculators • We’ll go into these a little later!

9. TECHNOLOGY IN THE SCHOOLS • Examples of some general adaptations: • For Students with Cognitive Disabilities • Computer Access Devices • Cognitive Software • Calculators • Memory Aids • We’ll go into these a little later!

10. TECHNOLOGY IN THE SCHOOLS • AT Service Delivery in the schools • Collaboration amongst members of the student’s “child study team” is necessary (I.e. teachers, therapists, parents, student, ATP, etc.) • All are, at some point, responsible for some aspect of AT service delivery during… • Referral and Intake • Evaluation • Intervention and Training • Follow-up

11. TECHNOLOGY IN THE SCHOOLS • AT Delivery in the Schools • Advantages: • a natural setting -is the site where the devices will be used • allows for daily practice appropriate contextual training of devices • Disadvantages: • possible lower level of specific AT expertise • Especially in schools not designated as Special Services • high turnover of staff so inconsistencies • difficulty of keeping up with rapid changes in technology

12. TECHNOLOGY IN THE SCHOOLS • AT Implementation in Schools • Application of the data from the evaluation • Look at seating and positioning first • If the student is not stable and seated correctly, he/she will not be able to access any technology effectively • Followed by Low Tech Devices • Then High Tech Devices • Also need to consider NO TECH • Unfortunately, there are some students for whom technology will not work or is not appropriate

13. TECHNOLOGY IN THE SCHOOLS • AT Training in the Schools • Essential for integration of AT in classroom • Staff Training ensures carryover of intervention plans as well as support for use of the device • Training the student promotes independent learning and improves proficiency in using the device • Parent Training ensures carryover of device use for homework, gives student more practice with the device

14. TECHNOLOGY IN THE SCHOOLS • Training (cont’d) • Some general rules: • Make the device as accessible as possible • Identify target training audience • Training tasks should focus on classroom priorities, IEP goals and objectives, as well as student motivation (i.e. typing games versus typing instruction software) • Plan and task analyze 1 or more simple activities to promote inclusion of device in class activities • Use nontimed and open-ended activities that promote success

15. TECHNOLOGY IN THE SCHOOLS • Other factors to consider: • Portability • elementary students generally stay in 1 classroom all day so device does not necessarily need to be portable • middle and high school often requires portability • Physical Barriers • make sure that student and device are in close proximity to each other and to power source • ensure set up of device in classroom is the same on a daily basis

16. Consideration Steps • What is it that we expect the student to do but can’t because of his/her disability? • What special strategies or accommodations have been tried? • Are the strategies currently working? If not, what are the reasons? • Explore other options including AT. • Does the IEP team have the resources to define the need and plan assistive technology intervention strategies? If not, seek additional information: research, assessment, AT consultant, etc. • Define and document necessary AT in IEP.

17. AT Consideration Checklist • Click on the following link to access an AT Consideration Checklist • http://www.atstar.org/docspdfs/gpat/Consideration_Checklist.doc

18. TECHNOLOGY IN THE SCHOOLS • The following slides are going to discuss specific AT Intervention ideas for students at different developmental stages • As there are SO MANY resources for people who work in education settings, it would be impossible for me to discuss them all. • In addition, there is a plethora of software available to use with children to meet their curricular goals. • Therefore, I am going to provide you with just an overview with SOME examples of software. • If you are interested in learning more, please use Google to search for software and other devices OR use the multiple databases that I have introduced to you to direct you to the devices to meet your needs.

