Assistive Technology Resources for Children and Adults with Disabilities
June / July, 2012 ClosingVOLUME 31 - NUMBER 2 The Gap
The Importance of Play for Kids with Disabilities
Building Independence with Picture Directions
I Just Bought the New iPAD… Now what???
Physical Access and Training to Use the iPad
Help for THOSE Classrooms
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Order Online: www.closingthegap.com/store/subscriptions/ Play is an activity that young children do every day, and we all know that The Importance of it’s important. But did Play for Kids with you know that research shows that play is actually Disabilities central to young children’s When you look at play, when you how to interact in their environment. learning? What can you watch children play, it’s pretty obvious Courage Center has witnessed that do to help children get the that it’s a really enjoyable, fun activity children who do not have an oppor- for children; it probably is what makes tunity to play by the age of two will most learning from their childhood so enjoyable. What is not as not progress at the same rate as their obvious, maybe, is how important play peers. The child will not be prepared for play, especially when there is for children’s development. Research school and may require special educa- has found that play helps children to tion. When children create a make- are special needs concerns? think creatively. They learn all kinds believe world, build a tower of blocks of different problem solving strate- or race a friend to the top of a hill, they gies when they play. Play has been acquire social and intellectual abilities linked to language development, and needed to be successful in school and certainly it leads to positive social skills. adulthood. Nearly all meaningful play One of the more important things that includes toys. A single, engaging toy research shows is that play is related to can transform a child’s play from simple reading and learning to write, as well as to academic, from repetitive to inven- mathematical and other concepts. tive, from solitary to social. Toys can be One way that play helps children in activated by switches, voice, proximity, literacy areas is that it’s very symbolic. touch, mounts and splitting. There are For example, when they’re using a toy many do-it-yourself adaptations that telephone to represent a real phone, can be made by therapists or parents. they’re using a symbol. That’s not Creativity is needed by adults and chil- unlike looking at a word and seeing dren alike. that it represents something that’s not Many organizations have written present or something in real life. One about play and the importance of Sue Redepenning Sue is a licensed element of play that is important to physical play in early childhood occupational therapist with over 20 years of observe in children is pretend or make- development. Not only does research experience working with all age groups, settings believe. One thing you want to watch suggest that play supports academic- for as you’re watching children play is: related skills, but also physical skills and and a variety of disabilities. She is currently do they engage in make-believe? Do development. As many resources show, working at Courage Center in Minneapolis and they take on the roles of pretend char- pressures on early childhood programs is the Supervisor of Assistive Technology. Sue is acters or other people in their lives? that come from funding concerns and also a licensed driving instructor working to assist Do they use objects in make-believe a lack of understanding the role of play in the Driver’s Rehabilitation Program at Courage ways? Do they invent imaginative play and how to best use it to support early situations to play out with their peers? childhood development will continue Center. There are a variety of ways that adults to result in decisions that devalue can enhance this kind of pretend. play. JENNIFER MUNDL has over 20 years of One really enjoyable way to do this is Teachers, administrators and parents experience working within the disability commu- simply to play along with children, to usually recognize the physical benefits nity with all kinds limitations. She began the actually take a make-believe role, play of motor play. What is less obvious is parallel or with children to make play the way that active play promotes Assistive Technology Program at Courage Center suggestions, to ask questions, to kind learning. Engaging children in move- in Minnesota. By background, she holds a Masters of encourage this kind of role playing. ment promotes attention, memory and in special education and an undergraduate in Games, such as I Spy, can easily be overall brain development. The activity computer science. She has spoken throughout adapted for disability concerns, as well teaches an important mathematical the nation and creates the newsletter on tech- as work on academic skills. ability – recognizing numerals. Play is the fundamental way chil- nology at Courage Center, which is available dren prepare for the future and learn through the company Web site. 4 www.closingthegap.com June / July, 2012 Toy Adapted for Switch Autistic boy learning Using robotics in a fun Access in Learning Cause- how to interact with atmosphere allowing And-Effect touching a computer engineers to interact with younger people to enhance academic per- formance
Motor Play, Thinking and Learning Children’s motor abilities in preschool are related to their intel- lectual skills when they reach elementary school. One theory is that Planning Active Play to movement in the early years helps the brain to develop and become Support Learning better organized. Synapses – the microscopic connections between one brain cell and another – are formed when children spend time All kids love new, cool, fun toys – and that includes kids in active play. This explains why research has found motor abilities with disabilities. But it’s not always easy to find, let alone and play to be related to important learning processes, such as choose, the right toys for a child with special needs. How attention, memory, self-regulation and overall academic achieve- do you know if a toy will match a child’s abilities, let alone ment throughout childhood. A child does not have to have physical enhance his or her skills? abilities to benefit from active play. Active play can be adapted play when there is a cognitive, physical, vision, auditory, social or According to government statistics, there are more than learning disability. Many organizations and companies have prod- six million kids with disabilities in the U.S., which is more than ucts available for sale. Unfortunately, the cost of these items is more 13 percent of the child population. than going to Wal-Mart or Target and specialty shops may have more options. Companies to consider include Dragonfly, Enabling For those six million excellent reasons, teachers, parents Devices, Ablenet, Special Toys for Children, Chester Creek and Don and other family members can plan outdoor, active play Johnston, to name a few. RJ Cooper is also a manufacturer of adap- time to help children focus on learning once they come back tations in which play and learning is highlighted with his products, inside: and several have a 30-day download to allow exploration before • Ensure adequate active play: Adults should make sure that purchase. Judy Lynn Software is another company whose Web site children have an opportunity to spend at least 60 minutes dedicated to adaptations for children with disabilities. engaged in active play outside every day. If weather does A good example of how learning and moving are connected not permit going outside, adults can plan indoor activities, relates to paying attention. Studies have found that right after active such as dancing to music, active games, motor challenges motor play, children are more attentive in the classroom than they (“How many times can you jump before I say stop?”) and are when they have been sitting for a long period of time. This may obstacle courses. be because children have been able to expend pent-up energy and are now ready to learn – this is the “getting the wiggles out” • Plan motor challenges: Adults can challenge children to theory. Another view is that during motor play, children learn to incorporate movement throughout the day by planning a better regulate their thinking and behavior. They must control their daily movement theme. (“Each time you get out of your own body movements and inhibit impulses on the playground, and seat today, touch your head, shoulders, knees and toes two these skills transfer to the classroom to help them better focus on times before you continue with what you got up to do.”) learning tasks. • Schedule frequent “movement breaks”: Encouraging chil- Motor Play in the Curriculum dren to get up and move frequently throughout the day Research has shown that children can more easily acquire provides additional opportunities for children to engage academic knowledge when they are moving rather than sitting still. in motor activity and may help to facilitate transitions For example, preschool-aged children were found to better learn between activities. the names of letters when they were allowed to move around, play with plastic letters, write stories with different writing materials • Play self-regulation games involving movement: Adults can and talk to their peers. By monitoring children’s brain activity, these use games, such as “Stop and Go,” “Red Light, Green Light,” researchers learned that more parts of their brains were activated freeze races or Simon Says to encourage children to learn when they were moving, compared to when they just listened to to control and inhibit movements. These games should the teacher. be adapted to ensure that all children can participate the Children also learn new words and form complex sentences entire time, so that children remain active throughout the when actively playing. This is partly because motor play often game – children should not be “eliminated” when they includes much communication with peers. Children speak more make a mistake. often and in longer sentences in play. Also, motor activity affords
June / July, 2012 www.closingthegap.com 5 adults opportunities to teach new words and concepts. When an Adapted Indoor Play adult states aloud the prepositions that describe children’s actions There are many different resources dedicated to adapted indoor – “You’re crawling under the climber,” “You climbed all the way up play. Learning to take turns and roll dice is one of the elementary there,” or “You went all the way around,” – she is teaching language. skills kids learn at a young age. Many children may rely on someone Teachers and family can integrate movement into any academic to choose an option, however, Ablenet makes the all-in-one spinner, area in the curriculum. Below are a few ideas: which is activated by a switch to promote independence for chil- • Use active games to teach math dren with disabilities and can be utilized in many programs, such as • Use movement to reinforce literacy concepts Candyland and bingo. • Teach new words and concepts through movement RJ Cooper produces high-quality and affordable games for a variety of unique disability concerns. These programs are simple Computer Resources Promoting Play to utilize and work on a variety of platforms, including Windows, Many children with disabilities are unable to partake in childhood Macintosh and apps. A download demo for each is provided when play activities, however, the computer provides a variety of adapta- it is software driven and there are hardware for some of them to tions and programs dedicated specifically to play. Even if a child has work correctly. His programs include cause-and-effect with voice very limited movement, there are many options available for inter- output and alternate access methods. He has a collection of envi- active play and learning. There are specific Web sites to meet special ronmental controls as well. needs. One place to start your search would be http://www.arcess. Do2learn provides thousands pages of social skills and behav- com/games-for-kids.htm. Nanogames are designed for players with ioral regulation activities and guidance, learning songs and games, a very wide range of abilities. This enables a child with a disability to communication cards, academic material and transition guides for play and win a wide range of logic, arcade, educational and puzzle employment and life skills. To make the experience as pleasant and games. They can even compete with their parents, friends and easy as possible, it displays no ads and does not require that you siblings on the same game. (The parent, child or sibling can play login to access the website. at full speed while the child with a disability can play with custom- ized settings to match their ability.) Each game can be accessed Adapted Outdoor Play through a switch, joystick, keyboard or mouse input device. There http://www.especialneeds.com/home.php provides a wealth of is a free demo provided, allowing parents to try the software prior information on creating accessible outdoor play sets with adaptive to purchasing it. swings for low physical capabilities. Additionally, their merchandise KidZui is a safe and fun online playground for kids ages 3-12 with includes bicycles that have been accommodated. It is for both over two million Web sites, videos and games approved by parents commercial and backyard play devices. There are also resources and teachers. With KidZui, kids can research topics for homework for art and music with individuals that have special needs. Courage assignments, check out Web sites they’re interested in and explore Center Shop Services makes customized devices and you can over 300 free games - including 30 educational games - just for request a common technology, such as a cardholder, or, if you have kids! ideas, you can discuss options with experts. All sports can be adapted to fit the individual – from using a golf cart to using a mono- or sit-ski for skiers who cannot stand up. Skaters can even find walkers for ice skating and swimmers can access pools with a lift. Then there are assistive listening devices to make theater-going a success and raised beds rise up to meet seated gardeners. Thinking of seeing the great outdoors? Buy a guide to America’s accessible parks. Special Needs Games and Art The Picasso Series is a set of four cause-and-effect training program titles designed for use by children with cognitive or severe physical disabilities. Pressing a switch enables the user to draw and then color a picture while teaching switch use. The program enables the child to capture a paint pallette for each picture. Do It Yourself Courage Center has designed many different adaptations in their Shop Services, such as adapted tricycles and cardholders. There is a general catalog of common adaptations someone would need, but they do customize items for people who need something that is not currently on the market today. Also, Samson Preston has many simple adaptations for physical and sensory limitations. They provide many different leisure products, as well as recreational and Creating adapted toys at Christmas for children and adults with significant daily living options that are unique and useful to all. It allows kids disabilities
6 www.closingthegap.com June / July, 2012 with disabilities to adapt common games Let Kids Play! (http://www.letkidsplay. Johnson, J. (2010). Learning to Move and and recreational items for young and old com/) Moving to Learn. Special-Education News- alike. Older children, such as junior high and Founded in 2007 by Mara Kaplan, Let letter, 5-6. senior high, also benefit from adapted play Kids Play! is a consulting firm that works with Trawick-Smith, P. (2012, March 24). activities with age-appropriate options. manufacturers, communities, non-profits, Promoting Learning through Play. (J. Mundl, park districts, retail stores and parents on Interviewer) Game Console projects and strategies that ensure that all Elkind, D. (2007). The power of play: Xbox 360 and other video controllers are children have the best play opportunities Learning what comes naturally. Philadel- the rage with elementary and junior high possible, regardless of ability. phia, PA: Da Capo Press. students. There are many built-in adapta- Let’s Play Project (http://letsplay.buffalo. Fromberg, D. & D. Bergen (Eds.). (2006). tions available and more information about edu) Play from birth to twelve: Contexts, these accessible products can be found at Look here for information on selecting perspectives, and meanings. New York: http://www.ablegamers.com/reviews. They toys for play, toys for children with disabili- Routeledge. have a listing of games available, based ties, adapting toys to make them easier to Frost, J.L., Wortham, S.C., & Reifel, S. (Eds.). on capabilities and limitations. There are use, locating specially designed toys as well (2007). Play and child development (3rd games for limited physical mobility, speed, as other resources to promote play. ed.). Columbus, OH: Merrill. deafness, blindness and cognitive issues. RecTech Wiki (http://wiki.rectech.org/ Hirsh-Pasek, K., Golinkoff, R.M., Berk, L.E., There are also many forums in which ques- index.php/Main_Page) & Singer, D. (2009). A mandate for playful tions can be asked regarding a specific indi- RecTech Wiki is an online community for learning in preschool: Presenting the vidual’s need. sharing adaptive equipment designs and evidence. New York, NY: Oxford University methods that help enable greater partici- Press. Important Resources pation in recreational and physical activi- Singer, D., Golikoff, R., & Hirsh-Pasek, K. If you have a child with disabilities in ties. It is a resource where people can post (2006). Play = learning: How play motivates your life for whom you would like to find requests for designs they need, search for and enhances children’s cognitive and just the right toy, several resources are avail- designs that will help them, edit and add social-emotional growth. New York: Oxford able to help you. comments to existing designs, and post University Press. For general guidelines on what to their own design ideas. Projects designed Van Hoorn, J., Monighan Nourot, P., consider when selecting toys for differently- by students from Northwestern University Scales, B., & Rodriguez Alward, K. (2007). abled children, take a look at Lekotek’s Top will be used periodically to populate the Play at the center of the curriculum (4th Ten Tips for Choosing Toys, which you can wiki, but the wiki is also open to the public ed.). Columbus, OH: Merrill. find on their Web site at http://www.lekotek. and we encourage all to use. Zigler, E.F., Singer, D.G., & Bishop-Josef, S.J. org. While you’re there, check out the many (2004). Children’s play: The roots of reading. other resources on play for children with Conclusion Washington, DC: Zero to Three Press. disabilities, including downloadable infor- Every child is unique. Each grows and mation packets on many play topics. learns in his or her own special way. And A more comprehensive look at toys that pretty much all children love to play. fit well with particular disabilities can be Kids with disabilities are no different, of found at http://www.ableplay.org/. Devel- course. Whether a child’s disability is mild oped by the National Lekotek Center, toys or severe, obvious or not, that child is first are rated on several characteristics and you and foremost a kid—which means he or can search by disability, age of child, type of she will have the natural instinct to explore toy and more the world through play, just like any other AblePlay (http://www.ableplay.org) child. AblePlay toy evaluations are the key to unlocking the magic of play for children References with special needs! Choosing toys for chil- Damon E. Larson, M. (2011). Recognizing dren with disabilities can be difficult. There the Importance of Physical Activity and Play are thousands of choices, but finding just for Young Children’s Development. National the right toy to match the varying abilities Education Journal, 75-79. of each child with special needs can be Kyle Snow, P. (2012, May 24). National a challenge. AblePlay’s independent toy Association for the Education of Young reviews and detailed information help you Children. Retrieved from National Associa- get “beyond the box” to understand each tion for the Education of Young Children: toy’s unique features, creative ways each http://www.naeyc.org/contact toy can be used with children with special Morgan, C. L. (2011). Learning to Move needs and skills that will be enhanced as and Moving to Learn. US Education Quar- Using interactive play to enhance learning a result. Search for an AblePlay-Rated Toy terly, 75-91. for boy with multiple disabilities and limited today and unlock the magic of play for your opportunities. children with special needs. June / July, 2012 www.closingthegap.com 7 Building Independence With Picture Directions
Why Use Picture Directions? The benefits of using visuals with all students, and especially those with special needs, have been well documented in recent years. Visual sched- ules, choice boards and communication boards are all commonly used to augment communication and clarify expectations. Another type of visual that can be highly beneficial, but is not as commonly used, is that of picture or illustrated directions. Illustrated directions not only help helps the child to be more indepen- nonreaders in completing tasks, but assist dent, improving his self-confidence and students who have difficulty processing increasing the child’s acceptance by other verbal information or who need repeated students. Research has shown that when a reminders. Pictures are a constant prompt, student receives frequent assistance from available for as long as needed. Picture an adult, peers are more likely to view that directions allow a student to complete student as “different.” (Boutot, 2007) a task with less adult assistance. This
Pat Crissey has worked as a special education teacher and autism specialist for over 20 years. She is the author of numerous special education and autism related educational materials, including two books of picture directions: Picture Directions: Building Inde- pendence Step by Step and Science Step by Step. Pat may be contacted at crissey55@ yahoo.com. image 1: These photo directions are taken from Science Step by Step (Crissey, 2012).
