Assistive Technology Resources for Children and Adults with Disabilities
December, 2010 / January, 2011 ClosingVOLUME 29 - NUMBER 5 The Gap
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The Intel® Reader is changing lives. Created for people with dyslexia, low vision, or blindness, this extraordinary mobile device transforms printed text to the spoken word. Based on extensive assistive technology research, the Intel Reader is designed for real world participation—whether at school, home, or on the go.
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© 2010, Intel Corporation. All rights reserved. Intel, the Intel logo, and Intel Atom are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. December, 2010 / January, 2011 16 DISKoveries: Special Needs: Games, Volume 29 – Number 5 Electronics and Software By Joan Tanenhaus
FeaturedFeatured StoriesStories
7 Smart Inclusion for the 21st Century Classroom - Integrating SMART Boards with Assistive Technology By Alex Dunn and Alison Inglis
22 create Your Own Computerized Intervention System for Students with Learning Disabilities - Integrating Charts, Video and Progress Notes By Rhoda P. Erhardt
FeaturedProduct Feature Stories
27 using Technology to Enhance the classroom: Strategies for Children with Autism 12 The AIMing for Achievement Series: What By Lori Dahlquist and Amy Koch Educators and Families Need to Know About Accessible Instructional Materials Part Two - Navigating the Decision- Making Process By Joy Smiley Zabala and Diana Carl
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December, 2010 / January, 2011 www.closingthegap.com 5 www.closingthegap.com
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6 www.closingthegap.com December, 2010 / January, 2011 Smart Inclusion for the 21st Century Classroom Integrating SMART Boards with Assistive Technology
By Alex Dunn and Alison Inglis
Participation in education involves going beyond access. It implies learning alongside others and collaborating with them in shared lessons. It involves active engagement with what is learned and taught, and having a say in how education is experienced. But participation also involves being recognized for oneself and being accepted for oneself. I participate with you when you recognize me as a person yourself, and accept me for who I am. (Booth and Ainscow (2002)
Welcome to Mrs. Curry’s Grade 1 class. Today encouraged to put on headphones because the goal for this literacy lesson is to sequence she needed assistance reading the material Alex Dunn (Speech Language lines in a poem. Prior to Smart Inclusion, some and this was often viewed as distracting to the days, Paula would have slowly made her way other students in the classroom. Other days, Pathologist) and Alison Inglis to the back of the classroom to work on her her classmates would all say “goodbye” to Paula (Chief Psychologist) represent a literacy program on her own computer with as she missed the literacy block altogether to “special” software. Sometimes Paula was even help make popcorn for the school fundraiser. team of people that consists of speech-language services staff, special education resource teachers, learning consultants, teachers and Principals at the UCDSB. The team also acknowledges the contribu- tions of the following in their work: UCDSB’s IT department, SMART Technologies, Bridges Canada, Advanced Presentation Products, Cambium Learning Technologies, Nintendo and Dynavox Mayer- Johnson, and the work and advice of Dr. Donna McGhie-Richmond from the University of Victoria. For further information about Smart Inclusion visit www.smartinclusion. wikispaces.com. Alexandra Dunn may be reached at alexandra.dunn@ ucdsb.on.ca; Alison Inglis may be
A SMART Inclusion student proudly pointing out her contribution during whole group instruction. reached at [email protected] or. SMARTInclusion @twitter.com December, 2010 / January, 2011 www.closingthegap.com 7 Now, as part of one of more than 30 schools significant challenges and their typically gies (www.smarttech.com), and Advanced in Upper Canada District School Board developing peers. Presentation Products (www.advanced- practicing Smart Inclusion, Paula is able to inc.com) at 2008 Summer Institutes and engage with peers as an active participant Process throughout the 2008-09 school year. in her class, learning academic content while In May of 2008, Paula, as well as 11 other also working to meet her individual learning students with severe communication chal- The theories ...“Inclusion needs and goals; this is in essence the lenges, in classrooms from kindergarten to without Participation is not meaning of inclusive education. Paula’s class- high school, were identified as eligible for an Inclusion at all.” room teacher is using a SMART Board (www. Ontario Ministry of Education Special Equip- Universal Design for Learning (UDL) smarttech.com) with some of the software ment Allowance (SEA) grant to purchase and Differentiated Instruction (DI) provide and hardware that Paula used to use alone specialized equipment and software for frameworks for designing curricula or with an assistant at the back of the class students with severe disabili- that enable ALL individuals to gain and she is using these for group instruction. ties. (We knowledge, skills, and enthusiasm for Therefore, technology that is necessary for learning. UDL principles assist teachers Paula has become good for in designing instruction for a diverse all. Interactive whiteboard group of students, while DI prin- technology, when paired ciples allow them to address specific with assistive technology, skills and challenges for individual has made it possible for students. (See http://www.ontari- teachers to offer TRUE odirectors.ca/L4All/L4A_en_down- Universal Design for loads/LearningforAll%20K-12%20 Learning – multiple means draft%20J.pdf) of representation, expression UDL and DI overlap and provide and engagement so that ALL a range of instructional strategies, students have access to an resources, activities and assess- education. ment tools to meet the strengths, needs, readiness and learning Introduction styles or preferences of a wide In 2008-2009, the Upper range of individuals in a class. Canada District School Board They guide the development (UCDSB) team developed Smart of flexible learning environ- Inclusion, an idea that origi- ments through multiple means nated as a method to support of representation, expression inclusion and programming for and engagement in order to 12 students with severe commu- increase access to learning by reducing nication challenges. The Trillium The classroom teacher integrates not only technology but traditionalwere teaching methods to ensure ALL students have access to the curriculum. physical, cognitive, intellectual and organiza- Lakelands District School Board unable to secure tional barriers to learning, as well as other had done work in the year prior to consents for two of the students to obstacles, while maintaining high achieve- the Smart Inclusion pilot using Smart Boards proceed with complete data collection; ment standards for all. (See www.cast.org) for students who use AAC. They felt that inte- therefore this paper is based on data from Teachers, like Mrs. Curry, understand grating AAC with the Smart Boards provided 10 of the 12 original students selected for how to cast the UDL net in an attempt to an unexpected experience of creating a this pilot.) This equipment included a SMART teach and reach ALL students. Mrs. Curry language-literacy and communication Board, along with a variety of application has discovered that this is made easier immersion environment for the whole class, software and augmentative and alterna- through the use of a SMART Board interac- not just the non-verbal student. (Clinker, M. & tive communication (AAC) tools. For most tive whiteboard and specialized software. Moore, B. 2008) of these students, AAC and some special- She recognizes that auditory representation This initiative examined the use of SMART ized software was already in use, purchased (e.g. voice, speech output from computer, Boards with what has historically been under previous SEA grants. Based on the sound effects), visual representation (picture thought of as “special needs software,” set Smart Inclusion framework, these tools were communication symbols, printed words, within a theoretical framework, including considered essential to augment and assist graphics) and incorporating kinesthetic Universal Design for Learning (UDL; Turn- not only communication, but meaningful modalities (e.g. touching, adding to and ball et al., 2002) and the Participation Model educational and social participation in the moving information on the IWB) are neces- (PM; Rosenberg & Beukelman, 1987; Beuke- classroom setting for the student with severe sary to “capture” and engage her students in lman & Mirenda, 1998). The goal was to disabilities. learning. However, despite her best efforts, support communication and participation Tools were put into place for September there are some students who sometimes fall for students with significant communica- of 2008. Extensive training and coaching through the UDL net and so the Participa- tion challenges and inclusive educational on the theories, practices and technology tion Model also helps Mrs. Curry (and other programming. In this article we will discuss behind Smart Inclusion were provided to educators!) to engage all of her students. the positive outcomes of this grassroots classroom teachers, educational assistants The Participation Model (PM) provides initiative. UCDSB teams continue to monitor and special education school-based resource a framework for supporting academic and implementation and effects of Smart Inclu- teachers (learning resource coaches (LRCs) social participation. This model captures sion, using action research principles, as at UCDSB). Training was provided by UCDSB those students who fall through the UDL net more and more classrooms, schools and Smart Inclusion team, Bridges Canada (www. by addressing how to identify environmental districts, look to support students with bridges-canada.com), SMART Technolo- and student barriers to participation that
8 www.closingthegap.com December, 2010 / January, 2011 continue to exist, so that even those students with severe communication impairments are GRAPH 1 Pre Smart Inclusion 2007-08 Post Smart Inclusion 2008-09 able to participate in a meaningful way in Engagement classroom activities. The philosophy behind the Participation Model is that students with special needs, including those who use 5 - Most/all of the time assistive technology and/or augmentative alternative communication (AAC) tools, can participate in the same classroom activities 4 - A lot of time/engagement as peers, while still meeting their individual (up to 80%) learning needs and goals. Programming for students with special needs, within the PM 3 - Some time/engagement framework, is collaborative. The process (up to 50%) includes teachers, educational assistants, speech-language pathologists and parents 2 - Very little time/engagement in setting academic and social goals. (up to 10%) The Participation Model begins by identi- fying current levels of academic participation, 1 - No time/engagement social participation, integration and indepen- % Time spent in class % Time engaged dence within the learning environment. For example, students’ level of participation in an activity may be involved, active, competitive GRAPH 2 - Communication or none, and where integration with peers during the activity may be full, selective or none, and with a level of independence that could be characterized as assisted, with set 5 - Most/all of the time up, or fully independent. The next step is to identify barriers that may be preventing a student from 4 - A lot of time (up to 80%) more active participation, integration and increasing independence in any classroom learning activity. It then focuses on designing 3 - Some time (up to 50%) interventions to address the barriers, thereby optimizing academic and social participa- tion, integration and independence. Finally, 2 - Very little time (up to 10%) the levels of participation, integration and independence are re-assessed to evaluate the effectiveness of program and interven- tions in helping students reach their goals. 1 - None of the time % Time communication % Time communication The Technology opportunities present attempts successfull Prior to May 2008, some of the students selected for our work were already using a computer and assistive technology. However, the technology was frequently used by an individual student in isolation from GRAPH 3 - BEHAVIOR peers, resulting in minimal opportunities for academic and social participation. This 5 Students: Seriously Disruptive Behavior, Weekly or More sometimes looked like educational assistants working with students at the back of a class- room (or even outside of classrooms) on indi- Decrease by vidual learning goals that were not always well connected to the subject matter being 25% addressed at any given moment within the classroom as a whole. 50% To promote engagement with peers in classroom instruction, we created a “toolkit” by integrating the students’ assistive tech- 75% nology with a SMART Board for use during group instruction. We selected SMART Boards 90% over other interactive whiteboards (IWB) because other IWB require a pen for inter- Student 1 Student 2 Student 3 Student 4 Student 5 activity. This can be a barrier to participation for some of our students who have physical
