Final class posting

I feel that throughout my journey with this blog, I have learned a lot.  I’ve found a lot of resources, and learned so much about special education.  While I do not consider myself an expert, I do feel that I have acquired a lot of information since the beginning of the semester.  This has strengthened my instruction as a teacher because it has made me think outside the box and find various strategies, games, and resources to use in my classroom. 

One thing that I’ve changed since my first post on September 13^th is that I incorporate a lot more visual aspects to my postings.  I’ve since started highlighting, italicizing, underlining, and bolding important phrases and keywords.  Another thing that I increased was linking to outside websites and resources, even if I was not specifically reviewing them.  I have also started citing previous posts that I’ve written before, and linking back to them. 

I think that throughout my entire blog, I am pretty good about including visual pictures, but I only a few times embedded a video to my blog.  Trying to appease visual learners with more than just pictures was one of my biggest struggles.

Let me know of any blogging tips or tricks to incorporate in the future!

"Hey! Can I Try That?" Resource

While exploring Oregon Technology Access Program’s website, another resource listed on page 319, I came across an awesome, FREE download: Hey! Can I Try That?  It’s a student-friendly workbook for students to learn more about using AT, and self-identifying where it should be used.  This would be a great resource for students who are cognitively aware, or able to self-identify.  The workbook itself embodies self-advocacy! 

It includes student stories, steps for setting goals, and self-identification.  The workbook has open-response areas for students to fill out, based on their self-identification, which include:

• What’s the problem?
• What’s the situation?
• Would I use this AT?
• What will I use and how will I use it?
• What needs to be done?
• How is my AT working for me?

 I think this is an AMAZING self-advocacy tool for students – and honestly, doesn’t it mirror the IEP team’s process?!

** Check it out here!

AT Implementation Resource

One resource on page 319 that I chose to investigate was the AT presentation, located at the Texas Assistive Technology Network.  I specifically read through the Assistive Technology Implementation presentation slides, found here.  Here are some a few things I picked up from the slides:

• - very visually appealing and easy to follow (hello, UDL!)
• - SETT framework (Student Environments Tasks Tools)
• - AT implementation should focus on functional areas of concern when and where they occur (see the list below)
• - Should use QIAT when deciding what should be addressed   **I talked extensively about QIAT in this post
• - UDL includes: representation, expression, and engagement …what we’ve been looking closely at since September!
• - A + B + C > X = Change
• a =consideration  ::  b =IEP  ::  c =implementation plan  ::  x =costs of change
• Four aspects of AT competence:
• Functional – mastery of skills, abilities; specific goals
• Operational – mastery of technical skills to operate or access methods
• Strategic – decide when/not to use device or strategy, choose tool
• Social – use appropriately with people and in environments, help others understand device

Functional Areas

 

AT: Reasonable Accommodations

Assistive technology can serve as reasonable accommodations for students.  Reasonable accommodations could possibly include: making sure a class is on the first floor for a student in a wheel chair, providing sign language interpreters for a student who is deaf, or arranging for extended time for students with learning disabilities.  Colleges are required to provide accommodations to help provide an equal opportunity for success.  One common accommodation is assistive technology.  Some students and families may be worried about the cost of AT, but in the scheme of things, colleges will spend the money on AT for that student, in most cases.

Students should develop self-advocacy skills prior to college, and they should know how and when to use them.  If a student has any sort of disability, they will need to self-advocate for themselves in order to get the accommodations necessary.  This website is for students, and can be helpful when transitioning. 

IDEA vs. ADA

Transitioning from high school to college is a difficult one for many people, including students with disabilities.  There are some differences students and families must keep in mind when making that transition.  Students in kindergarten through twelfth grade are covered under the Individuals with Disabilities Education Act (IDEA), while college students comply with the Americans with Disabilities Act (ADA).  Check out the table below to see some of the specific differences.

Augmentative Communication: Home & Community

As I stated in my last post, communication demands are different at home and in the community than in a classroom.  A student’s augmentative device can still be used to meet these demands, though!

Here is one resource to check out: I Can Cook Too!  It includes recipes for families to make together, specifically targeting the augmentative communicator at home.  The Internet has great resources to find out various ways to incorporate an AAC device seamlessly into home and community life. 

Another resource for parents: teachers!  Since the student’s teachers and professionals should all be trained on the device, they could help generate ideas of implementation.

Using AAC at home

 

prAACtice makes perfect

Teachers should help support the use of augmentative communication devices at home and in the community.  There are different and varied communication demands in various settings.  

1. Include the family: This involves training, including during the evaluation and implementation process.  This will help when new vocabulary or phrases need to be added, especially for the home or community setting.  

2. Ask family members to collect data: By involving the student’s family to this expectation, it also holds them accountable for providing opportunities for the student to use the device.  This helps the IEP team to also determine if it is the right fit for the student and family.

3. Plan outings: In the community, people are less likely to have been exposed to AAC devices.  Through field trips, assemblies, and other outings, students have the benefit of using their device with teacher support.