8 www.closingthegap.com June / July, 2012 Choose Which Tasks From Tasks to Picture Directions Building to Include Using picture directions may be benefi- Once you have chosen the tasks, http://www.speakingofspeech. cial, but providing them for all the various you’ll need to consider how to illus- com - Icon directions for cooking and tasks that students do in a given day trate the directions. Again, think of craft activities. Look under “Materials would be overwhelming, if not impossible. what type of illustrations will work Exchange.” However, there are ways to include more with the greatest number of students. http://www.symbolworld.org - Text Independence illustrated instructions while still maintaining Whether students are learning to read with symbols for cooking directions your sanity. or not, it’s a good idea to include text and a few science experiments, plus Begin by looking at the students’ daily with each picture direction. This gives photo directions for tooth brushing With Picture Directions routines and make a list of tasks they need practice to emerging readers and and doing laundry. some help or prompting to complete. From also provides staff with exactly what http://www.visualrecipes.com - this list, choose a few tasks to begin with. to say, so the student is hearing the Step-by-step photo directions for a Keep in mind that the idea is to gradually exact same directions from each staff variety of recipes, many rather compli- build a library of picture directions that can member. cated, but a few simple ones. be used repeatedly with different students. Iconic drawings can be easy to use The following criteria is helpful in selecting and may work well for some students, Commercial Sources for tasks. but others may not understand Picture Directions Motivation exactly what the drawing is telling Picture Directions: Building Inde- them to do. However, students can pendence Step by Step (Crissey, It’s best to begin with tasks that students often learn to understand symbols or 2012), Attainment Company, (http:// want to do. Students are much more likely to single item pictures by pairing them www.attainmentcompany.com, $49) accept and use picture directions for fixing a with more detailed pictures, as seen Colored, step-by-step drawings for 54 snack than putting toys away. in Image 1. In time, the students may cooking, arts and crafts, life skills, play Building Independence be able to transition to simpler iconic skills and discovery activities. Decide which tasks would do the most directions. With the software, Writing Science Step by Step (Crissey, to increase students’ independence. Begin with Symbols (http://www.attain- 2012), Attainment Company, (http:// with tasks that are frequently repeated, such mentcompany.com, $299) icons will www.attainmentcompany.com, $32) as preparing a snack or putting on a coat. automatically be added to the text as Colored, step-by-step photos for 67 More opportunities to practice will not only you type. simple science experiments. mean that the task will be learned sooner, Once you have decided what Numerous picture cookbooks are but that the student will spend more time type of pictures to use, you’ll need available, such as; Look ‘n Cook and functioning independently. to either find them or create them. Look ‘n Cook Microwave Cookbook, There are sources available for ready- (http://www.attainmentcompany. Not too Hard, Not too Easy made, illustrated directions; some free, com, $49 and $34 respectively) and Choose tasks that students need help some for purchase. Some products Visual Recipes: A Cookbook for Non- completing, but leave tasks that would include picture directions, for example Readers (http://www.aapcpublishing. require considerable teaching time until cooking mixes and construction toys, net, $21.95). later. Consider how many steps are involved. such as Legos™. Often these directions Some teachers’ preschool activity A task may seem easy until you break it are not complete enough for many of books and magazines, such as Totline down, step by step. our students, at least not when they Publications and Mailbox Magazine Getting the Most for Your are first learning a task. have simple picture directions for arts Effort There are also a number of Web and crafts or cooking activities. sites that offer a limited number of While most ready-made visual To make the best use of staff time, free picture directions, and if these directions provide clear, detailed direc- choose tasks that can be used by a number meet your students’ needs, then tions that can save you a great deal of of students. Of course, there are excep- simply printing them out can save you time, you probably will not be able to tions to this. Sometimes there is that one find appropriate ready-made direc- student who really, really needs a particular considerable time. tions for each task you want to illus- set of directions for a task that others have Web sites for Free mastered. trate. Undoubtedly, there will be some Picture Directions picture directions that you will need Easily Illustrated http://www.tinsnips.org - Several to create to meet specific needs. Some tasks are easier to depict with picture recipes under the “What’s pictures than others. Fine motor activities or Cooking?” section. some actions, such as blowing or shaking, http://www.seeitsayitwriteit.com may be difficult to show in a still picture. - A number of different recipes with Before deciding on a task, think about the simple written directions and corre- different steps and how each step could be sponding photos. illustrated. June / July, 2012 www.closingthegap.com 9 Creating Picture Directions
When creating visual directions, you will Another consideration is whether you rapher with an expensive camera. You need to decide what type of pictures to use. can find pictures or icons that show the can take very adequate photos with your The choices are to use ready-made icons, specific action you want to illustrate. If the average digital camera by keeping the search for photos or drawings online or in directions are general, such as put on your following in mind: print form, or take photos to illustrate each coat, get your backpack, etc., then icons or • Figure out exactly what you want to step. In making this choice, the most impor- pictures can be easily found. However, if you show by performing the task ahead of time, tant criteria is which type of pictures are want to give directions for making a cheese breaking it down, step by step. most readily understood by your students. sandwich, you may not find specific pictures As mentioned, some students may not for unwrapping a slice of cheese, or placing understand iconic drawings. Realistic draw- the slice of cheese on bread, etc. ings or photos are more universally recog- Undoubtedly, at some point you will nized. need to take photos to illustrate a specific task. You don’t need to be a trained photog-
In each photo, focus on the specific action you want the student to complete. For example, which of the following pictures shows clearly what to do?
10 www.closingthegap.com June / July, 2012 Using the Directions ~ from Low Tech to High Tech
The simplest, low tech way to use picture directions is to print out the pictures, cut them out, write simple text directions to accom- pany them, glue them onto a background and laminate. An alterna- tive is to place them in a mini photo album. Adding Audio Having the directions read aloud, as well as displayed visually, may be helpful in the beginning. The audio component may catch the student’s attention and provide practice in following verbal directions. However, when possible, gradually fading the verbal directions will allow the student become more independent. An easy, low tech way to add audio is to place the photos in a Talking Photo Album (http://www.attainmentcompany.com, $29. The user squeezes a button to play a prerecorded message that accompanies each photo. Audio can also be added by displaying the directions on an iPad, iPod, computer or a simple AT device. Compact, Accessible Picture Directions With students who are able to use multiple sets of directions for different tasks, storing and keeping track of all the direction strips or books can become a challenge. That’s where higher tech solutions can be handy. Using one of the following apps, picture directions can be presented on an iPad, iPod or iPhone, available at http:// www.apple.com. Pictello by AssistiveWare - With this app, you can create a talking photo album with imported photos, adding written and verbal directions. It can be used on an iPad, iPod Touch or iPhone. Available for $18.99 at http://assistiveware.com Video Scheduler by MRD - Can also be used to provide step-by- step written and verbal directions using imported photos. Available for $12.99 at http://www.look2learn.com SlideShark by Brainshark - This free app allows you to convert PowerPoint presentations so they can be accurately displayed on an iPad. Available for free download at http://www.slideshark.com. PowerPoint (Microsoft Office, $149, http://www.microsoft.com) The drawings used are taken from Picture Directions: Building Independence can be a valuable program for creating picture directions, in a Step by Step (Crissey, 2010). variety of ways. The simplest way is to create a slide show, importing pictures and adding simple text. Once completed, it can be printed out or navigation buttons can be added so the student can move Resources: through the directions independently on a computer or iPad. If Attainment Company Inc., P.O. Box 930160, Verona, WI 53593- used on a computer or iPad, audio may also be added with an icon 0160, students can click on to hear the directions read aloud. Directions http://www.attainmentcompany.com, 800-327-4269, fax 800-942- abound on the Internet for “creating talking books using Power- 3865. Point.” A free online presentation describing the process is available AssistiveWare, Netherlands, email: [email protected], fax at http://www.kansasasd.com. Look for “Creating Social Stories in +31-20-6128266. PowerPoint with Voice” under the “Webinar Archives, Visual Supports” Autism Asperger Publishing Company, 15490 Quivira Rd. P.O. Box link. 23173, Overland Park, KS, 66283-0173. http://www.asperger.net, Whether you choose high tech, low tech or something in 877-277-8254, fax 913-681-9473. between, picture directions can be a powerful tool for increasing students’ independence. References: Boutot, E. (2007) “Fitting In: Tips for Promoting Acceptance and Friendships for Students with Autism Spectrum Disorders in Inclu- sive Classrooms.” Intervention in School and Clinic 42 (3): 156-61.
June / July, 2012 www.closingthegap.com 11 beginner
I Just Bought the New iPAD… Now what??? Mo Buti, M.Ed., is a Special Education Administrator: Place- Well I did it….I purchased the new IPAD last weekend! I was so excited! But where ment, Reintegration and Special do I start? There is so much out there and so much the IPAD can do. I decided to Projects for Children with Autism call a “life line” to get some help. I called upon one of my favorite colleagues, Dan and Low Incidence, Chicago Herlihy (http://www.connectivetechnologysolutions.com/). Dan provided some Public Schools, Chicago, IL.. She great recommendations to get started. can be reached at mobuti@ hotmail.com
First, and most importantly, if I were using you need to decide how you are going to use this IPAD with students I needed to set up some the IPAD. Will this be for one particular student? restrictions. To do this, go into the “Settings”, click Multiple students? Or personal use? Or a little of “General” and go to “Restrictions”. There are many each? restrictions that can be activated so that students I am going to use mine for both multiple can not go to sites you do not want them to, buy students and for personal use. Start by listing apps, delete apps, and much more. You simply categories in which you think you are interested slide respective bars over to “yes” for all the areas in. I listed the following: schedules, functional that you want restricted. If you scroll down on math, matching, ABA, sounds, social, commu- the same page under “Allowed Content” you can nication, literacy, science, social studies, math, also indicate that you want “In-App Purchases” and motor teacher stuff. Many of these catego- turned off. This means that if a child is using an ries do have cross over and I will probably end app they will not have the ability to purchase the up changing some of these as I go. Now I did full version or additional parts of this app. two things: I asked for recommendations from Another recommendation was to set up an friends and colleagues who are using apps and ITunes account. In ITunes you can down load did some searches for the subjects listed above. movies, books and music. This can be very useful Whenever possible, down load the lite version or for creating social stories, video modeling, and free version first in order to see if the app meets much more. your needs. Many apps then have an option to Now for the apps…..Wow this can be over- down load a full paid version if you decide that whelming. There are so many. Where do I start? the app meets your needs and some full version What do I need? Which ones are good? First are even free.
In order to keep things organized create folders where you would keep related apps. To do this, you touch one of your downloaded apps and hold it until it shakes (wiggles). Once this occurs you can drag an app onto another app that you want in the same folder. Once you do this, it creates a folder that you can then name. When apps are shaking you can drag apps in or out of folders. To stop apps from shaking you press your home space. Putting apps in folders not only keeps you more organized, but also allows for you to down load more because you only have 11 pages to visually store these on. After using some use of these apps with students and playing with them myself, here are some of the free apps I like so far:
• Worksystem. I like this for a child who is reading. You can type in their schedule, use time, and check off activities when complete. You can also limit how much of the schedule is on each page. • CountingMoney. I like this app because the money looks real, there is a practice section, and there are quizzes. You can time sessions, change the difficulty, get a letter grade, and customize the number of problems. • Quick Tap Words. The program says a site word and the student taps on the correct word. You can customize the number of words to choose from and the grade levels. • SoundTechLite. There are two categories An Ipad may not be for all students to choose from in the free version: animals Please consider the motor skills of As far as my professional use of the and vehicles. The child can click on a your students before deciding to use IPAD, I have set up my emails so that I cartoon picture and a real picture with real one with a child. Some students can can view both my personal and work sounds will fill the screen. get very frustrated when they uninten- emails. To do this, go to “Settings” and • See.Touch.Learn. This program has multiple tionally rotate, delete, turn off, or swipe click on “Mail, Contacts, Calendars”. In lessons where the student will be asked something. Many components of the this section, click on “Add Account….” to “touch the picture that…..”. The pictures IPAD can assist with students who may and add your email accounts, including are nice. There is a reinforcing sound when have less motor control. For instance, passwords so with a push of a button correct. It also keeps data. go to “Settings” then “General” then (email envelope) you can view all of • Model Me Going Places. There are 6 video “multitasking Gestures” and turn these your email accounts at one time. I have modeling experiences. There is also text. off. This will help with a tap being a tap also downloaded the free Drop Box app. and not activating anything else in the I use this app when storing, sending or • Talk Assist. This is a typing program that process. While you are in the “General” receiving large files, such as power- speaks when you press the speak button. settings you can also lock the rotation points or videos. It makes sharing these You can save conversations. It also has the of your device, allowing it to only be documents easy and quick. I also use ability to record a message and it will type horizontal or vertical, whichever you the free Livebinder app. This is a great it out. choose. Also, while you are there, you program to allow you to create and • Science360. The graphics are amazing. can go to “Calendar” and turn off the store various websites in an electronic There is video, text, the ability to email the notification center. That way, if your binder and share with others. I also have information, and a related topics section. student swipes the full length of the found many great classes to view for The topics are endless! device they will not activate this. free through my iTunes U. For example, Additionally, go to “Accessibility” and Yale Autism Seminar which includes • A Story B4 Bed. This app has multiple books then “AssistiveTouch” and turn this on. readings, resources, and video assess- to choose from, you can record and video This will allow for your student to use ments. tape your self reading it and save it. all of their fingers or even just one if As you can see, I have accomplished • Aesop’s Wheel of Fables. The child simply they would like. You can go from there quite a bit in my first two weeks with spins a wheel and whatever fable it lands to “Create new gesture”. This is a really my IPAD. So, close your laptops and on gets read. There are pictures and text. nifty feature. Here you can duplicate an start exploring the fascinating world of The reading is a little fast. action that your student produces (such the iPad. Check in again to see what I’ve • Toy Story. Toy Story is read with great as a pinch, circular movements, etc) and learned in the next couple of months! pictures, clear voice and text. The text is it will record the action. You can then highlighted as read. name it, and it will then appear in your AssistiveTouch menu. You can now use • Math Kid. You can choose from +, -, x, this movement within a program. division, % or fractions. You can determine how numbers are written whether with decimals or fractions. You can choose what type of reward symbol or emotion displays when the answer is correct or incorrect. physical access and training to Use the iPad patricia bahr Patti has worked at Gillette Children’s Specialty Healthcare for over 20 years as a rehabilitation engineer. Individuals of all ages and abilities want to draw and play games, Currently she supervises the Gillette Mobile access e-mail and the Web, listen to and play music, write and read Outreach Clinic and provides AAC, EADL, and computer access consultations with thera- books, take pictures and watch videos, learn math and keep a budget, pists throughout the state. Patti is a current speak to write and write to speak, and the list goes on. member of the RESNA board of directors and was one of the first credentialed as an Assistive Technology Practitioner and Rehabilitation With the plethora of apps now available for the iPad (and growing for Engineering Technologist. Patti’s engineering other portable touch screen computers), we have more requests from degrees are from the University of Iowa. individuals wanting to get in on the fun! In fact, some people with little control of movement come to a computer access evaluation with their own iPad, wanting to know what we can do to allow access or what apps are available to meet their needs.
We serve individuals with a wide range of physical and cognitive abili- ties, but in general, we’ve found that marginal iPad users can many times katie duff Katie has a Certificate of Assis- tive Technology from the University at Buffalo learn the skills for proficient access to the iPad by using a variety of OT program, OT master’s from Springfield College, and BS Special Education from Texas apps, modifying access and mounting the iPad in various positions. The Christian University. Katie has been an Occu- methods used to assess access are the focus of this article, but we will not pational Therapist for 10 years addressing computer access, AAC access, electronic aids address AAC or vision access issues. to daily living, powered mobility, and voca- tional adaptations. She has worked at Gillette Lifetime Specialty Healthcare for seven years.
14 www.closingthegap.com June / July, 2012 During our evaluations, we often use free or very low cost apps to introduce each access piece, allow practice and measure success. Here is a hierarchy to iPad access skills and how we assess and work to improve them.
1. Tap is the most widely used gesture for touch screen and 4. Flicking the screen is used to move home key interactions. Tap can be done with a finger, knuckle, to new screens in apps and to turn thumb, nose, stylus, etc. We use cause-and-effect apps for this, pages in books. Flicking is a quick such as Kid Fireworks by miSoft, where touching anywhere movement to the right or left. We ask brings a resultant effect. Music apps, such as BaDaBing by Logic individuals to try this in book apps and Consulting or Virtuoso Piano by Peterb, allow nice, error free when moving to different screens. exploration. 5. Drag and release is needed for 2. Touching targets with no right or wrong is practiced with apps, games, customization of some apps such as Sound Touch Lite by SoundTouch Interactive. “Flip-the- and to move apps around on the screen. Puzzle apps refine card” matching games – like Concentration apps, are avail- the need for finger isolation and allow individuals to practice able with as few as four cards, allowing individuals to practice tap, drag and release. Some puzzles, such as Magic Sorter Sea touching a large area. Some of the preschool games are simply Tales by Igromatic, have six to nine pieces. Others, such as pictures of animals or symbols, which can be used with adults if JigsawBox Lite by Sparkle Apps, have a snap together feature if the sound is off. Examples include Preschool Memory Match by the matching piece gets near. Others require movement that Darren Murtha Design, which has settings with 12, 20, 30 and is more precise. 100 choices or PCS Memory by Mayer-Johnson that has 4, 6, 8, 12, 16 or 20 choices. We sometimes start with the sound off in 6. Double click, touch and hold are higher level access skills this activity to decrease spastic movements that may be aggra- used for powering on an iPad and managing apps that some vated by sound. As an individual hones their skill, we use apps can do, while others may benefit from training or settings with more choices and smaller target areas. Eventually, this skill changes. There are restrictions under the general settings that allows access to a keyboard or apps with many keys, such as can prevent accidental deletion of apps, prevent app purchases, AAC apps or keyboarding. For example, we worked with one restrict adult content, etc. Turning on the iPad requires pressing young child who had trouble accessing AAC touch devices. a button and then a touch and drag on the screen. The app She was able to learn touch targeting through some fun iPad Slide 2 Unlock by RJ Cooper helps teach the touch screen touch activities in one hour, and then was able to pursue AAC! and drag. There are some complex maneuvers, like double tap on home button and touch-hold-move-release, that require 3. Touch and drag is needed for drawing and power on. For touch more refined fine motor skills. Stability and control impact and drag, we use drawing apps that are fun for all ages. There these. Also, some people with physical and visual limitations are a variety of free drawing apps – some with audio feedback may find it very difficult to use triple tap and triple drag. For as you draw. The audio feedback can be motivating for some these individuals, they might benefit from turning on Assistiv- and a distracter for others. Drawing apps allow individuals to eTouch in the Accessibility section of the settings menu. Assis- practice finger isolation, the amount of pressure needed for tiveTouch allows access to two to five finger movements with activation and the “feel” of the screen as you drag. one finger.