December, 2010 / January, 2011 www.closingthegap.com 9 access challenges. The SMART Board inter- table 1 - ACADEMIC PARTICIPATION / SOCIAL PARTICIPATION active whiteboard overcomes this envi- ronmental barrier by allowing students to Participation Levels Pre Smart Inclusion 2007-08 Post Smart Inclusion 2008-09 interact with the lesson using a finger, an Language Arts (# Students) (# Students) elbow, their head or any object that they None: Alternative expectations 2 0 can get their fingers around. It was also not on topic or participating critical to have as close to zero shadowing with class; may be out of classroom; may be working on as possible. The positioning of the body other curriculum areas in the required to reduce shadowing with many classroom. IWB can pose difficulties for some students Involved: Alternative but on 5 1 due to cognitive and other challenges, so in topic or alternative expecta- year one, we chose Gen2 integrated SMART tions but participating in the Boards. We have since moved on to using activity with class; alternative the 685ix SMART Board in our effort to move expectations may include OT, PT, SLP, Behavior, Social, life closer to boards that offer zero shadowing. skills, daily living skills, etc. Assistive Technology ranged from software, like Boardmaker Plus, Classroom Suite 4, Active: Modified curriculum 1 7 Notebook, Symwriter, Kurzweil and Inspira- tion, to complex hardware, including alter- Competitive: Same expecta- 0 0 tions as everyone else; may native access keyboards, switches and voice have some accommodations output devices like V and Vanguard. (For – working with peers more specific information on how to have Participation Levels Pre Smart Inclusion 2007-08 Post Smart Inclusion 2008-09 voice output devices interact through the Mathematics (# Students) (# Students) computer with the SMART Board visit us at None: Alternative expectations 2 0 smartinclusion.wikispaces.com.) While the not on topic or participating assistive technology was originally deemed with class; may be out of essential for one student (our Smart Inclu- classroom; may be working on sion target student), many students within other curriculum areas in the the classroom benefited from its use; “neces- classroom. sary for some, good for all.” Involved: Alternative but on 4 1 topic or alternative expecta- tions but participating in the Evaluation and Results activity with class; alternative At UCDSB, during the 2008-2009 school expectations may include OT, year, pre and post data was collected on PT, SLP, Behavior, Social, life the 12 students for whom the SEA claims skills, daily living skills, etc. were pursued. The data sources included Active: Modified curriculum 1 5 classroom observations, surveys (completed Competitive: Same expecta- 1 2 by school teams), speech-language assess- tions as everyone else; may ments, review of IEPs and report cards, have some accommodations and interviews with teachers and prin- – working with peers cipals. Qualitative and quantitative data was gathered on academic participation, Social Participation Pre Smart Inclusion 2007-08 Post Smart Inclusion 2008-09 social participation, communication skills, (# Students) (# Students) No friends 5 0 1 or 2 friends 3 5 A few to many friends 0 3
behaviors, learning skills and inclusion. It cation, Behavior and Academic and Social should be noted that with support from participation. UCDSB, the London District Catholic School By the end of the Smart Inclusion year Board (LDCSB) implemented SMART Inclu- (2008-09 school year), target students were sion during the 2009-2010 school year and spending more time in class and were was able to replicate the findings from the engaged more often in learning activities UCDSB. (For more information on results with peers compared to time in class and from the London District Catholic District engagement in the prior school year (2007- School Board please visit smartinclusion. 08), as reported by 2007-08 teachers (retro- wikispaces.com.) spectively in September 2008) and 2008-09 The following results are based on the teachers (at end of school year, June 2009). surveys completed by school teams at By the end of the Smart Inclusion year UCDSB during the 2008-2009 school year. (2008-09 school year), target students The surveys provided pre and post measures were being provided more communica- A student can interact with websites with a touch of a for students with special needs in the areas tion opportunities and were successful finger on the SMARTBoard. of Engagement, Independence, Communi- in more of their communication attempts
10 www.closingthegap.com December, 2010 / January, 2011 compared to the prior school year (2007- weil; WordQ/Speak Q) and have paired 08), as reported by 2007-08 teachers (retro- assistive technology and training with spectively in September 2008) and 2008-09 support for effective inclusive classroom teachers (at end of school year, June 2009). practice. Standardized language assessment pre Our students are the true stars of Smart and post data available for eight students Inclusion and have become educational revealed that all students demonstrated leaders as more and more classrooms, growth in their speech and language skills; schools and districts look to support all students’ communication skills had students with significant challenges and improved to a greater degree over the their typically developing peers. That’s course of the 2008-09 school year when something to talk about. compared to growth over previous years. All Smart Inclusion students have been on SLP References caseloads for several years. Details on these Booth, T. & Ainscow, M. (2002). Index results available from Dr. Alison Inglis, Chief for Inclusion: Developing Learning and Psychologist. Participation in Schools. Centre for Studies on Inclusive Education (CSIE). Summary and Conclusions http://www.inclusion.org.uk. Outcomes – Students with Special Needs Beukelman, D. & Mirenda, P. (1998) • Students with special needs were not only Augmentative and alternative communi- more engaged and participating more fully cation: Management of severe commu- in classroom programming with peers, but nication disorders in children and adults they were meeting their IEP goals and (2nd ed.), Baltimore: Paul H. Brookes. more. Teachers had to increase learning Cafiero, J. (1998). Communication expectations exponentially. power for individuals with autism. Focus • Students with severe communication chal- on Autism and Other Developmental lenges became more active social partici- Disabilities, 13, 113-121. pants in their classrooms. Caferio, J. (2008). Technology supports • Significant negative behaviors decreased, for individuals with autism spectrum thus optimizing positive engagement in disorder. Technology in Action, 3(3). classroom communities. Clinker, M. & Moore, B. (2008). Smart- • Improved attendance for students with boards, literacy, and differentiated special needs was reported. communication: Out of the box integra- tion. Presentation at the 2008 Bridges to Outcomes – Whole Class Learning Conference. May 2008, Toronto, • All students were more engaged. ON. “Necessary for some, good for all” in • Assistive Technology was being used for best practice. whole class instruction. Goossens, C. (2000). Aided language • More teaching and less behavior manage- stimulation for the cognitively young. ment were reported. Paper presented at the meeting of Outcomes - School Community Augmentative and Alternative Communi- • The Participation Model adopted beyond cation in the Desert, Phoenix, Arizona. the Smart Inclusion classrooms. Rosenberg, S. & Beukelman, D. R. (1987). • Principals implementing Smart Inclusion The participation model. In C.A. Coston theory and technology into other class- (Ed.), Proceedings of the national planners rooms, and some School Success Plans conference on assistive device service now include the Participation Model and delivery (pp. 159-161). Washington, DC: Assistive Technology The Association for the Advancement of • Two Smart Inclusion schools were created Rehabilitation Technology. to further evolve models for “best practice” Tomlinson, C.A. (1999). The differenti- in inclusion and technology. ated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. Smart Inclusion: What Next? Turnbull, R., Turnbull, A., Shank, M., Smart Inclusion is now in its third year Smith, S., & Leal, D. (2002). Exceptional and has grown beyond a pilot project to lives: Special education in today’s schools bring 70 classrooms under the Smart Inclu- (3rd ed.). Columbus, OH: Merrill, Prentice- sion umbrella at UCDSB. We are also working Hall. very closely with two schools in a two-year research project where the focus is on “Inclu- sion for the 21st Century.” These schools have equipped every classroom with SMART Technology and software (Classroom Suite 4; Boardmaker Plus; Clicker 5; Inspiration; Kurz-
December, 2010 / January, 2011 www.closingthegap.com 11 The AIMing for Achievement Series: What Educators and Families Need to Know about Accessible Instructional Materials
Part Two: Navigating the Decision-Making Process
By Joy Smiley Zabala and Diana Carl Part Two of the AIMing for Achievement 2. Select specialized format(s) needed by Series focuses on the decision-making the student for educational participation and process related to accessible instructional achievement Joy Zabala, Ed.D, ATP, is materials (AIM) and looks closely at how each 3. Commence SEA and/or LEA-defined of the steps requires good thinking of the steps to acquire needed formats in a timely Director of Technical Assistance, individualized education program (IEP) team manner or other decision-making team. First, the 4. Determine supports needed for effec- CAST and the National Center on team determines whether or not the student tive use for educational participation and Accessible Instructional Materials. may need AIM; next, if needed, they select achievement. which formats are appropriate and deter- She can be reached at jzabala@ Determination of Need mine the sources from which to acquire the cast.org formats. Finally, the team will think about the In this step, the team thinks about whether supports and services that will be necessary the student can read and gain information for the student to use the formats effectively from the standard print-based instructional for participation and achievement. materials used across the curriculum by all Included in Part Two is an introduction to students; needs the materials in a specialized the AIM Navigator, an online tool, developed format; or needs modified content or alterna- by the AIM Consortium and made available tive materials. on the National Center for Accessible Instruc- tional Materials (AIM Center) Web site at Why would a student need a http://aim.cast.org/navigator. The Navigator specialized format? is a process facilitator that contains in-depth If the student is able to understand the information and scaffolded supports to guide content presented in textbooks and other decision-making at every step of the process. related core instructional materials that are used by other students across the curriculum, The Decision-Making Process but is unable to read or use them, the student Those of us who have worked in assis- will need another way to get the information tive technology for a long time have found contained in the print materials. In this case, that the most efficient and effective way to the student may need specialized formats of consider the needs for assistive technology the curricular materials. Diana Carl, M.A., LSSP, is is through a decision-making process. And really, the same holds true for AIM. What are the specialized an Independent Consultant and Basically, there are four steps that teams formats? Special Projects Coordinator for the must take in order to ensure that students Specialized formats are Braille, large print, who need materials in these formats have audio and digital text. Detailed information AIM Center. She can be reached at them when needed for educational participa- about the specialized formats was provided [email protected] tion and achievement. Those steps include: in Part One of the AIMing for Achievement 1. Establish need for instructional materials Series. in specialized formats
12 www.closingthegap.com December, 2010 / January, 2011 What already existing information can curriculum in which the student will partici- Procedures for acquiring NIMAS files differ be used to help the team decide among pate. from state to state. If you have questions about the three options? What data can teams b) Consider the instructional context the process where you live, you can ask the use to help them make this decision? In the next step, the team considers the school district contact or the primary NIMAS/ Some of the specific types of informa- student’s skills, needs and preferences, the NIMAC contact in your state. State contact tion that can be used to help the team make environments in which the student will be information is available at http://aim.cast.org/ a decision about the need for specialized working and the tasks for which specialized learn/policy/state/nimas_nimac_contacts. formats includes, but is not limited to: formats will be needed. Thinking about the • Reading level, including formal and student, environments and tasks helps the Accessible Media Producers informal reading diagnostic information team understand how materials are used (AMPs) • Indications in Individualized Education so that the team can make a good decision Accessible Media Producers (AMPs) are Program (IEP) or 504 Plan about which of the combination of special- organizations that produce accessible mate- • Academic achievement scores and ized formats – braille, large print, audio and rials in specialized formats, such as Braille, large grades digital – will work for the student. print, audio or digital text. To receive mate- • Curriculum based assessments c) Select the formats needed rials from AMPs’ general collections, students • State-wide and district-wide assessment Next, the team determines which special- must have a qualifying print disability. To participation and proficiency ized format(s) will be most useful to the receive specialized formats of print instruc- • Sensory abilities student. They select the format(s) needed by tional materials created from NIMAC files, the • Physical abilities this student based on matching the