IEP & AT use #3

Present Level of Academic Achievement and Functional Performance: Sarah can use eye gaze fairly successfully to indicate her wants and needs when items are appropriately displayed so that her communication partner can tell what she is gazing at. She currently makes a grunting sound to greet others, to get attention, and to represent both yes and no. She has recently been using a four-message output device and is having some success at making choices. Sarah travels independently about the school in her power chair. 

Annual Goal: Sarah will interact with others in the school environment in four out of five opportunities to indicate her preferences and needs using voice output devices and eye gaze strategies. 

STO 1: When provided with a single message voice output device on her wheel chair, Sarah will use it to greet peers in the hallways, lunchroom and classroom 100% of the time

STO 2: Using an eye gaze frame mounted on her wheelchair, Sarah will indicate her preference between four choices 80% of the time on five random trials. 

STO 3: When asked “yes/no” questions, Sarah will indicate “yes” with a smile and eye contact with communication partner, and “no” by looking down at her wheelchair tray for at least three seconds 90% of the time on 10 random trials. 

STO 4: When provided with a preprogrammed four message voice output device, Sarah will participate in story time by using repetitive phrases, requests to “hear more”, “turn the pages” etc., appropriately 80% of the time during five random trials 

Two types of eye-gaze tracking technology that would work for Sarah would be a low-tech version and a high-tech technology version.  The low-tech version, pictured on the left below, would be a very simple to make and use version with Sarah and her peers.  At lunch and in the hallways, students would be able to use this easily, and possibly even make their own if they know what they’d like to ask or talk to Sarah about ahead of time.  The high-tech version, pictured on the right, is a method for Sarah to interact in a more educational setting, with expected language and responses already on the device, just awaiting her response.

 

IEP & AT use #2

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. 

STO 1: Using an adapted keyboard with a custom spelling template, Kelly will complete a 10 word weekly spelling test taken from second grade curriculum and his current reading materials, with 80% accuracy once a week. 

STO 2: Using an adapted keyboard with a custom overlay with three character names and facts or characteristics about them from a current reading selection, Kelly will generate three sentences describing a character or their actions with 100% accuracy on three out of four opportunities. 

STO 3: After participating in a cooperative group science project, Kelly will use an adapted keyboard with a custom overlay that randomly lists three to five steps involved in the science project to sequence the steps in proper order with 80% accuracy and "read" them to his group as the "recorder" on three out of four opportunities. 

STO 4: Using a basic numbers overlay on an adapted keyboard, Kelly will complete his adjusted daily math assignment with 100% accuracy on four out of five opportunities. 

Like the student in the picture above using an adaptive keyboard, Kelly would be able to use an adaptive keyboard with personalized overlays to help him better communicate and participate in class.  With specific overlays and using a talking word processor, it would help support him in the third grade classroom.  Each custom overlay would match up to his short term objectives, and strive to help reach academic progress.  Kelly’s present level and short term objects mention science, reading, spelling, math, and other various academic work, which would be easier completed with an adaptive keyboard and talking word processor.  This will hopefully also prevent any frustration and struggle with Kelly’s communication and production of work in the future. 

References: IEP written by Wisconsin Assistive Technology Initiatives and CITE

IEP & AT use #1

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. 

STO 1: During meal times at school and at home, Steven will use a picture board to point to at least three of six foods he wants to eat, two of three meals each day. 

STO 2: Using a voice output device, Steven will make a choice of a “center” he wishes to participate in during choice/work time three or four days per week. 

STO 3: During group story time, Steven will use a single message voice output device to complete a repeated story line with peers 90% of the time as observed on 10 random trials.  

Steven would benefit by using the app “Talk Board”, which can be found in the Apple iTunes store to be downloaded on an iPad.  Using an iPad would be beneficial for Steven, and as a four year-old, he would be on the move with his parents or caregivers.  Having an app, like Talking Picture Board, would be good so that he is able to communicate wherever he goes.  The picture below is an example of some of the images that come on the app, along with others that could be customized.  Individual and personal picture could be used, along with adding sounds, which could be helpful for communicating needs. That is such a great tool, especially to have Steven take ownership of using and communicating with this app!