Access Modifications tive, so, if needed, the hand can rest on the For others, a modified mitten or splint can Finger isolation can sometimes be a chal- touch screen surface, further stabilizing the hold the stylus. lenge. We often see individuals that have limb. We have found that individuals can a modified point with trailing fingers or better relax when the stress of trying to Mounting thumb that abducts. The trailing fingers can point is removed. Some use the mitten long If an individual plans to use their device sometimes inadvertently activate an area of term, but most learn the motor planning of in their lap, we typically recommend a case the screen, causing missed hits. To gently keeping the fingers and thumb in the fisted and “leash.” Most often, the case is used to assist individuals to keep fingers and thumb position after a few weeks or a month. In this protect the device, but we like it because it curled with just one finger pointing, we have case, abandonment means success! makes the device less slippery – decreasing developed a modified mitten. The mitten Some people need to rest their hand on the chance of slipping from the lap. The leash is made of neoprene, which is stretchy in the screen to target. A soft splint, such as a is a strap added to the case and attached to both directions and is self-healing (it doesn’t Benik BD88, may help. the arm of a wheelchair or chair to prevent unravel after being cut). The mitten is made If finger isolation doesn’t work, we try a full fall to the floor. It may also deter theft. for the individual’s fisted hand and has an a good quality conductive stylus – such Some cases allow the device to be used at X cut above the first knuckle of the pointer as the Pogo Sketch from Ten One Design a 30- to 45-degree angle. If a higher angle finger. (Pictures 1-4). Once donned, the or the Capacitive Stylus from Box Wave, is needed for access, wood blocks, foam pointer finger can come through the cut X available through Amazon. If an individual wedges or bent plastic wedges can be in the mitten. The neoprene is not conduc- has difficulty holding the stylus, it can be made. Angle is sometimes very important attached with Velcro to a strap on the hand. for access. Without angle adjustment, some June / July, 2012 www.closingthegap.com 15 individuals drag across the surface of the device or contort their arm to point. For these individuals, it may be easier to point away rather than down. In addition, the angle of a mount can sometimes allow a compromise between touch and sight. For example, a woman needed access to an iPod touch. She could touch the device when in her lap but could not see it. When the iPod touch was close enough to see it clearly, she could not touch it. An angled wedge was fashioned that decreased glare on the device and brought it 1. Make a mitten for the fisted hand. 2. Identify the first knuckle. close enough to see. The angle also allowed easier access because she could stabilize at her elbow. A strap was added to the wedge to “leash” the device to the wheelchair, decreasing the chance of damage from a fall to the floor. Sometimes the device is used on a wheelchair laptray, a desk or a table. Angled wedges with a non-skid base can allow stability and access. Commercially available wheelchair mounts or floor-rolling mounts are available from various sources such, as Daedelus, Blue Sky Designs or CJT, and 3. Cut an X over the first knuckle. 4. Don the mitten and allow finger to extend out. can also position the device appropriately and keep it safe from inadvertent damage. started looking at e-books, Deborah was iPad Limitations Sometimes a lap desk with the iPad attached relaxed enough that her feet were back on Unfortunately, iPads are not for everyone. by Velcro and a leash are enough. the wheelchair footrests. At the end of our Other alternate access to the iPad is currently evaluation, she was even able to point, hold, Case Study limited – mostly to Bluetooth compatible move and delete app icons on the screen. hardware. As more Bluetooth alternative Fifty-year-old Deborah came to us having Our recommendation for Deborah keyboards and mice become available, this recently realized the joy of reading. She has included an iPad and custom mount. The technology will become more available to spastic cerebral palsy, drives a power wheel- mount is made of moldable plastic, heated individuals with difficulty with the current chair, wears glasses and has spastic hand and bent to 45 degrees. This wedge is interface. There are keyguards and a few function. These limitations have not stopped attached with Velcro to the laptray and the Bluetooth interfaces that allow single and Deborah from marrying, managing her iPad attached with Velcro to the plastic. dual switch scanning, but they work only home, travelling and working at a medical Note that, with Deborah, we were able with selected programs. Full access with clinic. Deborah’s limited hand function to go through the evaluation steps in one switch scanning has been shown in proto- makes it difficult to hold a book and turn session. For others, we may get to one of the type, but is not yet commercially available. pages, so she never thought she could read steps and find that practice is needed before Another limitation is the lack of apps that for pleasure. She tried a Kindle, but found moving to the next skill area. For some, full read and highlight text in human voice. This the on/off switch, as well as the small arrows access may not be attainable or desired. type of app could benefit children learning used for navigation, difficult to activate. Partial participation or partial access can still to read, people with reading difficulties and Deborah came to us to explore computer allow enjoyment, educational opportunities individuals with limited vision. access options to access e-text, e-mail and and socialization. Modifications to the screen are also Facebook. She is computer literate and With access, the iPad can be used as a limited. Sometimes the screen is too sensi- wanted a small and portable solution. She tool for learning a variety of skills to compen- tive for people’s touch. had never touched an iPad and was excited sate for a difference in fine motor skills and to come in for a computer access evalua- conceptual understanding, for example, Conclusion tion. Her excitement manifested itself with learning to color and draw when grasp or In our thirty plus combined years of expe- increased spasticity in her limbs, such that pressure is not developed. There are also rience providing computer access evalua- her legs were fully extended. We introduced practical multi-step apps, such as cake tion and treatment, we have never before the iPad by allowing Deborah to experience baking, tye dying, grilling, etc. There are some found a computer that could be accessed drawing, playing concentration, and putting functional apps for alerting to reminders, by so many with such simple strategies. We a puzzle together – all before we had her try creating grocery or other lists, managing hope this article helps you give more people to read an iPad e-book. During our “play time,” finances, creating sequential directions with access to this technology. we were able to determine that Deborah pictoral and auditory support, etc. needed the device at an angle of 45 degrees to her left and 45 degrees from horizontal to allow her optimal access. By the time we 16 www.closingthegap.com June / July, 2012 So, you have one of THOSE classrooms – the students in your classroom have diverse communica- Help for THOSE tion abilities, physical challenges and learning styles, and you have to teach them all! How can Classrooms you meet each student’s Thematic units have proven and profound population from sion activities (games, song- needs, address learning to be beneficial with groups of early childhood through age boards, computer programs, standards, maximize students who have emerging twenty-one.” etc.) to provide repetition and literacy skills. DeCoste, D. & Well thought-out thematic reinforcement of the unit’s student participation, Jacobs, M. stated in 2002, instruction benefits the entire concepts and vocabulary. As make the best use of your “It is well documented that classroom. Standard format- students become familiar with classroom support staff … students with language ting and components facilitate the “process” and expecta- and keep your sanity? The deficits require more oppor- lesson planning and increase tions of each type of activity, tunities for repetition and comfort of support staff in learning shifts from under- answer could be found in practice than their normally using the materials with standing how to complete thematic unit instruction developing peers. We have students. While the teacher is the activity to understanding that is developed around used the theme unit approach providing direct instruction to the content of the material in simple and consistently successfully with children with a small group of students, the each unit. autism, the trainable mentally classroom assistant and other formatted components, handicapped, and the severe support staff can use exten- is easily adaptable and involves the whole educa- tional team. Take and Teach Language Kits
Take and Teach Language Kits (AIMEE Solutions) are theme-based units targeting students with moderate to severe language impairments, cognitive disabilities and those on the autism spectrum. The units provide multiple opportuni- (such as a BIGmack) will allow students to ties for repetition and practice using proven participate in the reading process. instructional strategies. The materials are The anchor story may also be used 1:1 correlated to Learning Standards and with an individual student. The key vocabu- conform to Universal Design for Learning lary words on each page have corresponding JULIE RICK is a parent of a daughter with graphics, text, multimedia and kines- 2X2 picture symbol cards. These may be thetic activities. Student independence and used to assess student understanding of with significant challenges. She has success are encouraged with materials that symbol meaning or the content of the story 11 years experience, ranging from are easily adapted for different needs. by asking the student to choose the correct participation on an Assistive Tech- The theme and target vocabulary are answer to a question or prompt (see photo introduced in the anchor story nology Team to providing computer- written with limited vocabu- based curriculum modifications and lary and repeated lines. Mayer- software training on a wide range Johnson PCS and SymbolStix symbols provide visual support. of special education and authoring In addition to the basic literacy software programs. Currently, she is experience of reading the story, the technology facilitator at a school there are numerous opportuni- ties for the teacher to continue for children with significant chal- to actively engage students in lenges, facilitating alternate access the reading process. Recording and assisting education teams in the pages on a sequential implementing use of technology in the message voice output device (such as a Step-by-Step) and classroom setting. She is also founder the repeated line on a single- Take and Teach Language Kits provide theme-based curriculum support of AIMEE Solutions, Inc. She can be message voice output device materials – print and assemble or Ready-to-Go reached at [email protected]
June / July, 2012 www.closingthegap.com 17 2). Other students may be given several sequencing, following directions and 2X2 picture symbol cards and asked to measuring. Our high school and tran- independently match them to the pages sition classes frequently extend the in the book. cooking activity by developing a grocery A songboard, following the model list and then shopping for the necessary developed by Carol Goossens, Ph.D., items. CCC-SLP, puts thematic vocabulary to the A simple survey relating to the theme tune of a simple nursery rhyme. Music is an excellent opportunity to teach math and singing support literacy and learning skills – counting number of responses to in many ways, including the correlation each question, graphing the results and Photo 2 between use of melody and memory, a discussing “most” and “least.” The need high instance of repetition of vocabu- to ask questions and obtain a response lary and exposure to sound patterns inherently requires practicing commu- in rhyming songs. We have found that nication skills, either verbal or with an songboards are a motivating activity for augmentative communication device. students of all ages – if older students are Many of our classrooms use this oppor- not comfortable singing, the song can tunity to travel to various offices in the easily be adapted and spoken as a group school to poll our administrative, clerical in a rap rhythm (make sure to add drums and custodial staff. or clapping to help keep the beat!). The final component of the Take and The songboards are large, making this Teach Language Kits is an interactive an excellent small group activity led by computer book. Technology is becoming the speech pathologist or music thera- an increasingly common part of our pist. Songbards can also support goals students’ day, and for many students, this set by the classroom physical and occu- may be their only opportunity for inde- pational therapist. A child who is working pendent access to reading. The combina- on mobility can be positioned a distance tion of text, pictures, speech and sound Photo 3: Michael is the “caller” for a Community from the songboard. When it is their turn may also be engaging for those students Helpers BINGO game using an All-Turn-It Spinner to lead the next verse of the song, they who show less interest in traditional print (AbleNet) rarely hesitate to navigate to the front books. Students actively participate by of the room to place a symbol on the using a mouse, touch window or switch social work groups. Language Kits save songboard. Strategic placement of the to turn the pages in the book. me valuable time trying to develop my songboard can also encourage reaching own materials, and my students’ partici- or crossing midline without the student What does this mean from pation and understanding has increased realizing “therapy” is occurring. a classroom management since I started using the units.” “We often adapt the book and song- standpoint? Each topic is sold separately in media boards and use them on the SMARTboard Lesson planning is simplified – format ($45) or Ready to Go ($175). If with our students. The large display is because the components are the purchased in media format, all mate- engaging and helps some of our low same with each unit, the plan itself is rials are pdf files; no special software is vision students. Recorded text and songs, unchanged from month to month; only required, but the materials may not be page-turn buttons and moveable song- the content is different. modified. Instructions are provided for board pieces provide additional oppor- As support staff becomes familiar printing, assembly, use with students and tunities for independent interaction with with the materials and how to use them, suggestions for adaptations. the materials,” says Beth Irwin, Speech students benefit from the additional Language Pathologist at Enger School in exposure to key concepts during therapy Product Contact Franklin Park, IL. sessions. Information A variety of language extension activi- Center-based instruction is possible Take and Teach Language Kits – AIMEE ties provide additional opportunities for and each student’s overall exposure to Solutions, Inc., www.aimeesolutions.com, repetition and practice of key vocabulary the curriculum material is increased. 269 Bingham Circle, Mundelein, IL 60060, concepts. Favorite familiar games, such As students become familiar with the (847) 566-2292, FAX (847) 566-0722 as BINGO and Concentration, require materials, less time is required to teach Step-by-Step, BIGmack, All-Turn-It minimal set-up and are easily managed and support the task – more time is avail- Spinner - AbleNet, Inc., www.ablenetinc. by classroom staff. When playing BINGO, able to support content. com, 2625 Patton Road, Roseville, MN one student can be the “caller” by using There are over 40 Take and Teach 55113-1308, (800) 322-0956, FAX (651) an All-Turn-It Spinner (AbleNet, see Language Kit topics, and we have used 294-2259 photo 3), random message voice output these with students from early child- Randomizer - AbleData, www.able- (such as a Randomizer) or soft dice with hood through transition. Natalie Shamie, data.com, 8630 Fenton Street, Suite 930, symbols attached with Velcro to the School Social Worker in Franklin Park, IL Silver Spring, MD 20910. 1-800-227-0216 sides. states, “I have finally found appropriate Each unit also includes a recipe materials to use when I conduct my for working on skills associated with
18 www.closingthegap.com June / July, 2012 What’s New for Special Needs? Hardware,Students Software with autism and spectrum Utilities disorder (ASD) By Joan Tanenhaus
Celluon Magic Cube (Celluon: PCI Reading Program is intended www.celluon.com) This is an for use as a one-on-one program. amazing alternative keyboard and All of the lessons and materials are mouse system – it is a very compact structured for an adult facilitator to and portable full-sized “virtual” laser use with one student at the student’s projection keyboard. Just connect own pace. All software activities can the Magic Cube to your Macintosh be accessed with a mouse or touch computer, Windows computer, screen. Go to http://www.pciedu- iPad, Android or iPhone via USB or cation.com/PCI-reading-program- wirelessly with Bluetooth (with no level1.aspx for a video demonstration drivers needed). When connected, of the program. the Magic Cube uses a red laser to FileMaker Pro 11 (FileMaker: project the image of a keyboard www.filemaker.com) A database onto a flat surface in front of the is a valuable tool for managing Magic Cube and the typist. To Celluon Magic Cube (www.celluon.com) large amounts of information and change between keyboard and improving your ability to organize mouse modes, users just hold down tion and then develops basic decoding, and report this information. If you the FN key and tap the mouse cursor key. using onsets and rimes. As students go find yourself entering the same informa- Then you can move your finger anywhere through the three levels, they will learn to tion into multiple documents and having to on the laser projection to move the mouse, read 405 words and develop basic skills in change information in several locations, you tap to click, double click, click and drag. decoding unknown words. The focus is on might consider a database. Creating a data- When you tap the letters on the virtual high-frequency sight words and real-world base lets you organize the information and keyboard, you will hear a key click (to let you nouns and verbs. Phonemic awareness and also allows several people in your school or know you are inputting to the computer). phonics skills are added gradually. The PCI organization to view the data at the same There are six levels of sound, including Reading Program is primarily print based time. It also allows you to generate reports, mute. You can also adjust brightness. Just and includes a variety of lessons, manipu- keep ongoing data, and educators find that think – you never again have to worry latives and activity sheets. Each kit also it is helpful in tracking student and class about spilling water on your keyboard. For includes a software version of the lessons progress towards standards attainment. File- users of the iPad who have difficulty with for each word and all of the assessments. Maker Pro 11 can be used on both Windows the on-screen touch keyboard, this is an The Lesson Cycle, which is set in different and Mac OS. And just add FileMaker Go, a excellent option to try. It is a full-featured environments and embedded in different database app for your iPhone and iPad, and keyboard so it isn’t necessary to switch back story lines on each level, remains consistent you can view, edit and search your File- and forth between letters and numbers, throughout the series. It includes: Learn the Maker Pro information on your iPhone, iPad and it also contains the four arrow keys for Word (word building lesson – learn each or other mobile device. Filemaker Pro also editing. word through visual discrimination); Trace allows you to create standalone runtime PCI Reading Program (www.pcieduca- The Word; Hands-On Practice (use word files that you can share with others who do tion.com) This new research- and evidence- and picture cards to construct phrases, not own FileMaker. You can create reports, based reading program was designed read-aloud activity); Real-World Connection add information and summarize data on for non-readers, ages 5 to adult. It uses (oral language activity that focuses on the the fly and also search for information just realistic illustrations of everyday objects word’s meaning and usage); Independent as you would in a web browser. FileMaker and settings and features contemporary Practice (activity sheets) and then repeti- Pro comes with professionally designed adolescent characters and age-appropriate tion of each of above steps for four addi- templates to help you manage all your tasks story lines. It is a three-level system that first tional words. Level 3 is not published yet in minutes. introduces whole-word visual discrimina- but is expected to be available soon. The