student’s student must also be served under IDEA. • Cognitive abilities needs and the instructional context needs Bookshare (http://www.bookshare.org/) What methods can be used to gather with the features that can be manipulated in Bookshare creates and provides files that the additional information that will the specialized format(s). More than one may can be used for students who need mate- help the team decide among the three be needed and can be selected. rials in digital text or Braille format. They also options? d) Match formats to materials provide software that can be used to read • Trials with materials in specialized The team uses the information gathered those files. formats to select which print instructional materials Recording for the Blind and Dyslexic • Formal measures conducted by a psychol- are needed in which format. (RFB&D) (http://www.rfbd.org/) ogist, a reading specialist, an audiologist, RFB&D creates and provides audio books a vision teacher, a physical therapist, an Acquisition of Accessible with human narration and synthetic elec- occupational therapist, etc. Instructional Materials tronic speech. Specially adapted players or • Learning Media Assessments conducted There are five common sources for software may be required to play the audio by vision specialists acquiring AIM: books. • Outside evaluations or reports from a • The National Instructional Materials American Printing House for the Blind doctor or other medical professional Access Center (NIMAC) (APH) (http://www.aph.org/) What is the difference between special- • Accessible Media Producers (AMPs) American Printing House for the Blind ized formats and alternative materials? • Publishers (APH) creates and provides materials in Braille, A specialized format of a print-based • Other Sources large print and electronic formats for indi- material includes exactly the same informa- • Do-It-Yourself viduals who are blind or have visual impair- tion as the printed material. The specialized The following is a summary of each source, ments format does not change the content, only the type of materials they provide and a the way in which the content is presented to description of who is eligible to receive mate- Publishers the student. The specialized format neither rials from them. In-depth information about There are several instances in which adds nor changes any information. An alter- the legal context was provided in Part One of publishers can be of assistance with the provi- native material may address the same goals, the AIMing for Achievement Series. sion of accessible materials. Upon request, a publisher may be willing to provide a digital but the content of the material is modified The National Instructional or changed in some way – usually made less file or grant permission for a state or local complex – so that it can be understood by Materials Access Center education agency to copy or scan materials the student. (NIMAC) that are not available from another source. The National Instructional Materials Access Typically, when publishers provide these files, Selection of Formats Center (NIMAC) is the national repository of it is with the understanding that use of mate- After the team determines that the student files developed according to the National rials created from the file will be limited to needs specialized formats, they select which Instructional Materials Accessibility Stan- students certified as having a print disability. formats are needed. The selection process dard (NIMAS). In order to receive specialized This is especially helpful when a student with includes a) listing what print materials are formats created from NIMAS source files from a disability has a service plan (e.g., 504) but used across the curriculum, b) considering the NIMAC, a student must: is not served under IDEA, or when the mate- the instructional context in which they are • have an Individualized Education Program rial is no longer sold and for which no NIMAS used, c) selecting which formats the student (IEP). This means that the child has source file has been created. These materials needs, and d) determining which materials undergone an evaluation and is or will are called “legacy materials.” are needed in the different formats. be receiving special education services Some publishers also provide digital a) List the print instructional materials under IDEA. versions of instructional materials along with used across the curriculum. • be certified by a competent authority as the printed books. This can be very useful if The team gathers information about the having a “print disability” as defined by the materials that are provided contain the print instructional materials used across the copyright statute. same information as the printed book rather
December, 2010 / January, 2011 www.closingthegap.com 13 than supplementary material. It is important Do-It-Yourself Instructional Strategies to be aware that just because a material is in Although specialized formats are increas- Educators may need to use various instruc- a digital format does not necessarily mean ingly available through accessible media tional strategies to support students using that the material is accessible to all students producers and commercial sources, the specialized formats and supporting technolo- (e.g., text cannot be read aloud, highlighted or “do-it-yourself” method of scanning, copying gies. When a student first begins using these otherwise changed). and creating materials remains a way to meet tools, instruction should include multiple One of the most promising developments the needs of some students for certain mate- opportunities for the student to understand is that publishers are beginning to provide rials. For example, teacher-made materials the purpose, benefits and outcomes of using some accessible versions of instructional will almost always need to be created in this the tools. It is helpful to start by providing materials for purchase, typically in digital manner. opportunities for the student to use the tools formats that can be read by a variety of digital When an accessible version of a published, to successfully complete familiar learning readers. An excellent example can be seen copyrighted material is created in this way, tasks (possibly in a single environment). in the HTML Books available from Pearson copyright law must still be respected. The Gradually building on early successes and Publishing (http://www.pearsonschool.com/ safest approach is to ask permission from the increasing the functional complexity of the htmlbooks). publisher before teachers or parents scan and tools will enable the student to learn use the create their own AIM. tools for independent mastery of learning Other Sources goals in a variety of environments. The child’s There are numerous free and commercial What Supports are Needed? IEP team should work together to ensure that sources for accessible materials. Although The IEP team should determine whether teachers and staff are coordinating to assist these sources do not typically include text- any of the following supports are needed for the student in using the accessible materials books, they may be good sources of supple- your child to effectively use the selected AIM: and monitor the change in literacy skills and mentary materials, some of which are required • technology, access. school reading. Items that are available free • training, of charge are typically those whose copyright • instructional strategies, Support Services has expired and are in the public domain. • support services, and The student’s IEP should describe any • accommodations and/or modifications. support services needed for effective use Electronic book sources The following is a broad summary of of various specialized formats and who is The following is a selection of sources that supports that may be needed for a student to responsible for providing them. Different provide electronic or audio books; some texts effectively use AIM. support services may be needed for different are available for free and other books must be formats. For example, a student using Braille purchased. Technology may require specialized instruction from a • LibriVox: www.librivox.org After selecting the specialized formats qualified teacher of the visually impaired, and • Net Library: http://www.netlibrary.com/ needed and determining how to acquire a student with a physical disability may need • Project Gutenberg: http://www.gutenberg. them, the team will need to decide what the support of an occupational or physical org types of technology or tools are needed for therapist. Additional supports, such as case • Audible.com: http://www.audible.com/ the student to use the accessible formats for management, classroom organization and • Online bookstores: http://www.amazon. participation and achievement. The informa- arrangement, equipment management and com/, http://www.barnesandnoble.com/, tion about the student, the environments and maintenance, and file acquisition, may be and others the tasks that were identified when selecting needed. • OverDrive: http://www.overdrive.com/ formats can be helpful when selecting the • Audio Editions: http://www.audioeditions. technology needed to use the formats. The Accommodations and/or com/ identified student needs can be matched to Modifications • Blackstone Audiobooks: http://www.black- the features of the various technology tools The use of AIM may require accommoda- stoneaudio.com/ that might be used to deliver the specialized tions and/or modifications to the student’s “Open source” instructional formats. educational program. For example, a student may need preferential seating or additional materials Training time to complete tasks due to the time Open source materials can be acquired, Different levels of training will be needed, required to use a specialize format. Frequent customized and used with any student free depending on the complexity of the tech- breaks may be needed to avoid fatigue. Some of charge (or for a very small fee), depending nology or tool selected to access the special- students may need to provide responses upon the source. The IEP team will need to ized formats. For example, use of a large orally rather than in writing. The team should verify that an open source material is acces- print book would not require much training. consider which accommodations and/or sible. These materials are typically not text- However, if the student is using text-to- modifications are needed when developing books, although CK-12 (http://about.ck12. speech software or a screen reader to access the IEP. org/) looks promising. digital text, more advanced skills may need National Library Service for the Blind to be taught. Teachers, other school staff and The AIM Navigator: and Physically Handicapped (NLS) (http:// families may also need training in order to Facilitating the Decision- www.loc.gov/nls/) support the child at school and in the home. Making Process This network of libraries across the nation Students may also need additional types The AIM Navigator is a free Web-based lends audio, Braille and large print books and of training, such as when to use a particular tool that facilitates the process of decision- materials to persons with a qualifying print format or tool for a specific learning task or making around AIM for an individual student disability. how to ask for needed supports when they by IEP or other decision-making teams. The are not readily available. four major decision points in the process 14 www.closingthegap.com December, 2010 / January, 2011 the AIM Consortium are linked within the AIM Navigator at the specific decision-point to which they apply. The AIM Navigator is avail- able on the AIM Center Web site at http://aim. cast.org/experience/training/navigator. Coming Soon! Part Three: Just in Time AIM Support at Your Fingertips! Part Three of the AIMing for Achievement Series will provide a detailed guided tour of the Web site of the National Center on Acces- sible Instructional Materials at http://aim.cast. org. The AIM Center provides knowledge development, technical assistance and leader- The AIM Navigator is available on the AIM Center Web site at http://aim.cast.org/experience/training/navigator. ship to SEAs and LEAs, as well as to educators, include determination of need, selection of the specific decision point and for all decision families and others involved in the massive format(s), acquisition of formats and selection points within AIM Navigator. collaborative effort involved in getting high of supports for use. The AIM Navigator collects all decisions quality accessible materials into the hands of The AIM Navigator provides extensive made by the team and all supporting infor- students who need them. The suite of tools support for decision-making at each point mation entered by the team and uses that produced by the AIM Consortium is among through a series of guiding questions, information to create a summary report that the large and growing resources available free resources and links to other tools created by can be printed or saved to a local computer. of charge to all states and interested parties the AIM Consortium. The guiding questions The AIM Navigator also includes an optional on the AIM Center Web site. are provided at two levels —“Help Me Decide” running To-Do list that the team can use as In the meantime, visit the AIM Center which includes a brief list of questions and they go through the AIM Navigator to create Web site at http://aim.cast.org and check out answers related to the decision point and “Tell a list of actions that need be taken and deter- how to get involved and stay connected by Me More” which includes a comprehensive list mine who will be responsible for each action. exploring the upcoming and archived webi- of questions, answers and resources for both The To-Do list can also be printed or saved to nars and the available collaboration opportu- a local computer. All other tools created by nities.