19. AT with Early Intervention • Introduction of AT early in child’s life may help: • Reduce the risk for learning disabilities • Reduce the risk of learned helplessness • Improve the child’s ability to use AT when older

20. AT with Early Intervention • Some general AT Solutions for EI: • Items that: • Make things easier to turn on • Switch modifications, larger handles • Help with seating or offer alternative play positions • swing or chair inserts, pillows, trays • Help a child play • Switch adapted toys, extenders, or toy parts

21. AT with Early Intervention • Help a child to hear or see better • magnifiers, penlights • Hold things steady or in place • Velcro or Dycem • Help a child to be bathed, dressed, or fed • bath supports, built up utensils

22. AT with Early Intervention • Help a child with early learning • picture and storybooks • Help a child communicate • tape recorders, choice boards • Help a child move • Scooters, walkers, push carts

23. AT with Early Intervention • Seating and Positioning • Need to look at all positions a child may take during a particular stage of their lives • Younger infants are typically in supine, sidely, prone • Toddlers sit, stand, roll, etc.

24. AT with Early Intervention • Seating and Positioning (Cont’d) • Supine • Round pillow, snow or inner tube, or a Boppy (“U” shaped pillow) will prevent neck hyperextension • Places child in semi-reclined position • Parent can also have child lay on legs while the parent is in circle sit-have child face the parent • Use overhead gyms to promote reach overhead

25. AT with Early Intervention • Seating and Positioning (Cont’d) • Prone • Use therapy ball to introduce child to this position • Half rolls or full rolls help with promoting neck extension • Wedges help also • Prone over parent’s lap • Place toy within reach to allow child to play in this position

26. AT with Early Intervention • Seating and Positioning (Cont’d) • Side lying • Allows gravity-eliminated UE play • Allows for reduced tone as it brings UE to midline • Towel rolls work well to maintain position • Have a toy within reach to promote play

27. AT with Early Intervention • Seating and Positioning (Cont’d) • Sitting • Boppy Pillows • Different commercially available support devices are available • Quadruped • Rolls can help child maintain this position • Child leaning over parent’s leg

28. AT with Early Intervention • Play • Toys and Switches • Promotes cause and effect learning • Allows for a variety of movements in a variety of planes • Allow for multi-sensory, appropriate feedback • Toy choice will change as the child develops

29. AT with Early Intervention • Mobility • Scooter boards or caster carts

30. AT with Early Intervention • These are some web sites that you might want to check out: • http://www.njeis.org/ • http://www.atnet.org/ • http://www.kidstogether.org/ • http://www.techfortykes.org/

31. Preoperational Stage (2-7 years) Playing with toys and interaction in larger environment and with more people computer technology can be used for exploration and learning Computers provide a flexible learning and play environment Through the selection of different software programs children can learn… cause and effect responses To make choices To problem solve To draw pictures To create music To construct new items To play games AT with Preschoolers/Early School Age Children

32. AT with Preschoolers/Early School Age Children • Through the use of different computer input devices • Can adapt standard mouse and keyboard • Alternative and customizable expanded keyboards compensate for child’s small hands, difficulty with symbols/letters on standard keyboard

33. AT with Preschoolers/Early School Age Children • When choosing software for young children, look for… • Easy to Use • limit number of keys needed to use it • Several levels of difficulty • allows for expansion as the child explores and develops • High Child Interest • graphics, sound, concepts related to real world of child, immediate responses • Independent Control • child should be able to initiate change, not simply respond to instructions on computer • Reinforce Appropriate Responses • through sound and animation

34. AT with Preschoolers/Early School Age Children • Categories of Software Use • Exploratory • allow child to play and explore the different press areas which causes something to happen on the screen • RJ Cooper Cause and Effect Software • http://rjcooper.com/site-map/index.html • Sticky Bear Series

35. AT with Preschoolers/Early School Age Children • Categories of Software Use (Cont’d) • Drill and Practice • info presented, child responds, child receives immediate feedback about accuracy of answer • Various Software products for $5.00! • http://www.5dollarsoftware.com/totoki.html

36. AT with Preschoolers/Early School Age Children • Categories of Software Use (Cont’d) • Constructive • provide for graphical creation of new objects, designs, or layouts Big Book Maker

37. AT with Preschoolers/Early School Age Children • Categories of Software Use (Cont’d) • Phonics • develop early reading & writing skills