June / July, 2012 www.closingthegap.com 19 Make Writing Exciting (Key Education: built in. You can focus on students’ projects www.keyeducationpublishing.com) This and create videos that can be narrated, informative book, available both in tradi- saved and shared. You can use manipula- tional book form and as an ebook, is full tives that will display on screen as you move of motivating lessons, activities on specific them around to achieve a teaching goal. skills and reproducible pages to help You can also take single pictures (3.0 MP) students in elementary grades develop of art projects and other documents, save writing skills. There are over 100 writing them and upload as digital files that can activities to help students master writing be put into digital portfolios or displayed stories, reports, essays, lists, letters, direc- elsewhere. You can demonstrate concepts tions, journals and forms. Using the lessons in action, student’s work, real-life objects, consecutively helps students construct pages from a book and more – while a scaffold of skills, but you can also skip creating and narrating videos with the built- PCI Reading Program (www.pcieducation.com) around, depending on skill levels, the in microphone. There is also a Zoom feature writing curriculum and individual needs. in the camera. There is an SEN switch port There are also some suggestions for using (switch connector) for adaptive devices. the book for special needs. Chapters are all Plugging a single switch into this port written with special tips, activities, cross- allows the user to press a switch to take the curricular assignments and evaluation ideas, digital picture. followed by templates and worksheets that Easi-Speak USB Recorder (Learning can be copied and printed out for student Resources: www.learningresouces.com) use. This is an MP3 recorder in the shape of Reading for Details (Key Education: a microphone – wireless, too. It is highly www.keyeducationpublishing.com) This motivating and encourages even reluctant book is designed to increase comprehen- students to speak. Just press the button sion of fiction and non-fiction for reading to record, then play back and listen to up level 1.7-3.3 and interest level for ages to four hours of audio. It charges through 7-12. There are 49 leveled passages, each the USB port of your computer (Windows followed by questions. To strengthen or Macintosh). You can also upload these reading comprehension skills, the five Wh student-created files (WAV or MP3) to digital questions are featured at the end of each portfolios or share with other teachers, activity. By answering these questions, parents and specialists, upload to a Web Luna Interactive Projection Camera (www.learnin- students will learn to gather information site or play on an iPod . Great to encourage gresources.com) from a reading passage. It is felt that this language skills, and very helpful for assess- will encourage the readers to begin to ask ment, conferences, class trips and more. It’s with a problem or question. Children select these questions automatically as they read. easy to use and has built-in volume control. the correct answer by placing the Hot Dots You can also use the question sections to The package also includes a USB extension pen on their choice and pressing – the pen improve writing, as well as comprehen- cord and a clip holder that attaches to the talks, laughs, lights up and even buzzes as sion skills. Pages can be duplicated and/or microphone, allowing you to wear it around children explore. It allows for independent, printed and used as templates for students. your neck. self–paced learning. This special pen plays Some of the pages have a section with a Talk Boards (Learning Resources: www. 20 phrases and sound effects and glows suggestion about the passage, encour- learningresources.com) These 6 inch by green and red for answer reinforcement. aging the student to write more (i.e. Pick a 8 inch boards are double-sided with two The card set includes 72 problem-solving season. Tell why you think it is the best time write and wipe surfaces. They contain a activities on 36 double-sided cards in a of the year. Write about your favorite things simple voice recorder that can be used to handled carrying case. Each card has one to do during that season.) Other sugges- record up to 10 seconds of sound – enough main picture and three choices – questions tions include Read, Write and Draw; Be a to record simple directions for the students include: Who wears this hat? Match me with Reporter; and Learn More About … . This to follow or for them to record their answer my vehicle. What belongs here? What goes book is a great resource to combine reading to the problem or task. The built-in power together? Where do you see it? What tools skills, comprehension and follow-up writing cell provides 500 playbacks. Just press the do I use? and many more. You can also use activities. record button to record and the play button the cards as traditional flash cards. Luna Interactive Projection Camera to listen. There is also a viewing pocket that Hot Dots Laugh It Up! Vocabulary (Learning Resources: www.learnin- you can attach, allowing you to put in a Cards: Homophones (Educational Insights: gresources.com) This is a digital projection visual example, as well, such as an image/ www.educationalinsights.com) This set of camera with an adjustable gooseneck (20 photo, card with any content, sticky note, Hot Dots cards are for Grades 2 and up and inches high) that connects to a Macintosh even small objects or manipulatives. Nice are age appropriate for older users. They or Windows computer and can also be multi-sensory tool for classroom work. Talk contain 100 homophones, from begin- used with a whiteboard. Just connect to a Boards come in packages of three or 12. ning to advanced, on 50 double-sided, fully USB port, install the software and turn the Hot Dots Jr. Beginning Problem illustrated cards. Each card presents one camera on to focus on the objects you want Solving (Educational Insights: www.educa- pair of homophones with two illustrated to display on screen. It uses direct overhead tionalinsights.com) These cards are clear jokes, riddles, cartoons or other kid-friendly lighting, but there are also eight LED lights and colorful and present children, ages 3-6, questions. For example, for the homo- phones bare and bear: “What do you call a 20 www.closingthegap.com June / July, 2012 panda that’s wearing no clothes?” Answer: Whiteboards for Interactive A ______. Some of the Classroom Learning- Part II homophones included are knows/nose, SpinZone Magnetic Whiteboard Spin- pear/pair, sail/sale, he’ll/heal/heel, bawl/ball ners (Educational Insights: www.education- and many more. These work with the Hot alinsights.com) This set of three magnetic Dots pen that signals whether the answers 11-inch spinners can turn your whiteboard are correct, giving instant reinforcement into a custom game or activity. Just draw a and reward, and allowing for self-checking circle, divide it into any number of spaces, of answers. The cards can also be used as write in content (numbers, vocabulary traditional flash cards. Fun and motivating words, student names, etc.), attach a spinner – a good way to teach homophones and in the middle and you’re ready to play. Spin- help users of all ages understand humor ners are in the shape of a pencil, a pointing and word-play. finger and a more traditional arrow. The AbleNet Book Worm (AbleNet: www. manual includes groups of suggested ablenetinc.com) The new version of Book- activities in the areas of math, language worm lets you turn any book in your library arts, science, social studies and classroom into a switch-adapted audio book. The book management. The Jumbo Magnetic Spin SpinZone Magnetic Whiteboard Spinners (www. is easily adapted with stickers that indicate Wheel is another way to turn your white- educationalinsights.com) which pages to read, and the voice/recorder board into an interactive, whole-class can be the people important to the child. game space. It measures 16 inches in diam- The book attaches easily by sliding the back eter and comes with three double-sided cover under the built-in book clip. There is write-on/wipe off multi-colored cards that an SD memory card so you can record an slip into the wheel. The manual includes unlimited number of books. Stories can be suggestions for classroom management read aloud by pressing the touchpad or activities, as well as learning activities in with an external switch plugged into the areas of readiness, language and math. Spin- switch jack on the side of the unit. Pressing Zone Magnetic Whiteboard Games: Readi- the switch will sequentially play through the ness is a set of 53 magnetic pieces to use pages. When using the switch, the pages of with your whiteboard to create interactive the book need to be turned manually by games. Again, teachers start with a circle or a helper or reading buddy. A headphone any fun shape they draw and divide it into jack is also available for private reading in a any number of spaces to match the content group setting. See the AbleNet Web site for they are teaching. The set also includes a video demonstration of Bookworm and magnetic pieces of 10 animals, 10 things the procedure for recording your books. to wear, 10 shapes and 10 different colored Hook iPod Switch Access (AbleNet: crayons with 11 color labels (magnetic www.ablenetinc.com) This new interface words) and two 10-inch magnetic spinners from AbleNet connects directly to your iPod (in shapes of a paintbrush and toucan). and provides simple to advanced single- Students can work on reading color names, and two-switch control for the iPod. With identifying matching colors, finding object a switch, you can play/pause, skip forward of given colors, sorting pictures into catego- Teacher Created Resources Daily Sentence Editing and back and adjust the volume. It can also ries, understanding attributes, classifying by (www.shelleducation.com) be configured to play/pause only for simple color and many more. Use both spinners operations, as well as a mode to play music with two circles to create even more chal- ties are fun and based on standards and for a set duration of time upon switch acti- lenging games (for example, spin one for benchmarks. New grammar rules are incor- vation. You can access music, podcasts and color, one for category and find a picture porated into each of the first 15 units of audio books, too. that fits the description). All of these are each grade so that grammar, punctuation Audio Notetaker (Sonocent: www.audi- excellent accessories to make your white- and spelling concepts are introduced and notetaker.com) is an audio-based software board an even more exciting interactive then reinforced in a systematic manner. program that has been developed to help classroom tool. Editing can be done on the whiteboard students with note taking skills. It displays Interactive Learning: Daily Sentence using the pen tools, the computer keyboard audio phrases as colored bars, offering a Editing (Teacher Created Resources: www. or the on-screen keyboard with a mouse or visualization of the recorded audio. I haven’t teachercreated.com) is an excellent series mouse adaptations. The programs are also had the opportunity to review this person- of six whiteboard programs, one designed self-correcting. Just one click of a button ally but thought it sounded interesting – for each grade, Grades 1-6. They work on and you can see the correct answers. The you can go to the Web site for more details, all brands of interactive whiteboards and program will also show students the loca- see a video demonstration and download on Windows and Macintosh computers, as tion of the sentence’s errors but without a fully functional 30-day trial version for well. They can be used to teach students revealing the actual answers. In addition Windows. important skills in grammar, punctua- to the sentences that come pre-loaded, tion and spelling, as well as editing skills. the program lets you create your own Each grade level program has at least 180 sentences or paragraphs and save them. sentences that need to be edited. Activi- Each CD-ROM also comes with a workbook June / July, 2012 www.closingthegap.com 21 that contains the same sentences as the directions available in English, Spanish or overhead projectors. They are appropriate CD. All workbook pages can be duplicated. French. Weather and Seasons has lessons for whole class activities, small group or These programs can be bought individually and activities for learning in the areas of individual learning. The stories are fully or as a set. They are very powerful learning Dressing For the Weather, Weather Descrip- narrated, can be read manually or as auto- tools, easy to use and very motivating – visit tions and Seasons. Time has interactive play and contain repetitive lines within each the Web site and view the demo video. lessons and student activities in the areas story for grades Pre K- 3. At the end of the Carson-Dellosa Learning Spot Lessons of Parts of the Clock and Telling Time. Intro- stories, there are interactive activities that (Carson-Dellossa: www.carsondellosa.com) duction to Shapes includes lessons and that can be completed with the whiteboard In the April/May 2012 issue, I reviewed a activities for learning about eleven different tools (highlighter and pens in four different group of Learning Spot Lessons. Below shapes. Word Families contains four word colors). A zoom feature lets you zoom in are a few more. As with the first group, family sets, each with eight word families. on individual words, phrases, sentences or each Lesson (program) is compatible with See and hear the word family and the name images and the shade tool lets the teacher all interactive whiteboards and can be of an object, then choose the pictures that cover up any word, phrase or sentence shared on up to five devices per purchase. belong in the word family. Nice way to in the text so that the student uses the Each has four major areas: The Teacher reinforce word endings. Short and Long picture’s context to fill in the word. The Sight Notes (detailed information on the Lesson Vowels is similar to Word Families and has Word Readers contain three series: Math, Plans), the Interactive Lessons (three to four lessons on short vowels and long vowels. In Science and Social Studies. Within each of different topics related to the program), this unit students learn about the different these series, there are multiple volumes Student Activities (whiteboard on-screen sounds a letter can make. that teach and review sight words within activities) and Practice Pages (worksheets Newmark Learning (Newmark Learning: the context of these three areas. Each book that can be printed). The programs include www.newmarklearning.com) Part I in the focuses on sight words that are presented an interactive pen mode with built-in pen April/May DISKoveries also had reviews of within the context of a simple story with and eraser tools. All programs also provide several of the Newmark Learning interac- repetitive lines and animations. At the end a link to Correlation with State Standards. tive whiteboard programs. This review is of the stories, there are interactive learning Some of the programs include: Animals: designed to give more of an overview of activities. The Rising Readers Leveled Books There are lessons and activities for learning their different collections. All interactive contains four series – Fiction, Science, Math about Mothers and Babies, Animal Homes features are built into the programs and and Social Studies. Within these series, there and Animal Coverings. Student Activities can be used on any brand of whiteboard, are books on Reading Level A to I. Programs have two levels of difficulties with audio Macintosh or Windows computer or on are available individually or in 12-program sets, and matching book sets are also avail- able for carry-over into other settings. Shell Education Interactive White- Helping All Students Succeed board Activities for PreK-2 (Shell Educa- tion/Teacher Created Materials: www. shelleducation.com) is a group of five interactive whiteboard programs, designed for classroom use on the whiteboard. They Do your students have contain a series of activity screens that are the right tools to reach designed for teacher-directed lessons, not their potential? for independent student use. Each comes with a User’s Guide that makes specific suggestions on use in the classroom along With Texthelp’s literacy with suggestions for extended activities off- solutions, they can. computer as follow up to each activity. There is a built-in Tool Bar that can be maximized when needed to provide a move tool, draw tool, drag/zoom tool, highlight tool, note- book tool and eraser tool. With the draw Read&Write GOLD and highlight tools, you can change colors Read aloud software that integrates support tools for and size. If used together with teacher and reading, writing, research, and studying with student, these activities can also be used on mainstream applications. a computer with a mouse or touch-screen. NEW! Fluency Tutor Social Studies has 15 different activities, and Online software solution for developing and measuring each activity has one to four activity screens. oral reading fluency. Phonemic Awareness and Phonics has 16 different activities, with up to eight activity screens for each. Science has 15 different Call today to see how our solutions can help your students! activities, with up to five activity screens for each. Vocabulary has 15 different activities, Get a FREE 30-Day Trial DVD and Register for a FREE Webinar and eight activity screens for each of these (888) 248-0652 • [email protected] • www.texthelp.com/ctg activities. Mathematics has 15 different
22 www.closingthegap.com June / July, 2012 activities, and up to 10 activity screens for plural) can be spoken aloud by clicking and Missing Punctuation (drag & drop each of these activities. the speaker icons. The entire chart can be the punctuation mark from the bottom Interactive Learning: Reading Fiction displayed at the beginning or you can opt of the screen to their correct places in a & Nonfiction, Grades 1-4 (Teacher to have individual parts appear by clicking paragraph), as well as three sets of print- Created Resources: www.teachercreated. the blank lines when you are ready to intro- able worksheets. Confusing Words has 10 com) This is an excellent series of reading duce that concept. The charts also contains chart board screens, including charts on passages – each title (one for each grade) a TRY activity, an Activity Generator, which is synonyms, antonyms, homophones, and has a CD with 50 reading passages with 101 interactive on screen and gives a suggested homographs. There are two multiple-choice “drag and drop” activities that reinforce the activity that can be done off screen, and Fun Features, an Activity Generator game, reading comprehension and vocabulary of a Fun Feature. There is also an interactive two interactive and printable quizzes with the fiction and non-fiction passages. Each and printable quiz that contains 15 review 15 questions each and two sets of printable passage is followed by activities of three questions – a great way to summarize and types – matching, sorting and sequencing. review learning. Printable worksheets can These activities are self-correcting, providing be used for classroom or homework activi- immediate feedback. Each title also includes ties. Some of the programs in the English a book containing all the Fiction and Nonfic- series include: Word Building: This program tion passages. In the book, each passage is covers the rules and activities for Word followed by three multiple-choice ques- Building concepts with 26 whiteboard tions. The first question is focused on chart screens on Base (Root) words, Prefixes vocabulary. The second question tests and Suffixes. The introduction shows how recall and understanding of the material adding a prefix and/or a suffix changes the read. The final question requires the student meaning of the base words. Other features to utilize higher-level thinking skills. The include an Activity Generator, two multiple- CD also contains a PDF of all the reading choice Fun Features, two quizzes and two passages so they can be viewed on-screen sets of printable worksheets for prefixes and or printed out. In addition to the books and suffixes and base words. Paragraphs has 11 CDs, Interactive Learning Reading Compre- chart board screens and related activities, hension also includes a second CD, The including defining a paragraph, layout and Game Wizard, which can be used to create presentation, when to start a new para- your own interactive games. They can be graph, organizing your writing, starting a created using the same format as the three paragraph, structuring a paragraph, conclu- activities supplied. Just follow the directions sion sentences and linking paragraphs. and edit the included templates with text Punctuation has 20 chart board screens and/or pictures, using the included editing and related activities, including punctua- tools and 500 clip art images (or your own tion marks and the importance of capital Short Reading Passages with Graphic Organizers pictures or symbols.) There are also some letters. There are Fun Feature activities for (www.scholastic.com) sample games. Use these four templates Pairs (match the punctuation to function) to create matching, sorting or sequencing (circular or linear) games on other topics, such as