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!

Past Events Cards

My last two posts, about choice and task cards, had to do with promoting communication for students with expressive language issues.  Let me introduce: past event card.  A past event card is when a visual representation is used to relate past events, sometimes referred to as a relating past event card.  This is a very individualized card system, as each student does different activities and things at home and school.  Two possible ways that this system could be used would be sending home a “Today At School” filled out template, similar to the one below, or a “Last Night at Home” filled out template.

This would be beneficial for students because it would help them develop the ability to recall something they did, ate, or said.  This is a very difficult concept for students with ASD to grasp. A past event card was a new concept to me, and one that I've never explored before.  Have you had any success with past event cards?

Choice cards

Similar to a break card, like discussed in an earlier post, choice cards can also be used for students that have difficulty communicating.  A choice card is a visual cue so that students can choose between 2 or more options/items.  Teachers can incorporate choice cards into many parts of the day: snacks, rewards, activity, game, toy, song, et cetera.  When a student picks their choice, the teacher needs to follow through so that the student feels that their needs/wants are being communicated.  This can help reduce frustrations and acting out because the student is able to make a choice on their own.

Listed below are three various activities that choice cards could be utilized in the classroom, for a younger aged group.  How have you incorporated choice cards into your classroom?

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

Break Cards in the Classroom

As mentioned in the last post, some students with Autism may not be able to communicate, specifically if they have receptive language issues.  Introduce: Break cards.  When using a break card, it is a visual cue so that a student has the ability to communicate that they need to take some time from an activity, a task, or sometimes another person.  This promotes communication, even if students are physically unable to speak.  When a student gets frustrated, before the feelings escalate, a break card would be good for that student to use.  If a break card is used in class, the teacher also needs to take into consideration transitions back to work, reinforcements of using the card, how long to make the break, and what to do on the break.   

These two examples I feel would be appropriate to use in a middle school setting, depending on the level of students.  Do you have any suggestions, or break cards that have worked for you?

Resources: https://www.erinoakkids.ca/getattachment/Resources/Autism/Visual-Supports/Requesting-a-Break.pdf.aspx,

Autism and expressive language communications

School is a place for students to interact: with each other, with adults, and even with themselves in roles outside of their family.  Students with Autism may experience difficulty with communicating, specifically with expressive language skills.

 

Expressive language is defined as the ability to communicate with others using language.  This involves vocabulary, listening, grammar, along with other ways that someone communicates thoughts/feelings/wants/needs.  Some difficulties is that students with ASD face is that they may hear and mimic words, but do not understand or comprehend fully.  Hyperlexia is when someone displays great rote memory and decoding ability, which is another possibility when dealing with ASD and communication difficulties.  This website features many activities and ideas for teaching expressive communication skills.  Gold mine, alert!  Some include: sequencing, retelling, discussion maps, preview charts, defining map, sentence flip, and more. Check it out!

Resources: http://casd.binghamton.edu/node/16,

Assistive Technology

Here are some common types of Assistive Technology used in the classroom:

A) WordQ – Word prediction software

This is good for students who have word retrieval issues, have spelling deficiencies, or are phonetic spellers.   Visit a YouTube tutorial to learn more!  After watching the video, I love how you’re able to use it in Word, which many students are familiar with.  I think that this software would be great, especially for students in the middle and high school level.

Word Prediction Software

B) WYNN – Talking word processor software

WYNN software would be beneficial for students who have difficulty decoding and reading, struggle with reading fluency, or learn better through auditory reading.  After watching this tutorial, it seems that WYNN offers many options to customize toolbars to better help students.  I use this at work, and I love it – I will listen to my report card comments as a way to help me better edit my writing!

WYNN, talking word processor  

C) Dragon – Naturally speaking voice recognition software

Using Dragon is useful for students who might have fine-motor issues that impede their writing, have a difficulty putting words to paper, struggle with handwriting/typing, or have limited use of hands. This tutorial shows you a quick overview of the program, and how to navigate it to best suit an individual’s needs. I have used Dragon before, and after the initial training period (which is a little tedious), it works well!

Student using Dragon software

D) WYNN – Scan and read software

WYNN software also has the ability to have a document scanned in, or an original piece typed in a word processor, to be read aloud through the program.  This is a great option, as many students who struggle with reading and need text read aloud.

