"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.  

Alphabet Soup: Version AAC & IEP

Communication is such an important goal for students with disabilities, and it should be included in a student’s IEP.  Specifically, augmentative communication devices need to be integrated in an IEP.

When reviewing or making revisions to an IEP, the IEP team should keep the following in mind, regarding an augmentative communication device:

Communication devices & Learned Helplessness

Now, to switch things up a little bit, this post will be about helping students overcome learned helplessness.  For students with disabilities, especially those who have been disempowered throughout their life, learned helplessness is common.  Students who have communication issues, have severe physical, intellectual, and other types of disabilities sometimes lose power over their environment, causing disempowerment.

When students are provided with tools and supports to assist, some don’t know what to do with that new power.  Yet another role of a teacher is helping these students learn to navigate through their environment, learning how and when to exert control in their own lives.  Regarding communication devices, some helpful tips for teachers are:

:: Daily expectations of communication (activities, picking a book, where to eat, what to do, etc.)

:: Daily report to parents, via the student

:: Allow natural consequences to occur, and help the student fix it

:: Don’t manipulate the environment at all times: provide less support, or no support at times

:: Provide choice-making options whenever possible

:: Encourage the student to reject or protest something

Circle 21 Game

Further exploring the National Library of Virtual Manipulatives, which I talked about in yesterday’s post, I came across a fun game:  Circle 21.  I was perusing through the many manipulatives, and found this game.  This goal is for students of any age and math level, and it helps enhance learning by applying problem-solving strategies, along with basic numeracy skills.

I’m always looking for fun, interesting ways to get my students engaging their mathematical minds, and here is my newest discovery.  The goal is to make sure all there numbers in one circle add up to 21.  This game takes some planning and guessing – along with knowing your math facts!

There three other versions to be played: Circle 3 (this involves decimals!), Circle 99, and Circle 0.  All can be found on NLVM’s website!

My Mathematical Life - thanks, TechMatrix!

When exploring the “Search” tools on TechMatrix, I discovered many other resources to use in my classroom.  I specifically was looking for algebra and equation resources, and boy did I find them!  I compared four different programs: My Mathematical Life, Academy of Math, Basic Algebra Shape-Up, and Classworks.

My favorite out of those four was My Mathematical Life.  I wasn’t able to play around with it too much, but I loved what I saw of it!  Check out the YouTube review below to get a preview.  The first thing I hear when introducing a new unit: “When am I ever going to use this?”  Applying math to real life is such a huge struggle for students, and one that this program does a nice job of bridging that gap!

Take a look when you get a chance, you might come across something that you see a use for!

Low-Tech and Mid-Tech Adaptations to Complete Assignmen

In my other posts, I’ve talked about math fact fluency, visual-spatial difficulties, and teaching math concepts and corresponding technologies to incorporate in your classroom where you see fit.  

Sometimes, technology isn’t going to be the answer for your student, or it won’t be enough.  There was a world before technology boomed, and those methods worked.  Technology should not replace a teacher, but enhance teaching.  Has anyone ever taught a math lesson, and this is the response you get?

You aren’t alone!  I’ve been there, seen that, pulled my hair out, and started back at square one.  I've found that starting simple is better, and adding on tech later works best for me.  This means using low or mid tech first!  There are some low-tech and mid-tech options to help adapt work for your student.  I use these every day in my classroom.

      ~ My favorite: manipulatives

~ My students’ favorites: Multiplication tables

~ What’s your favorite?

 

Teach Math Concepts, Skills, Problem Solving

There are also many apps and games to help foster math concepts, skills, and problem solving strategies for students with disabilities.  

First things, first…do you want to use a concrete manipulative or a virtual manipulative?  This question should revolve around your student in mind, and what their needs and goals are.  The ones I’m going to focus on today are virtual manipulatives and other virtual applications to incorporate in your classroom.

National Library of Virtual Manipulatives – *GOLD MINE ALERT!*

Ø  categories to navigate:

o   number & operations

o   algebra

o   geometry

o   measurement

o   data analysis & probablility

o   grade level bands 

Illuminations – *GOLD MINE ALERT!* online activities to support conceptual development, along with lesson plan options for teachers to view and use

Internet 4 Classrooms – free Web portal to help find free resources to use in the classroom and at home

Virtual Laboratories in Probability and Statistics – geared towards students taking these advanced classes and include Java-based applications

Math Playground

Ø  Free activities provided:

o   Math Games

o   Word Problems

o   Logic Puzzle

§  Thinking Blocks: practice with multistep problems

Destination Math – for students K-12 to develop math reasoning, conceptual understanding, and problem solving

Ø  Use of animation and audio

Ø  Explicit step-by-step instructions, when necessary

Ø  Full Spanish version

 Which one is your favorite?

Tools for Visual-Spatial or Motor Control Difficulties

In addition to the games I posted yesterday, there are a few tech tools to address visual-spatial or motor control difficulties.  These issues could include: difficulty writing numbers, lining up digits, reading their own handwriting, creating visual representations, not copying down correct numbers, transposing digits, and others.  

Luckily, in a world of technology, you can find your solution on the web!  Check out the table below to match a program (listed at the top) to your specific concepts/skills, age, and tech features.  This is by no means a comprehensive list of programs that are readily available. Let me know if there are any I should check out myself!

Automaticity/math fact fluency: Apps, Websites, and Games

Learning math facts, developing automaticity and fluency is hard.  If your student has a math disability, it can be even harder.  I’m going to talk about some math apps that can be used to help overcome these obstacles.  *Disclaimer: play around with these applications first to determine if they meet your student’s needs/interests/goals. 

Tech-Based Apps & Activities:

* FASTT Math – an intervention program to help students’ fact fluency, the demo is really fun and exciting to go through: it makes me want to play it for real!