phonics, vocabulary, time lines, science, social studies, etc. All activities can be played on the computer or on any white- board, Window and Macintosh computer. The programs and books can be purchased individually or in sets that contain the CD with passages/activities, the Game Wizard CD and the reproducible book.) Interactive Whiteboard Charts (Daydream Education: www.daydreamedu- cation.com) Each individual volume in this group of whiteboard programs presents a series of informative interactive charts on the topic. These charts help to explain the basic and more advanced concepts with text, images and animation. The rules are presented (i.e. in Plurals, “Plural mean more than one”). Six examples are given and then the statement “There are various spelling rules that are used when plural- izing nouns”. This initial chart is followed by 25 additional charts of rules and examples. The examples of these words (singular and Interactive Whiteboard Charts: Paragraphs (www.daydreameducation.com) June / July, 2012 www.closingthegap.com 23 worksheets, good for classroom follow-up tions can’t be made using the keyboard. text right on the board. Passages are grade or for homework. Following this (self-checking is available), appropriate, high interest and contain Daily Paragraph Editing (Evan-Moor, they are instructed to make the rest of the additional suggestions for language and www.evan-moor.com) This is a nice series of corrections in each sentence. On Friday, they writing activities to further enhance student interactive whiteboard programs that focus follow a series of prompts to create an orig- skills. In the Short Reading Passages with on paragraph editing skills, for Grades 2-6. inal paragraph related to the skills and topic Graphic Organizers for Grades 2-3, there are Each grade application includes 180 self- they studied all week. There are suggested passages and graphic organizers for topic/ correcting lessons. Editing practice focuses topic sentences to help student begin the main idea and details, sequence webs for on capitalization, punctuation, spelling and task. If you are interested in supplementing sequencing, Venn diagrams for comparing/ other grade-related goals. It’s a great way this series and extending the learning for contrasting, charts for classifying and cause to practice the mechanics and usage of individual student work, you can also get and effect maps for showing relationships. grade-level language arts skills, while at the Student Practice Books and a Reproducible Short Reading Passages with Graphic same time working on reading comprehen- Teacher’s Edition in e-book form that can be Organizers for Grades 4-5 has passages sion, language structure and vocabulary. downloaded to your computer. and graphic organizers for concept webs It’s also very helpful for students working Scholastic Short Reading Passages for topic/main ideas and details, hierar- on concepts related to sentence formation with Graphic Organizers (Scholastic chical webs for classifying information, and run on sentences. The Daily Paragraph Teaching Resources: www.scholastic.com) Time Lines for Sequencing chronological Editing unit contains four error-filled para- This is an excellent series of books/CDs events, Venn Diagrams for Comparing/ graphs on topics of interest for Monday to engage students and build reading Contrasting and cause and effect maps to through Thursday. These include a wide comprehension skills, both individually show relationships. Short Reading Passages range of writing forms, including biogra- and within a group setting with the inter- with Graphic Organizers for Grades 6-8 has phies, book reviews, news articles, letters active whiteboard. There are three books/ paragraphs and concept webs for topic/ and journal entries, personal narratives CDs in the series – Grades 2-3, Grades 4-5, main idea and details, hierarchical webs and more. Students correct the paragraphs and Grades 6-8. In each book, there are 40 for classifying, time lines for sequencing, daily. When a new paragraph is introduced, short, high-interest passages, each paired matrices for comparing, cause and effect students are first instructed to correct only with a graphic organizer that supports the maps to show relationships and outlines for end punctuation and capitalization by text structure. The CDs contain interactive organizing information. The workbooks for dragging and dropping the correct marks whiteboard activities that are ready-to-use each grade level are available for individual into the paragraph. Students do not use the Smart Notebook files to help your class work and contain the same passages and pen to make the corrections and correc- read, write, highlight and underline key organizers and, in addition, have a Testing
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24 www.closingthegap.com June / July, 2012 It Out page at the end of each section. a lesson plan, an independent work activity excellent program for beginning literacy, This multiple-choice activity is designed to and a wrap-up activity. They are coordinated especially for visual learners. help students see the relationship between with Notebook files that are on the CD-ROM All About Weather and All About creating a graphic organizer and using that and can be used as group activities on the Ourselves (SEMeRC, available from www. information on a test. The CD of each level whiteboard, as well as reproducible activity toolfactory.com) All About Weather has also comes with a PDF version of the book, pages that can be used for follow-up and activities, such as Months and Seasons, which allows teachers to make additional carry-over of concepts. Concepts that are Food, Feelings, a Talking Story and an printouts of the reproducible pages for covered for the K-1 grade level include activity to make a pictogram to record students. Words That Rhyme, Consonant Blends, the weather, month by month. All About Scholastic Writing Lessons for the Long Vowel Sounds, Silent e, Writing with Ourselves has activities about the five Interactive Whiteboard (Scholastic Purpose, Sequencing, Plurals, Capital Letters, senses (Touch, Taste, Smell, Look and Listen), Teaching Resources: www.scholastic.com) Retelling a Story and much more. Growing and Changing, Same or Different This is a series of two books/CDs, one for and Activities, such as make a face, make a Grades 2-4 and one for Grade 5 and up. Computer software greeting card, write, listen to a story, use an Each of the books has 20 whiteboard-ready programs for group lessons x-ray machine and watch a slide show. writing samples ( .jpg and PDF files) and on the whiteboard Attainment’s Look ‘n Cook DVD mini-lessons that show how to teach the A Busy Day (SEMeRC, available from (Attainment: www.attainmentcompany. elements of strong writing. The writing www.toolfactory.com) has a group of fun com) This is an interesting way to use the samples demonstrate how writers can use activities that can be used at the computer whiteboard in a classroom to introduce specific strategies to make their writing for individual play or on the whiteboard and/or reinforce other interactive classroom more meaningful to a reader. For example, as a group activity. In “Read,” children hear activities. This is a two-DVD set that brings in one set of samples, both pieces describe the 13-page story read aloud and, on each Attainment’s Look ‘n Cook cookbook to life. an annoying little sister. One sample is page, play activities or just click on the In it, you will see 63 recipes illustrated with written in a vague, confusing way, while objects in the picture to hear their names live action video. Each recipe is presented the other piece is clearly written and easier spoken. There are three levels of difficulty, as a separate video, about two to three to understand. Teachers are encouraged to with nouns only, simple sentences and minutes long. It’s great to use together help the students compare and contrast more complex sentences. In Spot The with the Look ‘n Cook Cookbook and the the two samples to help them understand Difference, they will see two similar pictures Look ‘n Cook Lesson Plans. Use the videos how using specific details makes the writing and find two to five differences. In Find the to introduce the cooking lesson, along with more meaningful. Each section has a Word, a word is spoken out loud for the user the cooking experience or as a follow-up teachers’ guide on introducing the element, to find (two to six words, timed or untimed) review. DVD 1 includes an introduction and mini-lessons with discussion points and in Match the Word, the users play a segment, which is over 15 minutes long. and tips. The focus in Grades 2-4 is on Craft concentration-like game with two to eight It explains the color coding picture system Elements, such as Meaning, Focus, Organi- pairs. The program can be used with single in the Look n’ Cook Book and helps to learn zation, Vocabulary, Details, Show – Don’t switch or two-switch scanning. This is an cooking terminology. Hear a definition and Tell, Leads, Endings and Revision. The focus in Grade 5 and up is on Craft Elements, such as Focus, Vocabulary, Developing Thor- ough Ideas and Information, Fluency, Voice, Describing Voice, Show – Don’t Tell, Organi- zation and Leads. Scholastic 5-Minute Proofreading Practice (Scholastic Teaching Resources: www.scholastic.com) This is a book and companion CD with 180 reproducible proofreading problems, covering 16 essential skills, such as spelling, capital- ization, punctuation, usage, possessives, double negatives, pronouns and more. The companion CD features the same 180 proofreading problems that can be used with a whiteboard. This is a fun and moti- vating way to teach proofreading skills and to reinforce skills needed to master spelling, punctuation, capitalization, posses- sives, verb tenses, homophones and much more. Reading and Writing Lessons for the SmartBoard, Grades K-1, another book/CD combination, is divided into three sections (Reading & Phonics, Writing and Capitaliza- tion & Punctuation). There are mini-lessons for each file with a Getting Started activity, A Busy Day (www.toolfactory.com) June / July, 2012 www.closingthegap.com 25 see it too – see water boiling, how kitchen Students see how different coin combina- MONEY CALC (PCI Education: www. shears are used and much more. Setting tions change the amount of money. The PCIEducation.com) This calculator combines the table, safety features, kitchen tools and coins and bills, which are easy to grasp and a traditional calculator with a money calcu- cooking hygiene are all presented in video move, are firmly attached and there are no lator, allowing the user to input either with form. There are recipes for breakfast, lunch, loose pieces. The Coin Abacus has a volume the number buttons or with the penny, vegetables, dinner, dessert and beverage. control and headphone jack. Batteries are nickel, dime, quarter, $1.00, $5.00, $10.00 Cooking steps are illustrated with clear and included and there is an energy-saving, or $20.00 keys. In addition, the LCD display concise live action video. automatic shutoff feature. shows the dollar signs and ending zeros for PCI Coin-U-Lator (PCI Education: www. money computations. Turning to Calcu- Math, Time and Money PCIEducation.com) This is a small hand- lator mode allows the device to be used PCI Coin Abacus (PCI Education: www. held coin calculator (6 inches by 5 inches) as a traditional calculator for working math PCIEducation.com) This hand-held math that counts money. Instead of numbers for problems that do not involve money. A learning tool, measuring 9 inches by 15 amounts, realistic coins and a $1 bill are the toggle switch on the side lets the Money inches, including the handle, is designed buttons to be pressed. Press the coin or Calc display problems vertically, as well as to help students count various combina- bill and you will see the amount in dollars horizontally. tion of coins and dollar bills. The task is to and cents on the LCD screen. This amount Basic Menu Math Software (PCI Educa- experiment with different coin combina- can be shown as a decimal (i.e. $ 1.10) or tion: www.PCIEducation.com) is a fun tions in order to reach the target amount in an alpha-numeric format (1 dollar and 10 program to use with students learning on the LCD screen. It is designed with five cents). You can choose to add or subtract about money and other skills related to rows of realistic coins and bills (five pennies, the amounts. On this level, students can ordering in a restaurant. There are full color five nickels, five dimes, four quarter and experiment and use as a calculator to add food illustrations and voice narrations that three $1 bills). In Practice Mode, students up or subtract different amounts of money, make the program good to use with indi- slide the coins and bills to the right, as the up to $99.99. In the game mode, an amount viduals who have limited reading skills. abacus counts out the amounts of each. of money is shown and students press the It helps to understand money concepts, As each coin or bill reaches the right side, different coins and bill to create the amount. budgeting when in a restaurant, differences the abacus displays the new total on the Money amounts are not spoken. An “Oops” in costs between different sizes and prac- LCD Screen and speaks the amount. When button clears the last entry and the mute tice at three types of restaurants (Fast Food, a coin or bill is moved back to the left, the button turns off all auditory sounds. There is Restaurant, Cafeteria). Students are given amount is subtracted and a new total given. an automatic shut-off to conserve battery. lists of foods and drinks to buy – and then
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26 www.closingthegap.com June / July, 2012 use the menus to select their choices and whiten and then import into AppWriter. The is also a categorization app. It contains 10 determine the total cost of the meal. The built-in OCR software will then transfer to categories and the teacher/therapist can students select the type of food and the text that the app can read aloud. Text that select receptive (Point to object we use to specific restaurant they want to visit. Upon is written can be saved, e-mailed, copied …), expressive (What is a … used for?) or entering the restaurant, the student hears a to clipboard for use in another application alternating receptive/expressive. (You can short introduction and a worksheet appears or exported directly to Dropbox or Google also choose items per screen and iPad’s on the screen. As students select the first docs. See the Web site for video demonstra- response when wrong – buzzer, keep going food or drink item, they hear the name of tions. or remove item). Minimal Pairs Academy the menu areas read aloud. They can make Write My Name (Injini:www.injini.net) can be used by speech pathologists to individual choices of sizes, flavor, etc. After This app was developed to help children, help develop listening and discrimination all items have been selected, three total ages 4-6, learn to write their name, trace skills and also to practice producing target amounts appear in the menu area. Students uppercase and lowercase letters and to words on the word and phrase level. The add the prices from the worksheet and click write over 100 Dolch sight words. The app app targets the 23 most common phono- on the correct total price. Grocery Store, also supports correct sequence and strokes logical processes, with over 900 words in by PCI Education, previously reviewed in and meets some of the basic reading and four different activities: auditory bombard- DISKoveries, presents these same concepts writing Common Core State Standards for ment, auditory discrimination, produc- in the context of a shopping game. kindergarten. The app records student prog- tion and phrase completion . The app also Also see above whiteboard feature ress as word cards are completed. There are has data tracking capabilities. iName is for math programs from Carson-Dellosa, three activities: ABC alphabet book focuses designed for adults with word-finding diffi- Newmark Learning, Shell Education and on learning and tracing the individual culties secondary to aphasia. It contains 50 Teacher Created Resources. Daydream upper case and lowercase letters. Word nouns within five different scenes that are Education also has a full series of interactive cards introduce over 100 sight words that whiteboard charts for math. children trace and My Name lets parents Other basic math programs reviewed and teacher create up to 36 nametags to in past DISKoveries, and excellent for trace, with pictures. (You can also use it to beginning math skills include: Early practice and learn other words.) Learning 1, Math Skills and Money Skills by New Smarty Ears Apps (Smarty Ears: Marblesoft (www.marblesoft.com), Show www.smartyearsapps.com ) Some new Me Math, Basic Coins, First Money, Match- apps from Smarty Ears: Categories Learning Time, by Attainment (www.attainmentcom- Center: This app has been developed to pany.com), Learn More About Math, From 1 help categorization skills for individuals of to 100, ChooseIt! Ready-mades Math Series all ages. It can be used to sort items into by Inclusive (www.inclusivetlc.com). categories and can be used with up to four players. Five activities are included. Users iPad Apps for Learning answers and parent/therapist records if Swapsies (www.spinlight.com) AppWriter US (www.Lingapps.com) This the answer is correct. Fun and Functional is an excellent new app – it’s a full-featured talking word processor with word predic- tion for the iPad – great for users of all ages who need auditory support and text-to- speech features (in English and Spanish). Once it is downloaded, it runs totally on the iPad with no need for WiFi or 3G connec- tions. Words and letters are spoken as they are typed – the entire document can be read aloud, sentence by sentence, with each word being highlighted as it is spoken. There is a choice of an adult or child voice, both of very good quality. The word predic- tion feature offers context-based word suggestions as the word is being entered, and words can be chosen by touching them. All choices can be read aloud and there is an option to place a space after the word when it is chosen from the list. For assisted reading, copy and paste a sentence, paragraph or entire document into the program file, and read aloud, sentence by sentence. You can also scan a document by using the built-in tools – they allow you to take a picture of the document with the iPad camera, rotate, crop, change contrast/ AppWriter US (www.Lingapps.com) June / July, 2012 www.closingthegap.com 27 commonly found in the home. The target is fact or opinion. Other activities present Users get excellent practice in using the items are displayed within the context of three statements and learners have to visual cues in the pictures to figure out the rooms where they are typically located. select the one sentence that states a fact. what happens next. Compare & Contrast The object is to name the word. If the word A detailed teacher’s guide is available for has 52 illustrated cards. Students look at is not named without cuing, help in eliciting download on the publisher’s Web site. This the two items on the screen and touch the the word is provided by five different types is really a challenging and interesting app to screen to listen to the prompt, which names of cues. Record keeping options record motivate students and teach a higher level the two objects. The student then gives a when cuing was necessary to elicit the word of learning concepts related to fact and verbal response to the questions “what’s the and which was the most successful cue opinion. In Figurative Language, the goal is same?” or “ what’s the difference?” What’s used. Results can be e-mailed or printed. Is to identify figurative language and differen- Being Said has 52 cards. Students use the That Silly? presents a group of 120 pictures tiate among its various types. Student read cues in the pictures to figure out what the and a spoken sentence – students decide if a short sentence and then practice their people or animals in each scene are saying. the pictures/sentences are Silly or Not Silly. understanding of simile-metaphor and Great to use for encouraging conversational If the picture is Silly, they are then asked to personification; onomatopoeia-idiom-allit- speech or as writing prompts. Do and Does identify what was silly about the picture. eration; and cliché-hyperbole-synecdoche. has 52 photo cards to practice the verb The therapist can click the right, wrong or Minimod Cloze Science was developed forms “do” and “does.” The prompts include almost button if record keeping is desired. to help students practice and master the statements or questions and the student Swapsies (www.spinlight.com) This is a important reading and language skills of responds by touching the right answer. The fun program, great way to learn about 12 constructing meaning from the context of answers (do and does) are spoken aloud community helpers. It’s a mix and match the text. The three reading levels are 2.0-3.9, and users press the correct answer. There game – find the hat, jacket and pants that 4.0-5.9 and 6.0 to 6.9. In Practice mode, is automatic scoring. Using I and Me has go together for the pilot, doctor, mail carrier, students are presented with a science topic 52 cards to practice the personal pronouns and others. Then play a related game (i.e. story with five to seven blanks. The job is to “I” and “me”. What Does Miss Bee See? Has for pilot, fly the plane around the clouds, select the best word (of four given words) 56 illustrated picture cards, plus audio for for the police officer, stop the traffic). The to complete each sentence. The passages each card, to help students improve their third game is Quiz Me. Children find the are science related, very interesting and naming, describing, inferencing and visual missing item. In AlphaTots , press a letter will be very motivating for students of all skills. Each student looks at an illustration to see the letter (upper and lower case) ages. If you work with older students and and either reads the prompt or touches the and hear the sound it makes. Then play a adult learners, check out these apps – great screen to listen to the prompt. The students game, (i.e., for T, turn the gears; for M; mix for reading comprehension and language then give a verbal response. Responses the colors, for D, dig for treasure). In Tally learning. can be recorded by tapping the green Tots, press the numbers 1-20 to count and Super Duper Apps: (www.superdup- (correct) or red (incorrect) button to score then play a game with that number (i.e. play erinc.com) Here are seven new apps from the response. music with eight bottles; make nine small Super Duper, a well-established company EBooks from Oceanhouse Media fish big – by touching each one). In Table that develops excellent learning materials (Oceanhousemedia.com) This company Tots, pick a table top (blank top, various size for children with special needs. These are continues to be a leader in bringing classic grids, letters, shapes, etc.) and then select also based on their fun deck series. In each children’s books to the iPad. Two of their numbers, letters, shapes or things to place of the apps, a user looks at the picture, new books are by Byron Barton – Planes on the table. There are 12 table layouts built touches the screen to hear the prompt (or and Boats. Children can interact with the for sorting counting and matching. You reads it) and then gives a response. In some many different ways we use airplanes and can use upper and lower case letters, 26 apps, the user selects the correct word. boats in these two new omBooks. The common objects beginning with the letters Responses can be tracked by pressing the planes and boats can be moved around A-Z, dollar and cent symbols, 16 shapes, green or red button to score the response. with the touch of a finger, with realistic dominoes, etc. This is a good app for educa- At the end, you view a data screen that can sound effects and brightly colored illus- tors/parents to work with sorting, matching be e-mailed. What Are They Asking contains trations. Individual words are highlighted and letter/number readiness skills. 