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December, 2010 / January, 2011 www.closingthegap.com 15 Special Needs: Toys, Games, Electronics and Software
By Joan Tanenhaus
Learning Resources programs. Word Building Reading Mentor (Learning Library contains 12 Readers, Resources; www.learn- two Activity Books and a ingresources.com) The Teaching Guide. It works Reading Mentor is a stand- along with the Reading Rods alone electronic device that Word Building, a set of 109 contains visual and auditory color-coded interlocking output, as well as groups of rods with consonants, vowels, reading rods (little blocks vowel patterns, blends and that can be strung together). digraphs. Each of the books These little blocks can be focuses on a particular phonic manipulated to make words skill (i.e., initial s blends, th and sentences. Students voiced and unvoiced, digraph then place the reading rods ch, etc.) and within the book on a track on the device and the focus letters are color they are read aloud. They coded to match the Reading then hear the letter name, Rods. The goal of this set is to word or sentence they have develop letter recognition, built and can also read it on letter-sound associations and the screen. Students can to develop the connection hear individual phonemes between words and sounds. or hear the word spoken Students can hear the letter aloud. They can press either names, phoneme sounds the Read It or the Sound It and the words that are built buttons to repeat the words by combining them. The12 or sounds as often as they readers let the students read want. They can use the whole words with targeted arrow keys to toggle to the blends and digraphs. The word or letter they want to activity books (flip books) are practice. There are a series Learning Resources Reading Mentor (Learning Resources) excellent – they contain over of kits that cover a wide 50 pages of activities – first range of reading experi- rods and help learners distinguish consonants, they find the rods needed to ences. These kits (with story books, reading vowels, blends and different parts of speech. complete the activity. Then, following color- rods and activity books) can then be used to The Reading Mentor also provides an aural coded diagrams, they are helped to build reinforce independently or with assistance the model to reinforce and improve language words that match the diagram and pictures. basic reading skills of letter recognition, letter- comprehension and pronunciation. With There are also pages with pictures and the sound associations, phonological awareness, over 23,000 words in memory, four head- task is to find things that begin with a specific sight-word reading, decoding, spelling word phone jacks, volume and contrast controls, it blend or digraph. This is then reinforced by recognition and vocabulary development. This is still portable enough to move around and placing the Reading Rods in the Reading multi-sensory approach allows students to use use where ever it is needed. It is an impres- Mentor unit to hear the words and sounds their hands to build words and sentences with sive learning tool for regular classes, English they have created. This library provides the Reading Rods and to then see and hear language learners, students with special needs excellent opportunities for learning sound what they have built. The rods are color-coded or students in speech/language pathology segmenting, sound blending and for rein-
16 www.closingthegap.com December, 2010 / January, 2011 language materials with high quality audio. Because it contains interactive CDs, this system provides a much greater capacity for content than other card-based systems. Students insert the CD, scan a card and listen and press the color-coded buttons as cued to respond to questions and do activities. The written text is on the card. The card and the reader use barcode technology that reads the print aloud. The color-coded buttons match the interactive card sets – look, listen, write and speak. The built-in voice recorder stores up to two minutes of student voice. It works with an included power adaptor or with batteries and comes with a durable carrying case. There is Radius Audio Learning System (Learning Resources) a large selection of subject and level specific interactive CD/card sets (sold separately). Each forcing vowel patterns. The activities progress set of cards include 40 double-sided activity from initial (s), (l) and (r) blends, final consonant cards and an interactive CD. Conversations & blends, blends and digraphs in the context Vocabulary CD Card Set , for ELL/ESL Grade GeoSafari Smart Talk (Educational Insights) of a story, and usage of (th), both voiced 1+, has cards that teach vocabulary, simple and unvoiced. Sentence Building Library, for dialogue and conversations, and themed grades 2 and up, is the most advanced library vocabulary on common themes, using key in the program. It also includes 12 Readers, phrases and natural language patterns. For two Activity Books, a Teaching Guide and example, Teacher instructions, such as “Please works along with the Reading Rods Sentence take out your spelling books,” simple school Building (156 rods, including nouns, adjec- conversations (Girl: “Mrs. Brown, my finger is tives, adverbs, verbs, pronouns, conjunctions, hurt.” Teacher: “Let’s go to the nurse’s office.”) articles, interjections and punctuation). Its and simple conversations about seasons, days goal is to allow students to see the connec- of the week, months of the year, holidays and tion between words and sentences and to shopping. Reading Comprehension CD Card then hear words and sentences that they have Set, for grades 1-3, teaches: using picture built. With the activity books, students follow cues, making predictions, main idea, drawing icons and direction to listen, speak, read and conclusions, comparing and contrasting, Hot Dots Jr. (Educational Insights) write. Flip Book 1 features activities that focus sequencing, identifying fiction and non-fiction the picture identified. When the next Learn on nouns, pronouns, verbs and subject-verb and distinguishing fact and opinion. Students light blinks, they can press it to hear the word agreement. Flip Book 2 contains a variety are encouraged to look at the text, read used in context, sometimes with sound effects of activities with adjectives, prepositions, along with the speaker and to then answer to help learning. When the Quiz light blinks, adverbs, conjunctions, articles, synonym and questions by pressing the record button and they press it for questions about the pictures. antonyms. Students are introduced to the part hearing immediate feedback. This is an excel- Flashing lights then redirect the student to of speech (i.e. nouns: people), learn to identify lent tool for teaching and reinforcing reading press the Learn button again to hear the the color coded nouns and then use them to and language skills, great for encouraging answers. The other side of the card is the text follow the diagrams to complete sentences, independent work skills, and very motivating side and students can follow along, matching which they can then hear spoken with the because of the interactivity. There is a wide the printed words to the spoken words. There Reading Mentor unit. Activities are focused on range of card sets available for different skills are three Smart Talk Card Libraries, each with possessive nouns, action verbs, irregular verbs and ages. 150 talking photo cards (Home & Family, (present/past tense), adjectives, comparative There is a display screen that provides School & Community, and Animals & People). adjectives, prepositions, antonym, synonyms, easy-to-follow visual reinforcement. Also plays Age appropriate for older students, as well as adverbs, articles, conjunctions and compound standard audio CDs. Great for center-based younger ones, and very motivating for both, it subject and predicates. In addition, the instruction, independent or small group is a good choice to help language learning. Reading Rods can be used to create additional learning. Hot Dots Jr. “Ace”- The Talking, Teaching activities that give students the experience GeoSafari Smart Talk (Educational Dog Pen and Activity Card Sets (Educa- of manipulating words to create meaningful Insights: 888-800-7893, www.educationalin- tional Insights: 888-800-7893, www.educa- and linguistically correct sentences. They are sights.com) This is an interactive, electronic tionalinsights.com) All the fun of Hot Dots is excellent also for children who may not have hand-held toy that can help students acquire now available for pre-school children, using adequate grapho-motor skills to write – this both receptive and expressive language. With the Hot Dots Jr. Pen and activity cards. The will still allow them the opportunity to manip- its flashing lights and clear audio output, it cards are clear and colorful and present the ulate words to create sentences and hear guides students to hear a word, learn about children with a problem or question. Children them read aloud. it and then answer questions. It is used with select the correct answer by placing the pen Radius Audio Learning System (Learning the 450-card Smart Talk Library. Each card is on their choice and pressing – the pen talks, Resources; www.learningresources.com) This 5 inches by 5 inches and laminated. Students laughs, lights up and even buzzes with excite- excellent system is a compact sized interac- slip one of the clear, colorful cards into the ment as children explore. Designed for little tive card reader that reinforces reading and device. They press the Word button to hear hands, this electronic pen cheers for correct