Four toolbars that are offered on WYNN

E) Books on CD are widely available at any public library, or in some cases, school libraries.  They are great for students who have difficulty reading, are dyslexic, have a hard troubling focusing on a book, lack fine motor skills to handle a book, or just prefer to listen to a story.  This article outlines the benefits of listening to a book on CD.  I have not listened to books on CD, but with my busy schedule, I would like to start listening to them in the car since I don’t have time to read

Available at libraries and schools

F) Hands on Equations – Multisensory educational software

Hands on Equations would be beneficial for students with math-based learning disabilities, dysgraphia, dyscalculia, and other math-related issues, or are easily confused by algebraic concepts. This tutorial demonstrates how algebra can be broken down using Hands on Equations, along with what the various parts represent.  I personally do not use Hands on Equations when I teach math, but a high school teacher I work with loves it. 

Student using Hands on Equations

G) Infogrip - Adapted keyboard

Infogrip is a website/company I came across when researching Adapted keyboards.  There are many various types, with different overlays.  Some overlays that this website offers are: larger key areas, simple keyboard layout, individualized keyboard layouts, high contrast overlays, tactile (Braille) keyboard, pictorial, and other options.  I have not had any experience with adapted keyboards, but after watching this video clip, I was able to see how customizable and unique they really are.

One type of adapted keyboard

H) Forte/Fusion - Portable word processor

Forte is a portable word processor, from the Writer Learning Systems.  This device would be beneficial for students with difficulty writing, spelling, fine motor problems, or who prefer to type rather than write.  There is a company video located on their website, which goes into detail about the two products and how a portable word process can help students’ writing.  I have not used a portable word processor, but the video does a good job at convincing me that it would be a positive for students.

Student using Fusion

I) Learning Ally – Assisted literacy software

Learning Ally is a great program for students who are dyslexic, have a language-based learning disorder, are unable to decode words, have difficulty seeing, or who don’t feel confident in their reading skills.  This tutorial was actually filmed at my school, with some of my colleagues!  I am a huge proponent of Learning Ally, as I’ve used it before in content area classes, and reading classes. 

Listening to Learning Ally

J) SpeakIt! App – Voice output communication device

SpeakIt! App would be a good fit for students who have a difficulty communicating (whether it’s their ability or emotional), have expressive language issues, or do not have the

A review/tutorial, found here, gives a look at a real example, on someone’s phone.  After watching this review and seeing how the app works, it is something I would investigate if one of my students needed this technology. 

Speak It! screenshot

K) Typing Pal – Type to Learn software

Typing Pal is a great software program for students of any ages to work on their typing skills.  There are various models you can buy – whether it’s the regular model, or a Garfield version for younger kids.  This would be great for any aged students, and be used for any diagnosis as long as the student is able to control mobility with at least one hand. If students have fine-motor skills, are unable to write, have limited fine-motor skills, or have dysgraphia.  The video tutorial looks at administrative options, example lessons, example tests, and other activities and games that Typing Pal offers to solidify skills.

Screen shot of a Typing Pal lesson

L) iPad – Electronic touch tablet

Using the Apple iPad in a special education setting is a great way for students to have individualized apps and programs at their fingertips.  An iPad would be useful for many various disabilities, at varying degrees of severity.  The only types of students that would not benefit from an iPad are students who do not have control over their large motor skills, are paralyzed, or are not properly trained on the iPad.  There are so many tutorials on the web, especially regarding various apps you can download, but I found this website, which was aligned with a presentation.  The website breaks down aspects of incorporating the iPad into the classroom as a special education teacher, along with critiquing apps for students.  I thought this was very important, because many times teachers are not taught how to best use the iPad themselves in the classroom.  This website also has a navigation bar on the right, and a pages/files browse option at the top. Check it out, (….even though it says administrator…) it’s for you!

Teacher helping student use iPad

iPads and Communication

After watching the video, Carly’s Voice, it opened up my eyes to how the use of technology can really impact communication.  I actually started tearing up when she first communicated with her parents! 

There are many benefits of using iPads specifically to help aid communication.  An iPad is versatile, able to be taken to various places and environments, and is very customizable for the student.  Listed below are a few different perspectives of how breaking the communication barrier can affect individuals.  I listed all positive perspectives, but if you think of others, positive or negative, please let me know!