56 photos that can be used to help improve as the story is read and words zoom up eSkills Minimod (ESkills Learning: www. inferencing, reasoning and conversational when pictures are touch. A great combina- eskillslearning.net) Here are a few more skills. Students can look at the pictures and tion of the original texts and the interac- apps in this excellent series of reading answer the question “What are they asking?” tive features that will entertain, encourage and language apps that are designed to Teachers can encourage the students to use literacy, vocabulary and fun. There’s also the improve reading skills for older students. the cues in the pictures to figure out what Dr. Seuss book, The Shape of Me and Other As with all the apps in this series, there is question the person or animal in the scene Stuff where readers learn about shapes and a practice mode and a bingo-like game is asking. You can also use these pictures words in a fun exploration of silhouettes mode that can be played by a single player to encourage conversational speech or and Seussian rhymes. Silly rhymes, funny or in a multi-player mode. Students read as writing prompts. You can select all 56 images—just what children love. There the material and answer questions. There cards or just the ones you want. Good for are three ways to read: In Read to Me, the are three reading levels and the apps are helping students to formulate questions, to story is read aloud page by page, with word also age appropriate for older students and use context to understand meaning and to highlighting. Readers listen and interact adults. In Fact or Opinion, (reading levels improve linguistic and articulation skills. Let’s by touching pictures to hear their names, 2.0-2.9, 3.0-3.9, and 4.0-4.9) some of the Predict has 56 picture cards – students look by swiping to turn the pages, by pressing passages have students read a short group at the pictures, read the prompt or touch words to hear them spoken individually or of sentences, then answer if the passage the screen and then give a verbal response. by touching and holding the text to hear it
28 www.closingthegap.com June / July, 2012 read over again. In Read It Myself mode, all A Social Story and Speech Tool includes a safety social stories. One story focuses on the same options are available but the story social story about how and why people tell safer strangers (those with uniforms, badges, is not read automatically. If the user wants jokes and a simple visual/audio support for police officers) and buildings (church, post a word or a page read, they can just press telling knock-knock jokes. The story focuses office, bank) and the other focuses on what and hold. In Auto Play mode, the story will on what a joke is and why it’s important to to do if you are lost. read in entirety without the user having to tell people jokes, why a joke is funny and Free apps: Somantics, WatchKnow, Joust swipe to hear the whole story. Dr. Seuss at how you tell a joke. Going Shopping Social K-5, Joust 6-8, Joust SAT, Play 1-2-3, Touch his best! Story is a social story and visual tool aimed the Sound (Alligator Apps), Letter School Social Stories by Touch Autism Apps towards children who have behaviors in Lite, Toca Monster Kitchen, Play 123, Talking (www.touchautism.com) This company stores caused by always wanting to pick Picture Board, Meet Biscuit, First Words has produced a comprehensive series of out a toy or treat to buy. It has a visual tool International. Social Stories, stories that break down a task that can be used to show and tell children New Grasshopper apps: Things that or social situation into small and easy-to- before they enter a store if they do or don’t GoTogether, I Like Colors, Comparative understand steps, accompanied by descrip- get to pick out a toy or treat. There are also Adjectives, Little Reader Three Letter Words, tive pictures. All the apps in this series have instructions for using the app and a social Sentence Maker, Little Matchups Opposites, the option to Read to Me or Read Myself. My story that explains good shopping behavior. Rhyming. Day with WH Words includes a social story Taking Care of My Device is a nine-page New My First Apps: Sort It Out, Series, about talking about one’s day and a simple social story about proper care and handling What’s Different 1, What’s Different 2, My visual support for Wh questions (who, what, of a device. The story focuses on why it’s Holidays, Baby Chef, when, where, why and how). The story important to take care of the device and Joan Tanenhaus, M.A., CCC, Speech- focuses on why it’s important to tell people specific rules for properly caring for and Language Pathologist/Assistive Technology about your day and what each different WH handling a device. Compliments includes a Specialist, is Founder and Executive Director question means. Conversation Social Stories social story about how and why people give of Technology for Language and Learning, and Simple PECS Communication Tool compliments and a simple visual support Inc., a non-profit organization dedicated contains four social stories about different for giving compliments. The story focuses to advancing the use of computers and conversational skills and simple commu- on why it’s important to give complements technology with children and adults with nication tools to go with them. The stories and how you should react when a compli- Special Needs. (e-mail: [email protected]) focus on greetings, asking someone to play, ment is given to you. Staying Safe and Safer what to talk about in a conversation and tips Strangers is made up of two community for great conversations. Some of the stories have buttons that play examples of things to say when greeting people, when asking someone to play, how to end a conversa- tion and more. Using My Words to Ask for What I Want Social Story includes a 13-page social story about using words to ask for what you want and a simple visual support for asking for different objects or activities. The story focuses on why it’s important to tell people what you need or want, and there is a visual tool with nine pictures to use to ask for these (hug, help, bathroom, more, eat, etc.). Potty Training Social Story is an interactive social story about potty training that is customizable for boys or girls. It also includes a visual schedule for using the potty and a FAQ page that lists answers written by a board certified behavior analyst to common potty training questions. Calm Counter-Social Story and Anger Management Tool for Autism, Down Syndrome and Special Needs is a visual and audio tool to help people calm down when they are angry or anxious. There is a social story about anger. Emotions and Feelings Social Story is a social story about different emotions and feelings and a visual support for asking how someone is feeling or for identifying feelings or emotions. The story focuses on why or when a person may feel something and what can cause different feelings or emotions. JokeTelling-
June / July, 2012 www.closingthegap.com 29 th Closing The Gap October 17-19, 2012 Annual Preconference Workshops CONFERENCE October 15-16, 2012 DoubleTree by HIlton Hotel Bloomington 30 Minneapolis, Minnesota
2 1 P R E C O N F E R E N C E WORKSHOPS Closing The Gap preconference work- shops are all-day, in-depth workshops presented by experts in the field in very practical and effective ways. The content and delivery are unsurpassed and the resulting outcomes for per- sons with disabilities are overwhelm- ingly positive and bright. Many of this year’s workshops are new, some advanced, with state-of- the-art technologies being addressed The best educational assistive technology and best practices demonstrated and conference in North America taught.
Assistive Technology in Special Education and Rehabilitation O V E R 2 0 0 PRESENTATION hours a tradition of excellence Practical and expert-lead presenta- Over the years, the annual Closing tions during the Closing The Gap Con- The Gap Conference has become known as the best educational assistive technology ference will include over 200 one- and conference in North America. two-hour sessions that describe and/or demonstrate successful applications of Through shared best practices and research, Inside the next few pages, you will find detailed assistive technology for persons with networking, training, hands-on opportunities listings of the 21 all-day preconference disabilities. Select handouts will be and an expansive exhibit hall, participants workshops, exhibitors contracted to date available onsite and online following have found information, strategies and and academic credit/CEU, air travel, hotel the conference. products that have proven beneficial and, and registration information. The titles oftentimes, unsurpassed for use in their work and descriptions of the one- and two-hour COMMERCIAL EXHIBITS An impressive and varied scope of and in their lives. presentations, including hands-on labs and AT products will be on display and will iPod / iPad workshops, and the additional The 30th Annual Conference runs Monday, range from low tech to high tech and th th contracted exhibitors will be available online October 15 through Friday, October 19 and represent solutions for all disabilities and in print in August. is held in Minneapolis, Minnesota. and ages. Daily regular AND exclusive With multiple registration options available, hours are scheduled to give partici- Preconference workshops are scheduled for pants quality time to explore, try, learn th º numerous and diverse discounts, group Monday and Tuesday, October 15 and 16 , savings and preconference workshop and ask questions, first-hand and and the Conference officially begins with a bundling, we invite you to participate face-to-face. preview of the exhibits on Tuesday evening, and encourage you to bring your team! followed by three days of presentations, hands-on labs and exhibitions. Closing The Gap promises to work hard A second brochure detailing the to insure that the content and learning Varied levels of participation are available, over 200 presentation hours will opportunities are many, varied and with registration options listed on page 46. be available on or about exceptional throughout the conference August 1, 2012. Details will also week. be posted at our Web site.
LEARN MORE AT WWW.CLOSINGTHEGAP.COM WHO SHOULD ATTEND? ANYONE interested in finding practical and readily available AT solutions for ALL disabilities, mild to significant, infant through adult.
• Teachers • AT Consultants • Technology Specialists • Administrators • Physical Therapists • Consumers • Speech Language • Occupational • Parents Pathologists Therapists • Students
WHY ATTEND? Participants will have numerous and unique opportunities ACADEMIC CREDIT to learn, first-hand, from experts in the field, network, ask questions, and see and try the Graduate-level academic credit latest AT products and strategies available today. from Hamline University is avail- able for a variety of levels of CONFERENCE SCHEDULE conference attendance. Par- ticipants will have the option of Sunday, October 14 Wednesday, October 17 5:00 pm - 8:00 pm ...Registration Desk Open 7:00 am - 5:30 pm ...Registration Desk Open one, two or three full semester 8:00 am - 4:30 pm...... Presentations credits. Monday, October 15 *10:00 am - 5:30 pm..... Commercial Exhibits 7:00 am - 8:00 pm ...Registration Desk Open One full semester credit 8:00 am - 4:30 pm ...... Preconference Thursday, October 18 Cost: $150 Workshops 7:30 am - 5:30 pm ...Registration Desk Open Requirements: 8:00 am - 4:30 pm...... Presentations Tuesday, October 16 • 12 contact hours *10:00 am - 5:30 pm..... Commercial Exhibits 7:00 am - 9:00 pm ...Registration Desk Open • An outside assignment 8:00 am - 4:30 pm ...... Preconference Friday, October 19 (12 contact hours1 require conference Workshops 7:30 am - 2:00 pm....Registration Desk Open participation or two preconference 5:00 pm ...... Complimentary Hors d’oeuvers 8:00 am - 1:30 pm ...... Presentations workshops.) Sponsored by Care Innovations an 9:00 am - 1:30 pm ...... Commercial Exhibits Intel • GE Company *The exhibit floor will close for an exhibitor break Two full semester credits from 12:30 pm - 1:30 pm. 5:30 pm - 8:00 pm ...... Preview of Exhibits Cost: $300 Requirements: • 24 contact hours AAC Institute CEUS • An outside assignment (24 contact hours require confer- AAC Institute will again provide CEUs for shops are offered for up to 1.4 CEUs. The ence participation2 AND at least one both the conference and pre-conference conference is offered for up to 2.0 CEUs. For preconference workshop.) workshops. CEUs will be offered for all ses- additional information visit www.aacinstitute. sions without charge. AAC Institute CEUs org/CEUs. Three full semester credits that relate to the practice of speech-language CEU details and self-reporting forms will be Cost: $450 pathology and audiology can be used for available at the Closing The Gap registra- ASHA certification maintenance. RESNA Requirements: tion desk located on the second floor of the • 36 contact hours accepts AAC Institute CEUs for ATP/ATS DoubleTree. • An outside assignment credential maintenance. Most state licensure (36 contact hours require conference systems accept AAC Institute CEUs or other participation Wednesday3 - Friday forms of self-reporting. Pre-conference work- AND two preconference workshops.)
C e r t i f i c at e s o f attendance
Closing The Gap-issued Certificates of Attendance for conference participation will be available upon request at no additional fee. All preconference workshop participants will receive a Clos- ing The Gap-issued, presenter-signed Certificate of Preconference Workshop Attendance upon completion of the workshop.
June / July, 2012 www.closingthegap.com 31 PRECONFERENCE WORKSHOPS Monday and Tuesday, October 15-16, 2012
have an opportunity for hands-on practice (SGDs) for social interaction. Case studies Technical Specialist and Graduate Assis- Monday and Tuesday, with PODD communication books. There and videotaped examples will be used to tant, iTeach Initiative, University of South October 15-16, 2012 is a $15 fee for the PODD course manual illustrate each of the strategies. Florida, College of Education, Tampa, FL; in addition to the $490 cost of the two-day Pat Mirenda, Ph.D., is a Professor in the and Cathy Kingeter, M.A., is the Director of 8:00 am - 4:30 pm workshop. Dept. of Educational and Counseling Sales and Marketing, Origin Instruments Linda J. Burkhart, B.S., is a Special Educator/ Psychology and Special Education at the Corp., Grand Prairie, TX. Augmentative Communication Specialist/ University of British Columbia, Vancouver, PC-1 Multi-Modal Monday, October 15, 2012 8:00 am - 4:30 pm Communication Strategies for Technology Integration Specialist in private British Columbia, Canada. Children Who Have Complex practice, Eldersburg, MD, and Dale Gardner PC-4 The Challenges of Monday, October 15, 2012 8:00 am - 4:30 pm Communication Needs - PODD Fox, M.S., RPT, is an Assistive Technology Developing Consistency of Communication Books (Two- Consultant, Hampshire Educational Col- PC-3 iCreate: Customizing Access to AT Day Introductory Workshop) laborative, CCATT, Northampton, MA. iPad Content for Students with Access is truly a part of an activity for chil- dren, within which, consistency will develop, Children who are non-speaking or have Special Needs rather than “occur” or “be found.” Control of only limited speech, in addition to other In this hands-on workshop, participants will access and its mastery come with activity challenges, often struggle to interact and Monday, October 15, 2012 learn about a number of apps that facilitate engagement. Activity engagement occurs communicate. This may include children iPad content creation in order to engage 8:00 am - 4:30 pm when the child’s interests and learning who have physical disabilities, multiple and empower students of all abilities. The are married and access techniques are disabilities, sensory processing challenges, apps will cover several categories, including PC-2 Beyond Wants and transparent to the activity. This workshop limited social interaction skills and/or a reading, storytelling, e-book authoring, video Needs: Supporting Social will focus on students who present the range of cognitive limitations and learn- modeling and tutorials, communication, Interactions Between Students biggest challenges: those who are non- ing difficulties. This two-day workshop organization and more. Participants will with Autism and Their Peers speaking, non-ambulatory, have difficulty will demonstrate the use of a Pragmatic view demonstrations of the apps and learn This workshop will focus on strategies for demonstrating control and appear to exhibit Organization Dynamic Display (PODD) about implementation strategies via case supporting social-communicative interac- inconsistent behaviors of intention. It will approach developed by Gayle Porter studies. Participants will also experience tions between students with ASD and their focus on assessment techniques, and it will (Melbourne, Australia). Generic templates a great deal of hands-on time using iPad peers. Using the structure of the Participa- support our need to focus on activity, task for multi-page “light tech” communication apps to create content for their students tion Model, we will first discuss the impor- analysis and learning environments. books have been carefully designed to with special needs. During the hands-on tance of participation in the peer culture as support genuine communication for a portion, participants will have opportuni- Karen M. Kangas, OTR/L, ATP, is an a critical component for the development variety of functions throughout the day. ties to share their content. Sharing will Occupational Therapist, AT Specialist, of social communication. We will then These templates may be customized for provide a fun, collaborative environment Seating and Mobility Specialist and Clini- focus on a variety of strategies that can a range of access methods and other in the session, and it will enable later use cal Educator in private practice, Karen M. be used to support students in this area. individual needs. Come learn strategies with students. (Hands-on activities will be Kangas OTR/L, Shamokin, PA. These strategies include video modeling for creating multi-modal language learning conducted on Closing The Gap-provided and conversation books that can be used environments that provide receptive models iPads - one iPad for every two participants.) to support verbal students with autism in and expressive opportunities for language There is a $20 fee in addition to the cost social interactions. For students with limited development. Learn strategies for teaching of the workshop. or no speech, who use augmentative or and using PODD with children and their Eric Sailers, M.A., CCC-SLP, is a Speech alternative communication (AAC), strategies communication partners. Videos and case Language Pathologist, Eric Sailers LLC, will include talking photo albums, conversa- examples will be shared. Participants will San Diego, CA; Luis Perez, M.Ed., is a tion books and speech generating devices