December, 2010 / January, 2011 www.closingthegap.com 17 answers and gently redirects children when Recalling Details, Drawing Conclusions/Predict they answer incorrectly, allowing for inde- Outcomes, Using Context Clues, Finding the pendent discovery. It allows for independent, Sequence/Finding Cause & Effect, and Making self–paced learning. This special pen plays 20 Inferences. cool phrases and fun sound effects and glows Match Maker + Quiz Creator (Judy Lynn green and red for answer reinforcement. Software: www.judylynn.com) This is a great Press a button to select the type of sounds new computer software program for creating you want to hear (speech, sound effects or matching activities and matching related alternating speech and sound effects). You quizzes. It also comes with a large collection can also regulate volume or turn sound off. of ready made matching activities to use right Activity Card Sets each include 36 colorfully away. The program has two modes: Game and illustrated double-sided cards providing 72 Quiz. In Game Mode, matching pairs appear early learning activities, plus an answer key, on the screen. You can select from two to 10 Match Maker + Quiz Creator: (Judy Lynn Software) all stored in a handled carrying case. Some pictures. One picture is randomly selected of the activity cards sets are: Shapes (identi- by the program and the user has to select fying shapes, matching shapes, shape words the matching picture. The program works and visual discrimination), Colors (identi- with switches, touch screen, keyboard or fying colors, matching colors, color words, mouse. When all the pictures are successfully color combinations and patterns), Numbers matched, a new set of pictures appear. There & Counting (identifying numbers, counting, are various kinds of matches – matching exact number words from one to ten, number objects or matching within a category (ie. sequencing, identifying number sets), The two different kinds of boats), match picture Alphabet (uppercase letters, lowercase letters, to word, numeral to number of objects, etc. matching lowercase and uppercase letters, In Quiz Mode, there is a prompt and a set of letter sequencing, alphabet review), Begin- pictures, one of which matches. There are over ning Phonics (letter sounds, matching letter 30 matching activities, including Shapes, Jobs, My Virtual Tutor Series for Nintendo (Mentor Interac- sounds with pictures, initial sounds of words, Cars, Colors, Foods, Miscellaneous Objects, tive) ending sounds of words, rhyming words), and Numbers and Words, Money, Sign Language, Patterns & Sequencing (completing a pattern, Sounds, Telling Time, US States and Capitals, for young children to reinforce reading skills, completing a sequence of events, cause and What Letter is Missing, Words and Objects. while at the same time enjoying the Nintendo effect). Very motivating! Hot Dots Jr. Getting Data is collected and can be viewed in either DS touch technology. Ready For School uses colorful, motivating spreadsheet or text format. If you would like Cosmos Chaos for Nintendo DS (Mentor lesson cards. There are five card sets, each to download a free trial version with a limited Interactive: www.Mentorinteractive.com) containing 32 lessons (160 interactive lessons) number of pre-made games and 15 trials, you This is an educational adventure game on that target Learning the Alphabet (uppercase can, from www.judylynn.com. the Nintendo DS that’s designed to help and lowercase letters, distinguishing and My Virtual Tutor Series for Nintendo DS struggling 4th grade readers. It targets matching uppercase and lowercase letters), (Mentor Interactive: www. Mentorinteractive. word learning strategies and vocabulary Numbers (counting numbers and learning com) This series of Nintendo DS programs is words within the context of storytelling and the number words one through ten), Shapes designed to encourage reading success in gameplay. The main character’s little dog is (distinguishing shapes and recognizing young children. There are three DS programs abducted by a strange alien spaceship. He them in real-life objects), Colors and Patterns. in the series: READING Pre-K to Kindergarten, or she (you can select) finds a robot who The pen provides immediate feedback that READING Kindergarten to First Grade, and can help but who has had all of his vocabu- rewards progress and corrects mistakes. There READING First Grade to Second Grade. Each lary chips stolen. Together the two set off to is also a Getting Ready for School Lesson program contains six to eight books that can retrieve the robot’s chips and find the lost dog. Guide that gives step-by-step instructions for be read in four different modes. In Read to Me, Vocabulary chips are recovered by playing using the cards and integrating them with the game reads each page with words high- a mini game that asks the player to identify other learning. lighted to follow along. To hear a word again, the meaning of the words stored in them by Hot Dots Reading Comprehension touch the word with the stylus. This allows selecting a correctly used sentence. Vocabu- Cards (Educational Insights: 888-800-7893, children to experiment with words they don’t lary games are also used to respond to people, www.educationalinsights.com) These are sets recognize. In Explore, the focus is on reading to recharge the robot, etc. Any word that pops of Reading Comprehension cards. Each set is comprehension. The program reads the up can be tapped on to hear a pronunciation focused on one individual reading skill and story and asks questions that relate to under- and definition of it, and hidden all over in contains 50 stories with 10 reading selections standing the story. In I Can Read, the children the backgrounds are flashing stars that teach for each reading level (2.0-6.0), followed by can read to themselves or out loud with indi- more words when selected. This is a fun and four questions per card. They work with a Hot vidual words easily touched if help is wanted. educational program. Dots pen that signals whether the answers Along the way, there are puzzles and games. thinkSMART Series (Mentor Interac- are correct, giving instant reinforcement All focus on words and letters. There are Word tive: www.thinksmartgames.com) These two and reward and allowing for self-checking Jumbles, Word Scratch, Letter Tracing and a Nintendo DS games are designed to “power of answers. The cards can also be used as Recorder so that children can read the page UP your brain.” There is one versions for ages traditional reading comprehension cards, and hear it played back. In the Paint mode, eight and up and one for adults. thinkSMART with the reading task on the front side and children can paint along as they are listening for Kids is a fast-paced learning game with questions on the back. The following sets are to the story. In addition, there are Phonics three levels of difficulty and with six different available: Getting the Main Idea, Noting and mini-games and quizzes. This is a great way categories to train language skills, logical thinking and pattern recognition. There are
18 www.closingthegap.com December, 2010 / January, 2011 the ball under, over or through the obstacles. It’s fun and easy to set up and play, for ages Several games test speed, while another chal- 5 and up. Spy Net Secret Audio Recording lenges players to lift a ball up and through a Pen looks like a regular pen but comes with funnel, shooting it across the game console to lots of hidden technology. As you write, you score points. The game really works, is great can record conversations, save them, play fun and is both interesting and challenging for them back and even upload the files to your players of all ages and skill levels! computer, with the hidden USB connec- Star Wars Science: The Force Trainer tion. For ages six years up, it’s a great way to (Uncle Milton: www.unclemilton.com) This is encourage young writers. another game, similar in technology to Mind- Design & Drill Talk Along ToolKit (Educa- Flex. This set contains a tower base, a training tional Insights: 888-800-7893, www.educa- tower, a ball and a wireless headset with three tionalinsights.com) This great pre-school sensors. After activating and syncing the base take-along toy is fun, portable and compact and the headset, players concentrate, and and helps children explore counting, colors, their brainwaves trigger a fan in the base that shapes and patterns while also building fine elevates the sphere (ball). In this game, the motor and creativity skills. The durable board Mindflex (Mattel) voice, a “Jedi Master Yoda,” guides you through folds into a carrying case and stores all parts 15 levels of training, along with sound effects and pieces. It includes a reversible power games for language, memory, math, logical and feedback. In Freeplay mode, players prac- screwdriver specially made for little hands thinking and comprehension. These include tice concentration and control of the sphere with three different drill bits (flat tip, Phillips activities, such as scrambled sentences, by raising and lowering it and holding it at and socket). There are 60 bolts in five colors. recalling animal sounds and a shell game. different levels. During each of the 15 trials, The drill goes forward and in reverse (to thinkSMART for adults is similar in design and the voice will tell you where the sphere must remove pieces). Children can play with the includes six different training categories with be held. Star Wars fans of all ages will love this bolts randomly, can create their own simple activities for Language, Memory, Mathematics, game, as they practice concentration, and patterns and pictures, or follow one of the Spatial Reasoning, Grasp and Logic. There are advance from Padawan to Jedi Master. enclosed 12 patterns. Great for fine motor and word search puzzles and mazes. There are Toy Story Motion Video Game (Jakks visual perceptual skills, too. single player and multiplayer modes, as well Pacific, www.jakks.com) This game just plugs RC Tarantula (Uncle Milton: unclemilton. as free training. thinkSMART is also available into your television and is ready to play. No com) This is a very realistic, remote control for Wii. console or additional Mindflex (Mattel: www.mindflexgames. software is needed. com) In this exciting, interactive game, recom- By moving the video mended for ages eight and up, the players controller, players wear a headset that “reads” their brain waves. control the move- The headset fits on the head, the clips connect ment on screen with to the ear lobes, and a metal forehead sensor Toy Story charac- is placed just above the left eyebrow. The ters Buzz, Woody game console is a round plastic console with and their friends. In a recessed round track and a small recessed Rolling Patrolling, fan that rotates. Around the track are a set of players help Buzz go holes in which you anchor multiple obstacles. around an obstacle Concentration generates brainwave activity course while they tilt and the wireless headset transmits this signal and steer up, down, to the console. The signal activates a fan that left and right to help levitates a ball. The more you concentrate, the him balance on a higher the ball goes (the faster the fan goes). ball, collect jacks and Relax and the ball descends. Players use this finish as fast as they concentration to move the ball around the can. In Giddy Up and game console and through a wide range of Go, players guide fun obstacle courses. The dial in the console Woody and Bullseye allows you to keep the ball moving around to collect all the but the raising and lowering of the ball is sheriff badges. Players accomplished by alternating concentrating use the buttons to and relaxing your mind. Once you mastered jump and speed and the basic skill of raising and lowering the ball, move the controller there are five games for varying skill levels to steer. In Back- designed for groups of one to four players. You yard Dash, they race can also select the difficulty level. A variety of around collecting hoops, hurdles, funnels and a teeter-totter pickups. Options can be positioned however you want on the control music and game console. Players then use their minds sound effects, as well and varying levels of concentration to move as game difficulty.