- From a parent’s perspective: helps them learn about their child, find out interests and dislikes that they didn’t know, understand how much their child interprets, breaks down the wall so that they can communicate.  At one point in the video, Carly’s dad mentions that there had been times they had conversations in front of her because they didn’t realize how much she was comprehending

- I can't even begin to fully fathom how it would feel, as a child who is isolated and alone, to begin to communicate with others, but here goes: it opens their world to new things, they are able to finally communicate their thoughts and feelings with others, they have control over their environment, they are free from the confines of their own world only 

- From a teacher’s perspective: it allows a teacher to do more in class with the student, students are able to exceed and reach higher expectations, a teacher will be able to communicate and help students when needed, you get to know the student as an individual who can tell you what they like/dislike

Apps for Autistic and Nonverbal Children

Lauren Meatty gave a lot of great information in her seminar, including many apps that assist students with communication and learning in a fun way.

Learner characteristics: don’t have physical mobility, don’t have communication skill, kids who don’t engage with other objects or devices,

Challenges: this is not for all students, many of the communication apps are not programmable for individual needs, certain apps only offer limited choices of customization, iPads are extremely fragile devices, students needs to be familiar with the features and commands on iPads

Strengths: typically students will engage with the iPad, helps develop fine motor skills (touching, pointing, sweeping finger, hand-eye-coordination) without it being obvious

Age level: Lauren said that she specifically works with pre-school aged students, but the iPad can be used with any age

Apps: Magic Piano, Duck-Duck-Moose, sign language app, Going Places (social stories), Yes No, SonicPics, SpeakIt!, Proloquo2Go, Doodle Buddy, Etch a Sketch app, Monkey Preschool, Lunchbox, Simon Says, Memory Games, and many more.

I am comfortable with using the iPads in the classroom, but I would like to know more about using them with older grades.  The communication methods with adults and students (via: buttons, text to speech, sign language) are a great use to keep in mind, at any age. Some of the ways to incorporate the iPad into the younger classroom would be: another way of writing, instructing appropriate social settings, additional support for classroom activities and concepts (handwriting, social stories, counting, identifying).

AT Internet Modules

Going through the modules at Assistive Technology Internet Module, I learned a lot of valuable information regarding AT. 

Through the AT Assessment Process in the School Environment Module, one fabulous resource I found was TechMatrix.  It is an easy to use website where you can search for research or various products that have been critiqued and reviewed according to strict parameters.  You can even research based on a specific IDEA Disability Category (i.e.: autism, specific learning disability, etc.). 

When exploring the Quality Indicators for Assistive Technology website, via the AT Consideration in the IEP process module, I stumbled across this ATIAiPad wiki gold mine, “App Database”.  Check it out!

This document, also via QIAT’s website, has app resources and reviews from Pre-School apps, to AAC apps, including Executive Functioning apps and Writing apps.  

As I was navigating the AT and ASR module, I discovered some good questions for educators and parents to ask, when deciding on Speech Recognition software: Does the student like to use the computer?, Is typing unsuccessful? Even with word prediction software and/or onscreen keyboards?, What else have you tried?, Can they recognize words on the screen/on paper and know that they are mistakes?

Try the link to access a huge list of Apps to use in your classroom!

https://drive.google.com/file/d/0BwuDIGyNfHFLTEpQcFJRRW9WRm8/edit?usp=sharing

AT for Computer Access

The assistive technology continuum is the range of assistive technology options of low-tech to high-tech devices for individuals.  Low-tech devices, such as pencil grips, manipulatives, and slant boards, are simple and readily available resources.  On the other end of the continuum are high-tech devices.  They can include tablets, AAC communication, and a computer, and are not as readily available but have a greater capability.  The significance of the assistive technology continuum is to use it when considering AT devices.  The process should begin at the low-tech end, and gradually work towards the high-tech end of the continuum when necessary.  There aren’t rules when following the AT continuum, but it is a good stepping-stone when considering AT devices.

There are some instances where students may need an alternative keyboard when using a computer.  There are five alternative keyboards discussed in Chapter 8, listed below with some student characteristics.