32 www.closingthegap.com June / July, 2012 Monday, October 15, 2012 8:00 am - 4:30 pm Assistive Technology Training Consultant, of this hands-on workshop, participants specific intervention strategies and adapted PC-5 Mastering the Cloud: Montgomery County Intermediate Unit, MUST bring their own tablet computer or language and literacy materials for those Moving Content Between Perkiomenville, PA; and Rachael Skinner, laptop computer (Windows 7 or Macintosh with motor and vision challenges. Videos B.A., QCS, is the Director, Standing Tall, OS X) that includes a wireless network will spotlight children 0-5, but strategies and iPads and Other Classroom New York, NY. card, a Web browser and Microsoft Word, resources also apply to young school-age Technologies to the workshop. children. Participants will receive a resource Wondering how to move that story your Monday, October 15, 2012 8:00 am - 4:30 pm Dave L. Edyburn, Ph.D., is a Professor, CD with print and Web resources, multi-page student created on an iPad into another PC-7 Effectively Implementing Dept. of Exceptional Education, University of communication books and PowerPoint app, print, e-mail, send it to another com- iPads in Schools: Building Wisconsin-Milwaukee, Milwaukee, WI. templates and make-and-take projects to puter, another iPad or access it at home? on Lessons From Across the print later. There is a $10 materials fee in Solutions to move images, files, video, Monday, October 15, 2012 8:00 am - 4:30 pm Country addition to the cost of the workshop. fill-in forms, quizzes, e-books and more PC-9 From Board Books to Karen M. Casey, M.A., CCC-SLP, is an AT between all of your technologies and ap- Apple’s iPad has lead to a true revolution Consultant, Durham Children’s Developmen- plications will be presented. Learn how to in education. Never before has a new tech- Story Apps and Everything in tal Services Agency, Durham, NC. push, send and provide access to quizzes, nology been adopted in schools so quickly Between social stories, learning activities, books, and so widely. While, without doubt, iPad This workshop will assist in learning assignments or video modeling clips to any offers a myriad of possibilities for learning, imaginative approaches to developing technology your student is using, such as interaction and communication, the rapid your own library of literacy materials, as Tuesday, October 16, 2012 iPads/iPods, wherever they may be, track adoption has also overwhelmed educators well as multiple strategies designed to 8:00 am - 4:30 pm progress or utilize as an alternate means and school administrators. Buying iPads provide engaging literacy opportunities. is one thing; effectively implementing for classroom communication, giving your Creative methods will include writing your PC-11 Advanced Course in them in schools is entirely different. This student a voice. From switch accessible own books, making board books, adapting Cortical Visual Impairment solutions, broadcasting or recording your workshop focuses on sharing the failures traditional books and text, utilizing lite tech This workshop will provide participants with iPad screen and creating accessible eBooks and successes of implementing iPads in to adapt literacy materials, using software an overview of The CVI Range and then to multimedia tools for creating activities several different school systems across programs to develop literacy materials for provide them with multiple opportunities to for learning and communication, it’s all the United States. Based on these lessons traditional technologies, learning how to cre- practice and refine their skills in conducting here using a variety of solutions! Master learned, a number of effective strategies ate e-books and acquiring and viewing story The CVI Range. The CVI Range is a reliable, these emerging technologies so all of your will be identified that can help participants apps created just for the set of materials valid functional vision assessment (New- devices become shared tools for learning make the use of iPads a success in their you will make during this workshop. Gain comb, 2010) used to determine the degree and communication. Hands-on, Mac/PC own schools. insight into the implementation of these of affect of CVI on a zero-10 continuum. The lab provided; participants are welcome to David Niemeijer, Ph.D., is the CEO, Assis- materials, as well as rational for their use. CVI Range score also places the degree bring their own devices. tiveWare, Amsterdam, Netherlands; Mark Receive sample learning objectives to know of CVI into three phases. Each phase has Coppin, B.S., is an Apple Distinguished what to teach, assemble two books - one Dan Herlihy is an Assistive Technology/ its own guidelines for the development of Educator and the Director of Assistive Tech- informational and one fictional - in an array Technology Resource Specialist, Connec- interventions designed to increase use of nology, Anne Carlsen Center for Children, of formats - to know what to use to teach it, tive Technology Solutions, Inc., Hoosick, vision in routines that occur throughout the Jamestown, ND; Bonnie Johnson, M.S., and get corresponding mini lesson plans NY, and Liz Medvetz is an Applications daily routine of the individual. Participants is a Speech Language Pathologist and to know how to teach it. Bring your iPads Training and Support Specialist, University are encouraged to submit a video sample AT Consultant for Eden Prairie Schools, or other devices since there will be story at Albany, Albany, NY. of a child with CVI to be used in this work- Eden Prairie, MN; Vicki Haddix, M.S., is apps to go with each book. (Don’t worry, shop. Each video sample will be used for Monday, October 15, 2012 8:00 am - 4:30 pm a Speech Language Pathologist and AT these apps will be available to download both assessment and the development of PC-6 Jumpstarting AAC: From Specialist, Boston Pubic Schools, Boston, free for a month after the workshop also.) Participants will receive a resource CD, intervention samples. Light Tech to iPad to Devices MA; Melissa Cantwell, M.S., is a Structured Communication Center Teacher, Hough including numerous resources and copies Christine Roman Lantzy, Ph.D., Allison This workshop will focus on a systematic Elementary School, Vancouver, WA; and of all books/materials that can be used to Park, PA, is an Educational/CVI Consultant, approach for teaching communication/AAC Kathryn McLachlan, M.S., is a Speech assemble other sets of literacy materials. the Director, Pediatric View, The Western using an integrated model of communication Language Pathologist, Anoka Hennepin There is a $30 materials fee in addition to Pennsylvania Hospital, and the CVI Project instruction, moving students from no tech School District, Anoka, MN. the cost of the workshop. Leader, The American Printing House for to high tech communication systems. This Elizabeth (Libby) S. Rush, M.A., CCC-SLP, the Blind and The Western Pennsylvania highly successful program is supported by Monday, October 15, 2012 8:00 am - 4:30 pm CPM, is an AAC Consultant in private School for Blind Children. a pilot study conducted over two years with PC-8 Quantifying the Benefits practice, Durham, NC; Celeste Helling, students who have severe and multiple Tuesday, October 16, 2012 8:00 am - 4:30 pm M.A., CCC-SLP, ATP, is a Speech Lan- disabilities. Participants will learn the im- of Assistive Technology and guage Pathologist, North Carolina Assistive PC-12 Implementing portance of instructional lessons that focus Universal Design for Learning Technology Program, Charlotte, NC; Lori Proloquo2Go 2: How to on teaching social skills, linguistic skills and Interventions Dahlquist, M.A., is the Speech/Education Customize Vocabulary and literacy skills while developing operational Increased expectations that schools dem- Coordinator, Adaptivation, Inc., Sioux Teach AAC Use (access) skills. Also covered will be step- onstrate that all students are achieving high Falls, SD; and Phyl T. Macomber, M.S., by-step instructional strategies, including academic standards raises questions about Too often, an AAC system is obtained and ATP, retired SLP, is a Curriculum Strategist motivating older and younger students, the value of technology tools. The purpose its user is not able to utilize it effectively and AT Specialist, Make a Difference, Inc., creative instructional materials, delivery of this workshop is to introduce participants because the team does not have experi- West Windsor, VT. models for the consultant, teacher and/or to data collection protocols that will enable ence in implementing AAC. First, the system must be customized appropriately to best therapist, including coaching and scripting educational leaders to quantify the benefits Monday, October 15, 2012 8:00 am - 4:30 pm ideas. Participants will make and play with of technology interventions for individual fit the user’s needs. Next, the user must a selection of materials, including a starter students or groups of students within PC-10 Using Assistive learn where vocabulary can be found, as light tech book professionally printed, a video general classrooms. Particular attention will Technology with Young well as the linguistic, operational, strategic for modeling conversational language, time focus on measuring performance in three Children: Fun, Functional and and social skills needed to be an effective using the iPad to create learning supports, phases: access, engagement and learn- Family Friendly AAC communicator. AAC implementation electronic lesson supports, a portable word ing outcome. In addition, participants will On our journey with families, we will look at is an on-going task that requires the skills wall, adaptive tools to access the iPad for learn how to embed data collection within how to enhance social, conversational and and cooperation of family members and educational and therapeutic personnel students who cannot use their hands, other classroom routines and how to visually literacy skills in young children with motor supportive communication tools and a CD represent the evidence in ways that will impairment and significant disabilities, working with the individual. This workshop with a selection of ready-to-use support inform decision-making and response-to- autism spectrum disorders or those who will use case studies and the new vocabulary materials. There is a $20 materials fee in intervention planning in grades four through are ambulatory or delayed. Let’s provide all organizations and multi-user supports built addition to the cost of the workshop. college. Participants will return to their children with opportunities to move beyond into Proloquo2Go 2 to provide an introduc- tion to this exciting and complex topic. Pati King DeBaun, M.S., is a Speech Lan- school/agency with resources, strategies basic choices! Sample multi-page com- This session requires basic knowledge guage Pathologist/Consultant specializing and tools for quantifying and reporting the munication systems will be demonstrated. and experience with iTunes, iPad/iPod in assistive technology, Creative Commu- benefits students are experiencing as a See extensive videos of young children and touch/iPhone and AAC and will focus on nicating, Park City, UT; Sue Alderfer, M.S., result of specific AT or UDL technology their families having fun using various com- how to implement an AAC system using is a Speech Language Pathologist and interventions. Given the practical nature munication and adapted play tools. View June / July, 2012 www.closingthegap.com 33 Proloquo2Go 2. (Hands-on activities will be learning how to create your own playable that often pierces the hearts and minds of conducted on Closing The Gap-provided app! Mac/PC lab with a variety of iPads/ those that work with them. Come spend a iPads - one iPad for every two participants.) iPods. Participants are welcome to bring fast-paced day of immersion in Rett Learning There is a $20 fee in addition to the cost their own technology also. and Communication Strategies. of the workshop. Pati King DeBaun, M.S., is a Speech Lan- Susan Norwell, M.A., is an Educational David Niemeijer, Ph.D., is the CEO, As- guage Pathologist/Consultant specializing Specialist in private practice/Focused Learn- sistiveWare, Amsterdam, Netherlands; in assistive technology, Creative Communi- ing Solutions and Instructor, Northeastern Jennifer Marden, M.S., M.A., is a Speech cating, Park City, UT and Dan Herlihy is an Illinois University, Buffalo Grove, IL, and Language Pathologist, Technically Speak- Assistive Technology/Technology Resource Judy Lariviere, M.Ed., OTR/L, is a Senior ing, Roslindale, MA; Vicki Haddix, M.S., is Specialist, Connective Technology Solutions, Occupational Therapist/Communication a Speech Language Pathologist and AT Inc., Hoosick, NY. Specialist, Children’s Hospital and Research Specialist, Boston Pubic Schools, Bos- Center (Katie’s Clinic for Rett Syndrome), ton, MA; Mark Coppin, B.S., is an Apple Tuesday, October 16, 2012 8:00 am - 4:30 pm Rancho Cordova, CA. Distinguished Educator and the Director PC-15 Free and Low Cost Tuesday, October 16, 2012 8:00 am - 4:30 pm of Assistive Technology, Anne Carlsen Technology to Facilitate 4th annual Center for Children, Jamestown, ND; Cathy Access, Differentiate Learning PC-17 Reading and Kingeter, M.A., is the Director of Sales and Implement UDL Writing Accommodations: and Marketing, Origin Instruments Corp., This workshop will explore some of the Assessment, Tools and Accessing the Grand Prairie, TX; Pam Harris, ATACP, is amazing free and low cost digital technology Professional Development a Customer Support Team Member and that is available to improve the functional How confident are you that teachers in your Parent, AssistiveWare, Winthrop Harbor, ability of individuals who face a wide range district are making accurate accommodation IL; and Anne Verhulp, B.A., is a Marketing Artist of challenges. This will include specialized decisions for students with disabilities and and Customer Support Team Member, As- technology to support specific special needs, English Language Learners? This workshop sistiveWare, Amsterdam, Netherlands. Within as well as more general tools, such as is intended to give participants a thorough Tuesday, October 16, 2012 8:00 am - 4:30 pm those needed by individuals who struggle understanding of reading and writing ac- with reading or writing. The workshop commodations. The day will begin with a Art Contest and PC-13 The Switch is will be organized around the principles of current review of the literature on reading Adapted Art Not the Activity: Using Universal Design for Learning. In addition and writing accommodations for ELL stu- Electronic Switch Access for to looking at tools that facilitate access, op- dents and students with disabilities. A new Show Transparency to AT Use for tions for increasing flexibility in presenting formative assessment protocol developed Those Students with Complex information, for personal expression and by DeCoste and Wilson, called the Protocol Bodies: A Hands-On Lab for engaging individuals of all ages will for Accommodations in Reading (PAR), The Anne Carlsen Center Switches, their placement and expectation be considered. The exploration will cover will be demonstrated, step by step. The of North Dakota is opening of use can frequently alter actual learning. online resources, computer programs (PC/ Written Productivity Profile, which is used Access (e.g., automatic single-switch scan- Mac/Linux), as well as apps for hand-held nationwide, is being updated, and the revi- a contest for artists using ning) to activity is frequently decided upon devices and tablets (iOS and Android). The sions will be shared with participants during by the switch chosen. Then, the activity itself format of the workshop will be presentation, this workshop. Online- and software-based adaptive equipment is altered (smaller scanning array, slower interspersed with opportunity for hands-on tools that support struggling readers and speed) as well. This seems to be backwards. exploration. Participants MUST bring their writers will be described. Mobile device Shouldn’t we first be interested in the child’s own laptop computer (PC or Mac, prefer- apps will also be described. And lastly, best engagement in the activity and then her ably with Google Chrome installed) for the strategies for professional development Submissions management of the activity? With the use hands-on exploration. (A laptop alone will be on accommodations will be discussed. of electronic switches (zero pressure), we preferable to an iPad without a laptop.) Participants will leave this workshop with accepted: can provide children with the most complex Paul Hamilton, M.Ed., is an Assistive up-to-date information that can serve as an bodies with more direct involvement in the Technology Consultant, SET-BC (Special accommodations guide to stakeholders in • Paintings • Video activity the switch is controlling. This will be Education Technology), Courtenay, British their districts. Participants are encouraged to bring personal laptops to explore online • Drawings • Film a hands-on lab, too! Columbia, Canada. tools throughout the day. Karen M. Kangas, OTR/L, ATP, is an Oc- Tuesday, October 16, 2012 8:00 am - 4:30 pm • Photography • Musical cupational Therapist, AT Specialist, Seating Denise C. DeCoste, Ed.D., is an Assistive Composition PC-16 Rett Syndrome: Technology Specialist and Education Con- • Digital Art and Mobility Specialist and Clinical Educa- tor in private practice, Karen M. Kangas Communication and Learning sultant in private practice, Chevy Chase, OTR/L, Shamokin, PA, and Lisa Rotelli, (Tots to Women) MD, and Linda Bastiani Wilson, MA., Ed., is the High Incidence Accessible Technology Submissions are currently being A.S. in Physical Therapy, is an Educational Rett Syndrome is a complicated disorder Team Leader, Montgomery County Public Consultant, Adaptive Switch Labs, Inc., that often baffles the most seasoned of accepted by the Anne Carlsen Center Schools, Bethesda, MD. Spicewood, TX. special service providers. Understanding and they will be posted as they are the core deficits is key to a girl’s ultimate Tuesday, October 16, 2012 8:00 am - 4:30 pm Tuesday, October 16, 2012 8:00 am - 4:30 pm received. success; engineering the environment to PC-14 Integrating the iPad/ PC-18 i (Need To) Customize Requirements: Age 5 - 21. support and respond to fluctuating sensory iPod in Classrooms: From needs is paramount. Add to that the daunt- The iPad is an exciting educational tool for Each artist must use some type of Alternative Access to ing task of building communication that so many students with special needs. But assistive technology to create Struggling Learners is truly communicative and can support finding the right app and then customizing it to fit a particular student isn’t as easy as it his/her work of art. In this hands-on workshop, participants will literacy and world learning, and now we should be. This workshop will look at apps learn how to utilize mobile technologies with have a workshop! Come and be inspired! that can be customized for your students struggling students, as well as those with a See extensive videos of babies, girls and through the addition of photos, clip art, A minimum of ten pieces of art will be variety of disabilities. For struggling learners, woman communicating and learning that sounds, recorded speech, video clips and selected to be shown at learn creative and motivating methods to will help you to see what is possible. Leave more. (This goes beyond changing the improve independence and learning oppor- with strategies for sensory supports, com- settings in an app. It, in essence, is creat- tunities for written communication, literacy munication set-ups and a working literacy ing an app that no one else would have Closing The Gap and math skills. For students with severe and framework for instruction. You will see girls, because the added content fits a certain Conference: October 17-19, 2012 multiple disabilities, learn about accessible ages 2 to 30, as they learn to communicate student, location or time.) In addition, we’ll apps and supports for the iPad, including using everything from soft tech to high tech For more information look at external Web sites that allow you how to select apps and how to provide eye gaze devices. Girls with Rett Syndrome to create content for apps and upload that www.accessingtheartistwithin.org switch access. Ideas will be presented for are complicated in that their severe apraxia content to your iPad, as well as Web sites collaboration in learning activities, learning masks ability that is often underestimated 1-800-568-5175 that allow non-programmers to create their stations, creating accessible materials using and untapped. Yet shining through their very own app games. You will leave with an existing apps, creating e-books, as well as real and pervasive issues is this eye gaze 34 www.closingthegap.com June / July, 2012 extensive database handout to help you gies to build site capacity for AT decision Top Ten Apps, plus ideas for how to USE inexpensive) cloud-based or Web 2.0 tools find the app that can best be customized