Screenshot of adding personal pictures/creating sounds

Assistive Technology for Reading

Sometimes, students may need a different way to obtain information, whether it’s through reading comprehension or listening comprehension.  This is very important for students who have learning disabilities.  The first part of this webinar talks about the difference between a screen reader and a text reader. 

            Screen Readers                                    Text Readers

            - will read all the text                             - reads specific text in a 
            (this includes menu bars,                        given document or

            buttons, and boxes)                                 application that’s open
            - Some offer ability to                            - Often will read the Web
            magnify                                                  - Includes study tools and supports

I feel that with the prevalence of technology, you are able to purchase, borrow, or find electronic text almost anywhere!  Some tools that were mentioned were: Kurzweil, Premier Literacy Productivity Pack (Reading Made EZ), Read & Write Gold, Read Outloud SOLO, WYNN, Natural Reader.  I would definitely check them out and find one that fits what you’re looking for!

IEP Considerations regarding AT

The terms IEP and Assistive Technology (AT) are closely intertwined.  I hope this blog has been reinforcing that concept!  There are many considerations that an educator has to keep in mind when referring a student for assistive technology implementation.  Some that you should keep in mind are:

• What is the desired student outcome with AT? 
• How much support is required in class? 
• Low-tech, mid-tech, or high-tech options? 
• What are the student’s abilities and difficulties? 
• Does the student struggle to organize: information, time, and/or materials? 
• Does the student have difficulty managing: time, deadlines, materials, and/or work space/lockers/desk?

This Consideration Guide PDF has a list of areas of needs: writing, spelling, computer access, reading, math, receptive communication, expressive communication, study & attention skills, daily living/self care, recreation and leisure, vocational, and seating, positional and mobility.  Check it out!

Website - TextAloud

TextAloud, a program from NextUp, is a text-to-speech software program for auditory learners.  This program would be beneficial for students who have dyslexia, have difficultly decoding words, have a language-based learning disorder, have difficulty seeing/viewing text, or who have better listening comprehension. 

After watching one of the many tutorial videos, the software actually embeds itself into Microsoft Word on the Ribbon bar.  I feel like that is a great feature, especially for students who may need less of a distraction.  They would not have to open up a separate application to have a document read to them, they simply would have to click the button in Word.   

The program does look user friendly, and all of the video tutorials are short and concise.  TextAloud has a toolbar add-on feature for the following programs and applications on a computer: Microsoft Word, Outlook, Internet Explorer, Firefox, and other programs when it is enabled.  TextAloud3 costs $30, with the option of paying extra for better sounding voices.  There is a 30-day trial download, to play around with as well!

TextAloud in Microsoft Word

 

Chapter 2 - Website #1: Read Write Think

The internet is a useful tool, especially for working with special education students.  When browsing ReadWriteThink, I came across many interactive tools and activities for students to use.  I feel that this would be extremely useful in my instruction, if I were to teach English Language Arts.  Even though I am primarily math, I am also teaching a social studies section this year.  I did find an interactive practice activity of pulling important facts out of a non-fiction piece, which would be extremely beneficial since I teach with a textbook.

ReadWriteThink offers so many free worksheets, templates, graphic organizers, and printouts for teachers to use for FREE! That is a rare thing, with the creation of TeachersPayTeachers… 

Students that have learning disabilities would benefit from the structure that this website provides for their printouts, such as: executive function disorder, language-based learning disability, dyslexia, word retrieval issues, and more.  

The website is very user-friendly, and is easy to navigate and search for specific topics.  The only costly aspect of this website are the Mobile Apps that they offer, which some may cost money.  I highly recommend checking out this website, if you haven’t already stumbled across it in Google!