December, 2010 / January, 2011 www.closingthegap.com 19 tarantula with light-up eyes. It will crawl with real spider-like movement and it’s made of a furry texture that makes it look real. It can move along a smooth, flat surface – and scare a lot of people! Children use the egg shaped controller with two buttons – one forward and the other to turn and reverse direction. Easy to use, good for directionality, atten- tion, and for fun, too. Naboo Sea Creatures: Star Wars Science: For more than 350 million years, Tripod Lngicaudatus (Naboo Sea Crea- tures) have existed! In this science kit, you just add water, hatch eggs, watch them grow, up to two inches long. The kit includes a sturdy aquarium tank with a built-in magnifier. For ages eight and up, the kit also includes a fun and informative learning guide. DVDs for Children Shalom Sesame Series (www.sisuent. com) The first two DVDs in this series are avail- able and 10 more are coming in 2011. Educa- tional and entertaining, these DVDs feature American and Israeli celebrities interacting with your favorite Sesame Street friends, and also with new Israeli friends, including the Israeli version of Oscar the Grouch. Grover and Anneliese van der Pol travel to Israel to meet new people and learn new things. The DVDs are designed to help bring the vitality Star Wars Science: The Force Trainer (Uncle Milton) of Jewish culture and tradition, as well as the diversity of Israeli life, to American children. Each will focus on storylines drawn from Jewish cultural traditions, highlighting lessons on Hebrew letters and words, unique sites in Israel and Jewish values. In Welcome to Israel, Grover and Anneliese go to Israel and explore the land, and eat lots of falafel. In Chanukah: The Missing Menorah, it's time to celebrate Chanukah in Israel and Grover is bringing the latkes. When Annaleise loses her special Menorah, her friends have to help her find it. Bonus extras on each DVD include “Grover’s Monster Music Videos,” option for English sub- titles and sneak peeks at all 12 titles in the series. Music, Music Everywhere! (www.hitenter- tainment.com) This fun DVD stars Barney, Bob the Builder and Thomas & Friends. Viewers will learn some basic music concepts and explore some instruments with Barney. Episodes included on the DVD are Barney: "Play Piano With Me," Bob the Builder: "Roley's Important Job," Thomas & Friends: "Tuneful Toots," and Kipper: "Arnold's Drum." There’s also a bonus episode from Angelina Ballerina – “Angelina’s Musical Day”. Also included is a Bonus Music CD featuring 5five favorite songs. Barney A Counting We Will Go (www. hitentertainment.com) This new Barney program, in English and Spanish, uses songs, rhyme, dance and laughter to help very young children learn to count. It’s great for pre- 20 www.closingthegap.com December, 2010 / January, 2011 schoolers who are just learning to count, with boat racing mini-games. Just drop anchor on as 30 minutes. There are fewer button and a game of Hide and Seek, shopping for trea- your couch and fish the day away! more analog stick moves. Gus Johnson joins sures, and marching to the beat of a different NHL 11 (EA Sports: www.easports.com) Chris Collinsworth in the booth, adding a new drummer in a number parade. This classic hockey game is even better this level of excitement to every game. Play up to year! There are over 200 enhancements. three versus three in an all new online co-op Interactive Entertainment With the new Hockey Ultimate Team mode, mode. In Madden Moments, you can replay Systems for Learning you can build a team from the ground up dramatic contests from last season. There are Backyard Sports: Sandlot Slug- by acquiring top Canadian Hockey League also custom stadium chants that put you right gers for Wii (Atari: www.atari.comm and American Hockey League prospects and in the middle of your favorite NFL stadium. www,backyardsports.com) This is another training them to superstardom. You can put Madden NFL 11 is a great football game- – great Backyard Sports program – developed your squad in retro jerseys and manage your the action is better than ever, and the realistic especially for children. There are four modes. team throughout the season. If you break your commentary is great. In Season Mode, you take your team through stick, you can now kick the puck to you team- Grease: The Game for Wii (505 Games: a seven- or 14-week season, with or without mate or have your teammate pass you his! www.505games.com) In this new game for post-season playoffs. In Story Mode, you can There are great new winning ceremonies and Wii, players can sing and dance along to create your own character, play on eight celebrations too. All the plays and moves are “Grease,” the original high school musical. You different fields – even on a rooftop. Family in real-time realism with the new engine. You can compete in Party Play – in two teams, with Fun Mode lets parents join in on the fun – can also prepare your team for a playoff run two microphones and the Wii Balance board. this turns one of the controllers into a boost with an all-new Practice mode. For one to four There are 16 songs from the movie, video clips system, giving an extra boost to the player. players offline; for one to 12 players online. and a group of mini-games inspired by the This lets the youngest players have the ability Madden NFL 11 (EA Sports: www. movie. Lots of fun! to be part of the action with older siblings or easports.com) Another new version of a Joan Tanenhaus, M.A., CCC, Speech- parents. Players will also enjoy the humorous classic program that keeps getting better Language Pathologist/Assistive Technology commentary, exaggerated animations and each year. Featuring Drew Brees, Super Bowl Specialist, is Founder and Executive Director fun characters … and also that they can MVP and quarter back for the New Orleans of Technology for Language and Learning, steal bases. With five mini-games and super- Saints, Madden 11 has an all new play-calling Inc., a non-profit organization dedicated to charged power-ups, the game is fun and system that automatically selects the best advancing the use of computers and tech- intuitive to use on the Wii – just play like a real play based on authentic NFL game plans. You nology with children and adults with Special baseball game. spend less time in the huddle and more time Needs. (e-mail: [email protected]) NCAA Football 11 EA Sports for Xbox on the field as you play a full game in as little (EA Sports: www.easports.com) This all new College football game for the Xbox lets players experience all the excitement and traditions Helping All Students Succeed of their favorite schools (120 of them). From kickoff to the game’s final plays, broadcasters offer insights and commentary while breaking down your game. There are new animations and new moves and everything looks more Do your students have realistic than ever before. The new lighting the right tools to reach system brings great detail to the player models – you’ll even see their faces grimacing. their potential? You can run the offense the way the schools do and dictate the tempo of the game. Great With Texthelp’s literacy for all those college football fans. solutions, they can. Bass Pro Shops The Strike with Rod and Reel Controller for XBox (www.basspro.com) This is a great fishing game for the Xbox 360. 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You practice fishing and earn points in a free fishing mode and then, Get a FREE 30-Day Trial DVD and Register for a FREE Webinar with some experience, you can compete in a (888) 248-0652 • [email protected] • www.texthelp.com/ctg tournament. There are also simple casting and
December, 2010 / January, 2011 www.closingthegap.com 21 Create Your Own Computerized Intervention System For Students with Learning Disabilities: Integrating Charts, Video and Progress Notes
the versatility of the dynamic and interac- By Rhoda P. Erhadt Introduction Communication is essential between tive documentation model, and show how school personnel and the families of chil- it can be adapted for students with any dren who receive related services through type of disability, in schools, and with fami- an Individualized Educational Plan (IEP) or lies that have different levels of computer Response to Intervention (RTI) approach. equipment, internet access and technology Without it, intervention can be a cumber- expertise. The efficacy research study some and fragmented process. The purpose of handwriting change using a systems of this computerized intervention system approach, rather than handwriting instruc- model is to facilitate efficient ongoing tion, offers practical strategies and materials communication between all members of that can be useful in the classroom and/or the team, which may include teachers, home environments. paraprofessionals, occupational therapists, physical therapists, speech and language History and Rationale for pathologists, psychologists, students and the Model parents. The evolution of the model over As an occupational therapist since 1954, time will be illustrated with a research- I have been a consultant for about 40 based intervention program of activity different school systems, special education cooperatives, child development centers, Rhoda P. Erhardt is a consultant charts that can be incorporated into everyday classroom and home activities hospitals and human service centers in in pediatric occupational therapy, providing (Erhardt, 2009). The traditional components North Dakota and Minnesota. Those expe- services to a variety of health agencies, of that program will be compared with the riences were very important because they gave me a comprehensive view of a variety educational systems and national corpora- new dynamic integration of materials (gross motor, fine motor and oculomotor activity of educational and health systems and tions. She presents workshops throughout charts; progress notes; and instructional forced me to find efficient ways to complete the world; teaches online courses; and has videos). The new model combines prog- the paper work we all must do. A primary ress notes with each activity chart in Word challenge was communication between authored books, chapters, journal articles, document files that can be accessed by all all team members. In 1970, when I was the assessments and videotapes/DVDs on team members to add ongoing progress, director of the Easter Seal Mobile Therapy Unit in Fargo, North Dakota, occupational topics such as normal and atypical devel- comments, questions and specific recom- mendations. The files, which include links therapists were in very short supply, and we opment of prehension, vision, eye-hand to digital video files, are all uploaded and were receiving more referrals for children coordination and feeding in children with stored on the school's Web site or on free with learning disabilities than we could online accounts such as GoogleDocs, Face- possibly serve. This was before P. L. 94-142 cerebral palsy and learning disabilities. She book or DropBox, password-limited to team was enacted in 1975, and public schools can be reached at RPErhardt@ErhardtProd- members to ensure privacy. were not required to provide related services, such as occupational therapy, for ucts.com A case example of a 13-year-old student with learning disabilities will demonstrate these children.