38. AT with Preschoolers/Early School Age Children • Categories of Software Use (Cont’d) • Word Processing • develop early writing skills

39. AT with Older School Aged Children • Concrete Operations Stage • New roles as student • Social roles develop • athletics, arts and crafts, social groups, lessons, recreation • Child able to compare various characteristics of people, objects or situations • use symbols, new ways to organize and assemble facts • Computer use results in increased attention, motivation, and time on task

40. Categories of AT used with Older School Aged Children: General Instructional Software Writing Technologies Reading Technologies Math Software Organization Technologies Sensory Aids Social Interaction/Skills Pre-vocational Recreation We will talk about this in another session Environmental Control We will talk about this in another session Augmentative Communication We will talk about these in another session AT with Older School Aged Children

41. AT with Older School Aged Children • Since there are so many low tech and high tech items, the following slides will focus mainly on the high tech items that are available. • Please remember… • No tech is an option • Fabrication of devices is an option • Sometimes the best solution is something that has not been developed yet!!!

42. AT with Older School Aged Children • Modifying Computers • At this stage, many of the adaptations we can use with adults can be used • Refer to previous information regarding computer input, processing, and output

43. AT with Older School Aged Children • Software • School Curriculum dictates type and use of technology • Usually reflects reading, writing, and computation skills • Software in primary grades addresses the specific skills and content areas that reflect curricular goals

44. AT with Older School Aged Children • General Instructional Software • Resource to many links for software: • http://www.iser.com/special-needs-software.html • Cognitive Enhancement Systems Software • http://www.challenging-our-minds.com/ • Laureate Learning Systems • http://www.laureatelearning.com/ • Intellitools • http://www.intellitools.com/ • Sunburst • http://commerce.sunburst.com/ There are so many more!!!!!!!

45. AT with Older School Aged Children • Low Tech Writing Technologies • Pencil Grips • http://www.pencilgrip.com/ • Slant Boards • http://www.therapro.com/Vertical-Surfaces-Easels-C4192.aspx • Specialty Paper • http://www.therapro.com/Handwriting-Practice-Worksheets-C307761.aspx

46. AT with Older School Aged Children • Hardware Technologies for Writing • Portable Keyboards • Lightweight • Easy to transport and use

47. AT with Older School Aged Children • Writing Software & Technologies • Teaching Keyboarding Skills and Software • http://www.enablemart.com/Catalog/Keyboarding • Proofreading Programs/Spell & Grammar checkers • Most word processing programs come with spell and grammar checkers, which work as proofreaders, but you can purchase portable spell checkers also • http://www.franklin.com/ • Personal Dictionaries • QUICK-WORD Handbooks • http://www.curriculumassociates.com/products/detail.asp?title=QWhandbook

48. AT with Older School Aged Children • Writing Software & Technologies (Cont’d) • Visual Thesaurus • http://www.visualthesaurus.com/ • Ginger Grammar and Spell Checker (free) • http://www.gingersoftware.com/ • Spell Catcher • http://www.rainmakerinc.com/ • Previewer in Mac • http://support.apple.com/kb/HT2506#PDF

49. AT with Older School Aged Children • Writing Software & Technologies (cont’d) • Word Prediction Programs • We spoke abut the variety of software solutions in a previous course, but here are some more: • Co-writer • http://www.donjohnston.com/products/cowriter/index.html • Words Plus • http://www.words-plus.com/website/products/soft/ezkeys.htm • WordQ • http://www.goqsoftware.com/

50. Writing Software & Technologies (cont’d) Attainment Company Software http://www.attainmentcompany.com/xcart/softwareindex.php RJ Cooper Software http://rjcooper.com/site-map/index.html Clicker 6 http://www.cricksoft.com/us/products/tools/clicker/home.aspx Inspiration Software (Graphic Organizer) http://www.inspiration.com/productinfo/Inspiration/index.cfm ClaroIdeas http://www.clarosoftware.com/index.php?cPath=370 AT with Older School Aged Children