* Timez Attack – for multiplication facts (2 through 12), high-tech and similar to video game graphics, Base Version (free) or Full Version (paid), video example of game

* ArithmAttack – basic +/-/x/÷ facts, problem sets can be customized depending on student (which is nice!), very bland and basic which is a con for students, check it out here

* Arcademic Skill Builder – there are a multitude of fact games – even more than just basic operations!  Choose from ratios, integers, algebra, fractions, and more.  You can start a 30-day free trial, or pay for subscription, interested? watch the demo video

*First in Math (not in book) – it’s the website and program that I use to help develop these skills.  Likes: the variety of games and activities, monitoring progress and playing, log-in ability from any connected computer.  Dislikes: with a teacher log-in, you aren’t able to set specific levels, all students start at level 1, a little “young” for my middle school kids, not as interactive as other online games

 Any others to play around with?

How to narrow down the tech decision

So, you’ve identified that math assistive technology would be beneficial.  There are a few key questions that need to be considered when an education application is selected.  

Before I get into the considerations, teachers need to keep in mind that any application/device/tool should be a natural fit and that the instructional goals or objectives need to be met.  The assistive technology (AT) must match and fit with the student.  Square peg, circle puzzle: not for math + AT.

Questions to keep in mind:

~What is the outcome of implementing the application/device/tool? This could include, but not limited to: help build math fluency, support problem solving abilities, et cetera

~Is this going to fulfill its stated purpose? In other words, will it actually follow through?  Many times, if you play with the AT first, you can quickly answer this question.

~Can it be used as an alternative to traditional activities or methods?  Will this help increase classroom participation?  You’ve turned to AT because something else needed to be done, and hopefully it is working as an alternative.  This should promote participation, also.

~What is the student’s interest level?  Whatever you choose should be something they enjoy and want to work with. 

Can you think of any other important questions to ponder before implementing AT in a math setting? 

Does anyone love math?

I have to have a quick dance party for myself: I PASSED MY PECT TESTS!!  So, so, so, so, so happy and relieved.  I don’t suffer from test anxiety much, but this one was making me nervous!

Anyway, through learning more about assistive technology I’ve focused on tech tools, literacy, reading, websites, comprehension, and communication, along with some other focal points.  The next part of this blog will center on assistive technology and…….MATH!  I’m a total math geek at heart (okay, it’s not really a secret), so I’m looking forward to exploring more.  Plus, I teach pre-algebra and algebra sections in middle school, so this will really help me in my everyday life!  And, oh yeah, math is used every-single-day.

As a math teacher, one of the things I’ve observed is how crippling a math fear can be.  And how open everyone is about “being bad at math”.   Would you go around to people and bond over, “I’m bad at reading”?  NO.  But it is totally acceptable for people, especially students, to bond over the words “I suck at math too!”.  GRRR.  *rant over*  My goal: make math approachable, and give my students tools and strategies to own math.

Please join me on this mathematical journey!

IEP & AT use #5

Present Level of Academic Achievement and Functional Performance: Joey is a 20 month old with developmental delays. He is beginning to respond to visual and auditory action toys and laughs or makes sounds when a toy is activated. He will sometimes reach out to attempt to make the toy move again. Joey’s parents are happy to see him responding to toys and beginning to make sounds, but would like to see him making more attempts at communicating his wants and participating in turn taking games with the family.

Annual Goal: Joey will use a switch or voice output device to actively participate in play experiences to communicate interests to his parents or other caregivers in four out of five opportunities.

STO 1: Joey will use a switch to activate a mechanical toy, after being shown how in a turn-taking situation with his parents, with 80% success as observed during three random observations.

STO 2: Using a single message voice output device, Joey will request “more” or “do it again” when playing simple interactive games, like Peek-a-Boo or tickling that his family knows he is enjoying 80% of the time on three random samples.

STO 3: Using a voice output device with two options, Joey will indicate wanting to play a game or not play a game, “do it again” or “not do it again” during three out of three opportunities as observed on three of four random samples.

In order to continue to make progress communicating and playing with his family, Joey will use a specialized switch on a toy, like the one pictured below, to interact more with his family.  This will help him form closer bonds with his parents and family, along with having them become comfortable using the assistive technology that fits his needs. 

In addition to the single switch, a voice output device would also be beneficial to help him request and convey his needs and wants to his family when they’re interacting.  An example of this device is below, on the right.  As he continues to make progress with communicating his needs, different responses can be programmed on his voice output device, to reflect the different environments and situations that Joey is in. 

IEP & AT use #4

Present Level of Academic Achievement and Functional Performance: Michael is in the second grade classroom for most of the school day. He is interested in the material being presented by the teacher and wants to participate. He has a full time paraprofessional who assists him. He has difficulty being an active participant in academics because he uses a voice output AAC device and frequently does not have the “right” answer. The teacher is concerned at the amount of time it currently takes while Michael struggles to answer questions. The teacher is interested in finding ways for Michael to more actively participate. 

Annual Goal: Michael will use eye gaze and prerecorded messages to respond to appropriately phrased questions in four subject area classes, mathematics, reading, science and social studies in three out of five opportunities.

Michael would benefit using a voice activated communication aid (VOCA) in order to better communicate within his classroom.  This would positively affect communication with his teachers, peers, and paraprofessional who work with him.  Michael’s specific voice activated communication aid will be able to be programmed by his teachers, parents, and paraprofessional so that he is better equipped with responses at the necessary time. Another method to better help Michael prepare for classes is for previewing questions or readings before working with them in class.  This will give him additional processing time, and hopefully be a way to increase correct answers and participation in class.

Resource: Wisconsin Assistive Technology Initiative and CITE