22 www.closingthegap.com December, 2010 / January, 2011 Within many school systems, however, Evolution of the Model in the home and classroom. The following there were dedicated teachers who recog- The table Evolution of Intervention case study will illustrate how the dynamic nized the problems these children were Documentation and Implementation shows integration system evolved from my tradi- having and were very concerned about how my cumbersome documentation tional approach and how it can work with them. They asked for my help in developing system gradually evolved into the digital an electronic model that integrates charts, programs that would address the gross age. In the 1970s, I gave activity charts to progress notes and video clips. motor, fine motor and visual motor prob- the families and sent copies of my progress lems that were interfering with learning notes to them and to school personnel, Case Study in educational settings. Parents were physicians and other team members. Every- Most of us are not usually surprised to also eager to follow through with home thing was typed on my Royal portable see positive results when we intervene programs. Lacking sufficient staff, I searched typewriter, and the copies I made were that with short-term programs in young chil- for creative ways to provide services, partic- shiny slimy paper. By the 1980s, I had an dren. However, I was seeing similar positive ularly difficult in this primarily rural area. Apple computer and a dot matrix printer, outcomes with older children, and those and my typewriter was history. I was begin- changes could not be attributed to normal Activity Charts ning to videotape my patients, but also still maturation. One of my families agreed to participate in a research project to docu- The Visual-Motor-Perceptual Activities Collection drawing stick figures to describe therapy techniques and using Polaroid photos to ment the efficacy of this holistic approach indicate correct positioning of each child for their 13-year-old son who was diag- At a presentation at the American Occu- pational Therapy Association (AOTA) annual conference in New York in 1970, I described Evolution of Intervention Documentation and Implementation specific examples of service delivery Materials Traditional Components Dynamic Integration models, consultation and supervision for a variety of teachers, paraprofessionals, Activity charts: Copies with specific Progress notes combined college students, parents and community Gross motor activities checked for with each activity chart volunteers working with children one-to- Fine motor designated team members in digital document files one and in groups in the Fargo-Moorhead Oculomotor to implement that can be edited to area. Activity charts used in these programs Progress notes: Notes taken during report ongoing progress, and distributed at that session were also Name of activity session, then typed, comments, and specific described in a follow-up article published Child’s response printed, and mailed to recommendations; also in the American Journal of Occupational Recommendations designated team members include links to digital Therapy during the next year (Erhardt, video files, all uploaded Video: Demonstration of Sessions videotaped, 1971). and stored online (e.g. intervention techniques VHS copies mailed to In the 70s and 80s, I focused on hand DropBox, Facebook, designated team members development and the motor components GoogleDocs, or your school for viewing of vision in children with cerebral palsy website), accessible only to and continued to treat school-aged chil- team members. dren with learning disabilities. The original activity charts were constantly revised, with Evolution of Intervention Documentation and Implementation) new charts added regularly, and I used them within eclectic approaches that embraced a variety of theories, such as motor learning Results of the Efficacy Study and control, sensory integration, percep- Testing Procedures Baseline: Age 13 After Intervention: Age 14 tual-motor development, theories of play and neurodevelopmental treatment (NDT). Optometric testing The gross motor, fine motor and oculo- VMI-Beery percentile 7th 98th motor activity charts were the core of my Psychological testing intervention program for children with th th learning disabilities and were easily adapt- VMI-Beery percentile 16 96 able for children from age 4 to 14. VMI-Beery age 9 years 6 months 14 years The Visual-Motor-Perceptual Activi- equivalent ties Collection (Erhardt, 2009) is a tabbed Academic Grades Bs, Cs, Ds As, Bs multi-pocket plastic folder with more than Minnesota Handwriting Assessment: Mean Number of Errors 800 activities on 150+ pages. It includes reproducible activity charts, instructions for Legibility 1.8 1.0 creating low cost materials for these activi- Form 9.0 3.5 ties and a CD-Rom containing all the charts Alignment 11.6 1.8 for people to reprint, instead of having to copy them from the paper originals in the Size 24.8 5.8 folder. Spacing 2.8 2.0 Results of the Efficacy Study
December, 2010 / January, 2011 www.closingthegap.com 23 Handwriting Samples Relationship of Shoulder Integrity to Handwriting Minnesota Handwriting Assessment Form (Reisman, 1999) Before Intervention After Intervention
Model
Before Intervention
After Intervention
Handwriting Samples Relationship of Shoulder Integrity to Handwriting nosed with an unspecified learning disorder. This case study was designed to determine Progress Notes/Comments if his handwriting could be improved and Stored online:
24 www.closingthegap.com December, 2010 / January, 2011 MIRROR ROTATIONS
Name______Age______Date ______
MATERIALS: small mirror, eye patch
METHOD: The mirror is held 13-16” away from the child’s eye. The adult moves the mirror slowly as the child watches own mouth in the mirror. Next, the child moves the mirror. Finally, the child coordinates tongue movement with eye movements (like Michael Jordan).
ACTIVITIES Dates Completed
Position Direction Adult Child Tongue/Eyes
1. Lie on your back with your left eye a. horizontal: right & left patched and watch your mouth in b. vertical: up & down the mirror wherever it goes c. diagonal: up right & down left d. diagonal: up left & down right
2. Lie on your back with your right eye a. horizontal: right & left patched and watch your mouth in b. vertical: up & down the mirror wherever it goes. c. diagonal: up right & down left d. diagonal: up left & down right
3. Lie on your back with both eyes open a. horizontal: right & left and watch your mouth in the mirror b. vertical: up & down wherever it goes. c. diagonal: up right & down left d. diagonal: up left & down right
4. Sit in a chair with your left eye a. horizontal: right & left patched and watch your mouth in b. vertical: up & down the mirror wherever it goes. c. diagonal: up right & down left d. diagonal: up left & down right
5. Sit in a chair with your right eye a. horizontal: right & left patched and watch your mouth in b. vertical: up & down the mirror wherever it goes. c. diagonal: up right & down left d. diagonal: up left & down right
6. Sit in a chair with both eyes open a. horizontal: right & left and watch your mouth in the mirror b. vertical: up & down wherever it goes. c. diagonal: up right & down left d. diagonal: up left & down right
December, 2010 / January, 2011 www.closingthegap.com 25 The Mirror Rotations progress note area where very little electronic technology example shows the student's designated is available, the basic concept of integrating team members who can go online and the intervention documentation can still access the OT's progress note, the activity be done with traditional printed materials chart and the video clip. They can view (activity charts and progress notes) and these files and add their own posts, which visual materials (drawings and photos) may be questions or comments. In other delivered and/or mailed, as I did so many words, everyone will be able to share infor- years ago. For those with computers that mation, something like a notebook going accept CDs and DVDs, those media can be back and forth from school to home. This mailed, or text and graphics files may be example shows comments from the OT, PT e-mailed. Finally, text and video files can be and student. uploaded for online access at school Web The video captures show the student sites or free sites, such as DropBox, Google- First Mirror Rotations during the first OT session and the improve- Docs or Facebook. ment in muscle tone and control of the Product InformationThe Visual-Motor-Per- tongue two weeks later. ceptual Activities Collection is available For older children, it is important that from www.ErhardtProducts.com/vpm. they are recognized as fully participating html for $39.50. team members, but even younger ones can The book describing the entire evalu- be encouraged to contribute. Our goal is ation and treatment program of this case to empower them and prepare them to be study, Handwriting: Anatomy of a Collab- self-advocates. orative Assessment/Intervention Model, is Of course, a key factor in this student's available from www.pileatedpress.com for academic improvements was the school's $45. agreement to accommodations and modi- fications. His Individual Learning Plan (504) References included keyboard substitutions for writing Erhardt, R. P. (1971). The occupational tasks, un-timed oral test-taking and tape- therapist as a school consultant for percep- recorded assignments. Most importantly, tual-motor programming. American Journal a primary factor for this student's success of Occupational Therapy, 25(8), 411-414. Second Mirror Rotations was the communication between all team Erhardt, R. P. & Meade, V. (2005a). members, which included the occupational Improving handwriting without teaching • Physical therapy: The goals of the therapist, physical therapist, psychologist, handwriting: The consultative clinical five-minute daily exercise program were optometrist, mother, father, student and all reasoning process. Australian Occupational to improve range of motion and postural his teachers, who implemented this plan. Therapy Journal, 52(3), 199-210. alignment, and only then to increase Almost 10 years after our program had Erhardt, R. P. & Meade, V. (2005b). Hand- strength and endurance. begun, the student's mother reported posi- writing: Anatomy of a collaborative assess- • Supervision/consultation: OT every tive functional outcome in her Christmas ment/intervention model. Stillwater, MN: two weeks, PT monthly (together, because I letter. He had graduated college, and at age PDP Press. wanted her to monitor body alignment and 22, was working as a restaurant manager, Erhardt, R. P. (2009). The Visual-Percep- movement patterns of all OT activities). opening new sites in Europe and Asia. tual-Motor Activities Collection. Maple- According to her, he was very organized wood, MN: Erhardt Developmental Products. Using the Computerized and capable! (Original work published 1997). Intervention System Reisman, J. E. (1999). Minnesota Writing The Progress Note Template contains: Summary Assessment. San Antonio, TX: Therapy Skill • Link to an online site, storing all the This dynamic collaborative intervention Builders. student's activity charts, progress notes and program is accomplished through online videos, to be used by the entire team to sharing. Because text, image and/or video share information files are stored securely, team members • Link to a specific activity chart can access them from any computer with • List of potential team members who an Internet connection and a standard can be selected to implement the interven- browser. The files can be exported or down- tion for the student loaded, edited, then uploaded again for • The post format, which includes the others to view and contribute. The key to date, team member name, video link and intervention success for these students is posted comments. communication among all team members. The Mirror Rotations Activity Chart shows It is important to adapt this model for your the headers (different positions, direction own students, schools and especially fami- of eye movements, who moves the target lies that have different levels of computer point (adult or child), moving the tongue equipment, Internet access and technology and eyes together) and the sequenced expertise. For example, in a socioeconomic activities.
26 www.closingthegap.com December, 2010 / January, 2011 Product Feature Using Technology to Enhance the Classroom: Strategies for Children with Autism By Lori Dahlquist and Amy Koch
Experts in the area of autism seem to agree augmentative communication strategies that that children benefit from early multi-modal have been developed through the years. One intervention that centers on the development thing that is clear is that the use of technology of functional communication skills. Experts also DOES NOT delay the development of verbal agree that for most children with autism, skills skills. As with other forms of early intervention, are best taught in naturally occurring it is important to consider commu- environments because of their diffi- nication technology as soon as culty in generalizing w h a t possible. There is no need to wait they have learned. for “prerequisite skills,” such as Lori Dahlquist is To be successful, pointing or picture identification, t h e e nv i ro n m e n t as is so often thought. a Speech Pathologist and must provide struc- The decision to include tech- Audiologist with over 25 years ture, routine nology in the and multiple classroom experience in the area of opportunities should not be augmentative communication to practice taken lightly. communica- We all know of and assistive technology. She tion and inter- technology also has additional training in action. For sitting on a most chil- classroom the areas of Auditory Processing dren, the shelf gath- and Auditory Integration classroom is ering dust one of these because Training as it relates to Autism. environ- proper Since 1999, she has worked at ments. consider- Lite-tech ation was Adaptivation Inc. as the Speech/ We recorded the text of the book into the Sequencer. Each time the Sequencer is pressed, voice output it reads a page of the book. not given Education Coordinator. She has devices, to all the including variables presented at many national a wide variety of switches for access, were involved in choosing a device. The process and international conferences first developed for individuals with physical should involve the family, educators, therapists disabilities to enhance independence. These and professionals familiar with technology. and has authored Adaptivation, same devices have been shown to enhance With so many technology options, it can be Inc.’s reference books, Recipes the communication skills of individuals with overwhelming if you are not familiar with autism. At least 50 percent of individuals with available features. It is not uncommon when for Success volumes 1, 2 &3 and autism are considered functionally non verbal. enhancing classroom activities that multiple lite Recipes for Success Remixed. This can range from no speech, limited verbal tech devices are more functional than a single output or, for some, the inability to produce device with many features. Cost is not neces- Lori can be contacted at Lori@ speech on command or in a stressful situa- sarily an indicator of functionality. Thought adaptivation.com tion. This means there are many children and must be given to the time it takes to train class- adults who could benefit from the numerous room staff (turnover is often a problem) and the December, 2010 / January, 2011 www.closingthegap.com 27 time it takes to add proper visual supports and to program and reprogram devices. Visual supports can help enhance the communication process for individuals with autism. These visual supports can range from body language to computer use. Visual cues, such as objects, photos, line drawings and text, are commonly used to enhance classroom schedules, bulletin boards, centers and play activities. Visual supports are often individualized for the user and are commonly used for routine activities, such as dressing, eating and personal hygiene. This means that a classroom could have different types of visual cues used throughout the day, making it important to use technology that can accommodate a wide variety of visual supports. Many individuals with autism have greater difficulty processing auditory information than visual information. Visual information is less transient and continues to be avail- able throughout the time needed to process, whereas auditory information is presented and then gone. Does this mean we The Lex can be paired with TalkingMyWay Object Communication Cards to create ignore the auditory mode? Of course not. What it does mean voice output for visual schedules. is that great care and planning should be taken to control and monitor information presented via the auditory mode. It is also important to carefully select the visual cues paired with this auditory information. Adding a technology feature, such as voice output, to a currently used visual support can aid in further clarifying the communication intent for some users, as well as the message receiver. Using technology with digitized speech (real recorded voice) offers the ability to incorporate proper inflection and intonation into the message, further enhancing its effectiveness. Since many individuals with autism struggle to understand these types of speech variables, it can be a great intervention strategy. Digitized recording does not need to be limited to speech. Recording things, like music and sound effects, can be used as a motivational tool that gains attention and encourages participation in a given activity. When introducing technology into the classroom, the most common concern expressed by staff is coming up with appro- priate activities. Our philosophy is to incorporate technology into the activities you are already doing! The following are samples using a variety of technology features that are easily incorporated into commonly occur- ring classroom activities. Remember, the same technology features can be used for a variety of activities and for a variety of users. Often, simply changing the recorded message gives the activity a whole new meaning/purpose. Circle Time Most classrooms have some form of circle time. For older students and adults, it may have another name, such as current events, but often the same information is highlighted. A tech- nology feature very helpful in this environment is sequential We paired the Lex with TalkingMyWay Object Communication cards to create a messaging. Here are a few suggestions for adding technology visual schedule with voice output. using a sequencing device, such as the Sequencer. Remember that this device can be recorded with just a single message if • Record the opening song as a single message or sequen- that is more appropriate for the user. tially • Use sequential messaging to say the Pledge of Allegiance • Report the day and date • Have messages recorded by family members to use for Show and Tell Visual Schedules • Record messages for classroom jobs, such as reporting the Visual schedules are an important intervention strategy. In weather or the lunch menu order for visual schedules to be successful, they must use the visual cueing system most appropriate for the user. Adding
28 www.closingthegap.com December, 2010 / January, 2011 voice output to these schedules combines the auditory (often the most difficult learning mode) with the visual compo- nent (often the stronger learning mode). With a voice output device, you can customize the message that accompanies the visual cue. A device, such as the Lex, works well because it can easily accommodate a variety of visual cues, including objects, photos, pictures or a combination, such as is available with the TalkingMyWay Object Communication System. Center Activities Most classrooms have center time. Common center areas include computer activities, art, fine motor (blocks, puzzles), dramatic play, reading and gross motor. Students may rotate through the centers or they may get to choose the center they want to participate in. Technology should be located in each center. Ideally this technology should be something that can easily be changed to meet the needs of the student using the We adapted this wooden puzzle by placing Taction Pads into the cutout area for center. Here are some examples: each puzzle piece. We plugged the Taction Pad into the VoicePal 8 to add voice output to the application. Art Center: • Record the message: “more paint” for a student making simple requests. • Record a series of messages such as: “I want blue” or “Now I need green” • “Maybe a little yellow” for a more advanced student or for someone who is directing an activity • You could also record social comments such as “This is fun” or “I think painting is gross.” Reading Center: Sequential messaging is a feature that is essential for any reading center. • Recording a single message, such as “Turn the page” or a fun sound effect is an easy way to keep the student involved as he/she is being read to. • Recording a repetitive story line or a series of rhyming words and having the student “fill in the blank” as the reader pauses at appropriate intervals is another great way to keep the student active. • You can also record the text of each page as an individual message so the student can “read” the story when he/she The Randomizer can be used for games such as Candy Land, Bingo, Sorry and activates the device. many more! • For students who are reading, you might record a compre- hension question for each page they read. • Record fun sound effects or music that is activated when Computer Center: Voice output technology is a great way to the correct piece is inserted. reinforce listening and memory skills. Record a series of direc- • Record directions, such as “find the car,” that are activated tions, such as: when that area of the puzzle board is activated. • Turn on the computer • For students who are older but still need to work on simple • Pick out your game fine motor skills, you can record age appropriate messages • Insert disk in the drive or facts. (We used a three-piece knob puzzle with an ocean • Click on start theme. We recorded the message “There are 10,000 species You might not think additional technology in the computer of fish in the ocean.” This message was activated when the center is needed, but it may allow a student to use the center “fish” was inserted correctly into the puzzle.) independently. Gross Motor Activities: Technology can help offer struc- Fine Motor Activities: Puzzles are a staple in many fine motor tured ways to be an active participant. Random messaging is centers. Puzzles can be adapted using switches. Taction Pads a feature that allows you to record a series of messages and are clear adhesive switches that can be put directly into puzzle have them played back in random order. It is a great feature for boards and then plugged into a voice output device, such as many gross motor and leisure activities. It can be easily used to the VoicePal 8. Now you can really change the activity by what replace a spinner or dice. Use the Randomizer to: you record. • Help pick teams by recording names into the device
December, 2010 / January, 2011 www.closingthegap.com 29 • Play games, such as Duck, Duck, Goose Communication with Visual Strategies. Amy Koch is the Marketing Coordinator or Red Light, Green light Michigan: QuirkRoberts Publishing. at Adaptivation, Inc. She can be contacted • Play Bingo Mirenda, P. & Iacono, T. (2009). Autism at [email protected] • Play board games, such as Candy Land Spectrum Disorders and AAC. Maryland: or Sorry Paul H. Brookes Publishing Co. Cooking Activities: Cooking is a great Lori Dahlquist is a Speech Pathologist. activity for any age group. It can be used She is currently the Speech/Education to reinforce math skills, memory skills and Coordinator for Adaptivation, Inc. She can social skills. Here are some technology be contacted at [email protected] suggestions: • Program a grocery list of ingredients to be used at the grocery store • Program the recipe into a sequencing device • Use environmental controls to operate the blender or mixer Social Skills: This is an area where many individuals with autism struggle. Tech- nology can be a great enhancer in this area. Use voice output to: • Introduce yourself • Enhance social stories (see reading center) • Place an order at a restaurant • Rent a movie • Tell someone you are upset • Make activity choices or ask someone to play during recess/break time • Initiate social conversation during meals Simple technology is often overlooked as a viable means of functional participa- tion for individuals with autism. In order for students with autism to be successful, we must offer as many ways as possible for them to participate. The mentioned examples are only a few ideas of how tech- nology can be used in the classroom. If you are interested in finding more applications, check out our Photo Album of Ideas at www.adaptivation.com. Product Information For more information on the products mentioned in this article, visit Adaptivation’s Web site at www.adaptivation.com. References Assistive Technology for Children with Autism (written by Susan Stokes under a contract with CESA 7 and funded by a discretionary grant from the Wisconsin Department of Public Instruction) Beukelman, D., & Mirenda, P. (2005). Augmentative and Alternative Communica- tion: Supporting Children and Adults with Complex Communication Needs (3rd ed.). Maryland: Paul H. Brookes Publishing Co. Hodgdon, Linda A. (1999). Solving Behavior Problems in Autism: Improving
30 www.closingthegap.com December, 2010 / January, 2011 ities Assistive Technology Resources for Children and Adults wi Assistive Technology Resources for Children and Adults with Disabil th Disabilities
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son, MN 55350 MN son, www.closingthegap
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ORDER RESOURCE DIRECTORIES SEPARATELY : Quantity Discounts: Resource Directories______1-9...... $16.95 Free shipping and handling if check in full payment $16.95 plus postage and handling 10-24...... $14.50 accompanies an order for 10 or more directories (shipped within the United States only). ($7 in the United States; $7 to Canada) 25-49...... $12.25 50-99...... $10.50 Shipping and handling charges will be added to all invoices and credit card 29/3 100 or more...... $9.50 payments. 29/4 ClosingOctober The / November, Gap, Inc. 2010 • P.O. Box 68 • Henderson, MN 56044 • Phone 507-248-3294 • Fax 507-248-3810 • E-mail: [email protected] 31 Attainment’s GoTalks®
New lower prices!
Communication tools you trust now with a FREE two year warranty. Take advantage of our proven durability and unmatched service. Add GoTalk Overlay Software for just $30.00. This new version is quick and easy to use. Comes with the complete Imagine Symbol Library plus the integrated online search gives you instant access to millions of images. The software includes ready-made templates for our talkers plus it lets you create unique picture schedules, worksheets, illustrated readers, and more. with GoTalk software
4+ $159.00 $189.00
9+ $179.00 $209.00 20+ $199.00 $229.00 Pocket $199.00 $229.00
Express $599.00 $629.00 New lower prices Express 32 Features ● Plays messages in sequence ● Surround LEDs ● Auditory cueing ● Full featured scanning
www.AttainmentCompany.com 1-800-327-4269 Attainment Company, Inc.