making. Networking, brainstorming, practice those apps interactively. Presenters will also for the learner with autism. Cloud-based for your student’s needs. Note, participants and discussion will be an integral part of focus on ideas for replicating this project. means we can access them equally, no are welcome to bring their own iPads, but the workshop, and ample resources will be Participants will receive a CD with multiple matter where we are or what device we bringing one is not necessary to still learn disseminated to allow participants to leave forms for setting up their own club and choose to use. The tools we will review and gain much from participating. with ideas for immediate change. sample intervention templates. include Web-based applications, apps for Judith P. Sweeney, M.A. Special Education, Keri Huddleston, M.A., CCC-SLP, is an Caroline Musselwhite, Ed.D., CCC-SLP, iPads and mobile devices and also some is an AT Consultant and the President, Onion Assistive Technology Specialist, Moira is an Assistive Technology Consultant and off-computer activities that can be printed Mountain Technology, Inc., Canton, CT. Soulia, M.S., CCC-SLP, is an Assistive Author, AAC Intervention, Litchfield Park, from the Web. The tools fit within a current Technology Specialist, and Teru Langsdale, AZ; Deanna K. Wagner, M.S., CCC-CLP, is model of a universally designed classroom Tuesday, October 16, 2012 8:00 am - 4:30 pm M.S., CCC-SLP, is a Special Education an Assistive Technology Specialist, Madison for learning (UDL), enabling students with PC-19 “Help! I’m an AT Consultant, all, Washoe County School Elementary School District, Phoenix, AZ; autism to succeed in today’s classroom Specialist and I Can’t Get Up!” District, Reno, NV. Laurel Richardson Buell, M.A.Ed., OTR, and beyond. Learn how to maximize Creating Manageable School- is an Occupational Therapist/AT Spe- the power of online and emerging cloud Tuesday, October 16, 2012 8:00 am - 4:30 pm technologies. Walk away with solutions Based AT Services cialist, Southwest Human Development, Phoenix, AZ; Jennifer Perry, M.A., is a to support curriculum, address social, Feeling the pressure of delivering AT PC-20 Secrets of the Balanced Special Education Teacher, Independence behavioral and communication issues, as services in your district? Well, we are a Literacy Club: Apps Included! High School, Glendale Union High School well as increase engagement and learning handful of folks serving a large district of The prospect of teaching students with District, Glendale, AZ; and Patty Ashby, for students with autism. over 63,000 students in approximately 95 moderate to significant disabilities to read MNS, CCC-SLP, is a Speech Language Mo Buti, M.Ed., is a Special Education schools and we’re here to help. We know and write may seem daunting. The Bal- Pathologist and AT Specialist, Southwest Administrator: Placement, Reintegration and that many AT professionals working actively anced Literacy Project includes kickoff Human Development, Phoenix, AZ. Special Projects for Children with Autism in the schools are left with little or no time presentation; short monthly presentations, and Low Incidence, Chicago Public Schools, to assess their programs, develop targets including make-it projects, in-class model- Tuesday, October 16, 2012 8:00 am - 4:30 pm Chicago, IL, and Katharina I. Boser, Ph.D., is for change and produce a focused plan ing and coaching; and team celebration of the Technology Coordinator, Lower School, to address these targets. This workshop successes. Clubs have spanned to multiple PC-21 Enhancing the Glenelg Country School, Ellicott, MD. will provide an active program analysis school districts and over 90 classrooms and Universally Designed and opportunity for attendees to develop include a range of students (with cognitive Classroom for Students a plan to improve their services and meet impairments, autism spectrum disorders, with Autism with (Free or the needs of students, staff and families. physical impairments and using AAC Inexpensive) Cloud-Based Specific elements addressed in the planning devices). Throughout the workshop, we Tools process will include differentiated referral will share assessment ideas, videos, data, We are all working with a tight AT budget in systems (e.g., high and low incidence), specific strategies for all parts of balanced this era of cost cutting and accountability. consultative services, systems of follow-up, literacy (word study, guided reading, writ- However, many of us are also looking to training and technical assistance, equipment ing and self-selected reading) and tips for provide students with autism, teachers management, documentation, participation getting EVERYONE on board and excited and parents with tools to use and access, in district planning and initiatives, methods about pushing for quality, research-based both in the classroom and at home. In this of self-evaluation and reporting, and strate- literacy. For each area, we will share our session, we will explore a variety of free (or
STATE-OF-THE-ART COMMERCIAL EXHIBITS (Contracted companies to date.) Tuesday evening through Friday, October 16-19, 2012
Alexicom Tech Attainment Company, Inc. Cambium Learning Technologies www.alexicomtech.com www.attainmentcompany.com www.cambiumtech.com Alexicom AAC and Elements Apps work on Attainment Company produces research- The leading educational software company iPad, Android, PC/Mac anytime, anywhere. based curricula to meet standards, com- focused on creating instructional products AAC Institute Features include AT&T voices, scanning, text- munication aids including ‘GoTalk NOW’ that serve the needs of at risk and special www.aacinstitute.org to-speech, direct camera acquisition, 1500+ iPad app and ‘GoTalks’, e-pubs, videos, student populations. Description not available at this time. premade pages and word prediction. software, print and hands-on instructional materials. CJT Mounting AAC TechConnect AMDi www.cjtmounting.com www.aactechconnect.com www.amdi.net Augmentative Resources, Inc. Description not available at this time. A company that simplifies Augmentative AMDi has been manufacturing mid tech www.augresources.com Communication (AAC) evaluations by communication devices for over 15 years, AAC Communication Books, Choice Boards, Closing The Gap providing national workshops, online clinical providing simple-to-use communication solu- Picture Schedules and Interactive Language www.closingthegap.com evaluation toolkits and is a one stop Web tions. Visit our Web site at www.amdi.net Books. New!- Communication Charm Try, first-hand our online edition with its ar- resource center for AAC information. Bracelets, Easy-Push Talking Pockets and chived articles, assistive technology product AssistiveWare guide, searchable content, and now archived AbleNet Time-a-Task Schedules. www.assistiveware.com Webinars that offer unique learning oppor- www.ablenetinc.com AssistiveWare is the leader in innovative Benetech / Bookshare tunities and truly represents an educational AbleNet offers communication aids, Sound- assistive technology for Mac and iOS, of- www.bookshare.org and training resource on demand! ingBoard AAC App, mobile device access, fering a portfolio of award-winning solutions Bookshare is the largest online accessible switches, environmental controls, computer for physical, vision and communication library for individuals with print disabilities and Creative Communicating access, software, mounting devices and cur- impairments. is free for all U.S. students with a qualifying www.creativecommunicating. riculum designed for special education. print disability. www.bookshare.org. com ATNAD Creative Communicating by Pati King- Adaptivation www.atnad.com BlueSky Designs, Inc. Debaun specializes in universally acces- www.adaptivation.com ATNAD is an international company that www.mountnmover.com sible materials for children with disabilities. Adaptivation manufactures communication provides innovative European assistive BlueSky Designs is focused on the devel- Including books, software, apps and online aids, switches and ECUs. Stop by our booth to technology products to the North American opment and manufacturing of innovative resources. see new products and application ideas! marketplace, fulfilling the unique requirements and accessible technology. Their products Crick Software, Inc. Adaptive Switch Laboratories of children and adults with disabilities. include the Mount’n Mover, the most acces- sible mounting system available. www.cricksoft.com www.asl-inc.com ATS, LLC Crick Software is dedicated to raising literacy ASL is dedicated to designing and adapting ATS manufactures powerful Windows 7 Cadan Computers dba levels. Our products Clicker 6, ClozePro and devices that allow individuals with severe based speech and environmental control Technology for Education WriteOnline are powerful tools designed to disabilities to achieve independent move- units suitable for home and clinical use. www.tfeinc.com support students of all abilities. ment, environmental control and computer/ Our focus is to help users achieve greater Leap Pad, iPad accessories, iPad adjusting communication access. independence / mounting arm, Atomic Learning, Beamz, June / July, 2012 Papoo Switch, Papoo Touch, Proxtalker www.closingthegap.com 35 Braille Coach, Deaf/HOH software. Daedalus Technologies Inc. Lightspeed Technologies, Inc. of Braille, accelerating attainment of Braille for individuals with special needs. www.daessy.com www.lightspeed-tek.com literacy. TBox Apps DAESSY Mounting Systems “Making Tech- Your voice. Their mind. A clear connection Quick Caption, Inc. www.tboxapps.com nology More Accessible.” The leader in mount established in 1990, Lightspeed is the trusted www.quickcaption.com TBox Apps develop AAC and SLP apps systems for AAC devices and computers. provider in classroom audio. QuickCaption offers reliable, high-quality for the iPad with sophisticated features Visit Booth #500 to see the latest. Lingraphica real-time captioning/CART services nation- and acessibility. DO-IT www.lingraphica.com wide as well as professional video/media Tech-Aid Institute www.uw.edu/doit/ Lingraphica develops speech-generating de- captioning services. Ask about mobile TechAid is an award winning company, DO-IT serves to increase the participation vices and apps for people living with aphasia, remote CART! developing scientifically proven interactive of individuals with disabilities in challenging apraxia of speech and dysarthria. Quilted Illusions multi-media health and wellness software academic programs and careers, through www.quiltedillusions.net programs including emergency preparedness the use of technology, mentoring, training Marblesoft-Simtech Deep-pressure therapy products. Handmade for people with intellectual disabilities. and advocacy. www.marblesoft.com For over 29 years, Marblesoft-Simtech has weighted quilts, textured quilts, weighted laps, Ten Sigma Don Johnston, Inc. produced outstanding special needs software weighted animals and weighted vests. www.tensigma.org www.donjohnston.com for infants through adults. Stop by booth Read It Once Again Ten Sigma provides materials and consulting Don Johnston develops assistive technolo- #305 and play to win software! www.readitonceagain.com for special education transition coordinators to gies including Read:OutLoud, Start-to-Finish, Read It Once Again offers 36 preschool help students achieve independent living. Bookstream and Co:Writer that help students ModularHose.com curriculums based on familiar children’s read and write. www.modularhose.com Texthelp Systems, Inc. Loc-Line Modular Hose is a plastic hose literature. Curriculums contain goals, objec- www.texthelp.com DynaVox Mayer-Johnson system that is flexible but yet self-supporting tives, 100+ activities and CDs with colored Texthelp provides literacy software, including www.dynavoxtech.com and repositionable. Great for holding switches reproducible graphics. Read&Write GOLD, reading /writing/research DynaVox Mayer-Johnson is the leading and small devices. Read Naturally, Inc. tools that integrate with mainstream applica- provider of communication devices and www.readnaturally.com tions and Fluency Tutor, online solution for symbol-adapted software designed to as- MyTalk, LLC Read Naturally’s innovative, research-proven developing/assessing reading fluency and sist individuals in overcoming their speech, www.mytalktools.com reading programs provide high quality comprehension. language and learning challenges. MyTalk AAC for iPad is easy, highly cus- tomizable and allows Web and device interventions and differentiated instruc- The Conover Company EnableMart programming. Facilitate inclusion, engage tion for struggling readers. The programs www.conovercompany.com www.enablemart.com families and enable multiple caseloads on focus on fluency, phonics, vocabulary and The Conover Company provides computer Description not available at this time. one device. assessment. software-based assessments and curriculum Enabling Devices MyVoice Communication Aid REHAdapt for transition, social/emotional learning and www.enablingdevices.com www.myvoiceaac.com www.rehadapt.com independent living skills utilizing the iPad Enabling Devices is a company dedicated A complete speech aid for Apple and Android REHAdapt is a worldwide leader in manufac- and iPod touch. to developing affordable learning and as- devices. Overcome communication chal- turing of specialized mounting systems. Our Thinking Moves sistive devices to help people of all ages lenges through groundbreaking features. virtual mounting solution services offer unique www.thinkingmoves.com with disabling conditions. MyVoice is the affordable solution you’ve customizing to the individual user. Thinking Moves produces innovative mul- been waiting for. Inclusive TLC RJ Cooper and Associates timedia products that transform the mind www.inclusivetlc.com N2Y, Inc. www.rjcooper.com and body. Our products are used in homes, Internationally recognized in the special www.n2y.com Known around the world as someone to speak hospitals, schools and therapy centers education needs field, providing the best Channel current events with News-2-You, with concerning unique situations, since around the world. software, wireless access, curriculum based our weekly Internet newspaper. Acquire 1984, RJ has created needed tech (devices/ Tobii ATI apps and communication aids, as well as a a standards-based special education programs/gadgets) at your request. www.tobiiati.com Web-based resource site. curriculum with Unique Learning System. Saltillo Corporation Tobii ATI is the premier developer of hard- Communicate with our dynamic symbol www.saltillo.com ware and software solutions for people with Infogrip set, SymbolStix. The leading source in assistive technology Saltillo Corporation manufactures and physical, cognitive and speech disabilities. for over 25 years. Accessible keyboards, Nasco distributes portable augmentative commu- Let us help you find your voice! mice, special education software and so nication for individuals who cannot speak. www.enasco.com Toby Churchill, Ltd. much more! Nasco’s special education catalog offers a Visit our booth to see the TouchChat app www.toby-churchill.com full line of products and resources for the and the Nova Chat. Intel-GE Care Innovations Toby Churchill, Ltd designs dedicated com- special education teacher k-12, including Slater Software, Inc munication aids that help people when they www.careinnovations.com software and assistive technology. For everyone who needs to read, Intel-GE www.slatersoftware.com have little or no ability to speak. Care Innovations delivers revolutionary read- Origin Instruments Corp. Picture It and PixWriter automatically match Vizzle by Monarch Teaching ing technologies that provide personalized, words with 10,500+ pictures for beginning/ www.orin.com Technologies adaptive access to text content. Origin Instruments delivers hardware and struggling readers and writers. Ready-to-use www.monarchtt.com software solutions for computer access, curriculum materials: Simply Science, Read Jabbla Award-winning Web-based autism software switch-based access, speech and low vision. and Tell, C.L.A.S.S. for technology-based, visually supported ac- www.jabbla.com The HeadMouse Extreme is the company’s Jabbla develops AAC devices and software Smarty Ears Apps cess to curriculum. Customize peer-reviewed, flagship product. that assist people with communication chal- www.smartyearsapps.com pre-made lessons or create your own. Track lenges. Jabbla products are known for their Point-and-Read, Inc. Description not available at this time. improved outcomes by IEP goals. industry leading innovative technology. www.simtalk.com/PnR Speranza Inc. dba InfoCor Widgit Software Point-and-Read develops apps for people Judy Lynn Software, Inc. www.infocor.com www.widgit.com with speaking difficulties, as well as talking The satalight is a series of height and angle Widgit software, creators of Writing with www.judylynn.com e-mail, instant messaging and Twitter for Special needs age appropriate software adjustable interactive touch screens. This Symbols, will show new symbol software those who also have difficulty reading. covering cause and effect scanning, assistive technology tool provides computer and online solutions for creating sup- choice making, matching, sequencing and Prentke Romich Company access for many low incidence uses. ported learning materials and accessible transition. Stop by booth 404 for a catalog www.prentrom.com information. Switch In Time and demo. PRC believes that everyone deserves a voice. www.switchintime.com Words Plus, Inc. See PRC’s complete line of communication KEM Ventures, Inc. Switch In Time offers engaging games www.words-plus.com devices: ECO2, ECOpoint, Vantage Lite and and music software for people of all ages Description not available at this time. www.biggrips.com SpringBoard Lite. KEM Ventures Inc., makers of the wildly and abilities. Writer Learning Systems popular Big Grips line of mobile device ProxTalker.com LLC TAP * it www.writerlearing.com protection accessories. www.proxtalker.com www.teachsmart.org New from Writer Learning, the Forte has Logan ProxTalker AAC Device provides TAP*it, touch accessible platform for interac- outstanding battery life, a cool new look and moveable picture sound tags to form sen- tive technology, revolutionizes accessibility a very low price tag. Come by and check tences and produce voice output. Logan and easily integrates with educational assis- out what’s new! BrailleCoach offers independent self-teaching tive software to foster transformative learning 36 www.closingthegap.com June / July, 2012 Conference - Wednesday, Thursday, Friday, October 17-19, 2012 Includes Preview of Exhibits – Tuesday, October 16, 5:30 pm - 8:00 pm On or Before July 1 - September 7 - September 28 - Registration Received June 30 September 6 September 27 Onsite Standard Rate $425 $455 $495 $525 Group Discount - 5 or more Groups 5+ Deduct $30 Groups 5+ Deduct $30 Groups 5+ Deduct $30 Groups 5+ Deduct $30 Group Discount - 8 or more Groups 8+ Deduct $50 Groups 8+ Deduct $50 Groups 8+ Deduct $50 Groups 8+ Deduct $50 All group registrations must be received at the same time. Parent Rate (A letter describing your child’s disability must accompany registration) $275 Full-time Student Rate (Proof of full-time student status must accompany registration) $275 Presenter Rate (Presentation title: ) $325 Exhibitor Rate (Company name and booth number: ) $325
Single Day and Exhibit Hall Only Registration Price Thursday Only - October 18 $275 Friday Only - October 19 $125 Exhibit Hall Only - Tuesday evening through Friday, October 16-19 $175
Preconference Workshops - Monday and Tuesday, October 15-16, 2012 Price (Includes Preview of Exhibits – Tuesday, October 16, 5:30 pm - 8:00 pm) Monday, October 15 (Some preconference workshops carry an additional fee for materials) $275 Tuesday, October 16 (Some preconference workshops carry an additional fee for materials) $275 BUNDLED PRICING! Monday and Tuesday Bundle ($60 savings) $490
RETURN DISCOUNTA $30 “return” for any preconference workshop OR conference registration and is IN AD- discount is available to ANY past conference registrant and DITION to any and all other applicable discounts. If registering online, you must be used by June 30, 2012. This discount can be used will be required to enter and apply code RETURN at checkout.
Confirmation Conference Headquarters Hotel Reservations All who register by October 1, 2012 will receive confirma- DoubleTree by Hilton Hotel Bloomington, 7800 Nor- Hotel reservations can be made by contacting the tion by mail. mandale Blvd., Bloomington, Minnesota is the official hotels directly. Please refer to the “Closing The Gap hotel of the conference. All conference activities are Conference” when making your reservations to re- ceive conference room discounts when and where Conference Directory held at this hotel located just 10 minutes west of the applicable. Both hotels have a limited number of The official Closing The Gap Conference Directory Minneapolis-St. Paul International Airport. Limo, taxi handicapped accessible rooms. If you require an ac- will be given to registrants at the conference site; and mobility assistance services are available. Hotel- cessible room, state your needs when making your many of the conference details will be posted on airport shuttles are available for DoubleTree Hotel. reservations and reserve your room early to better Closing The Gap’s Web site. insure a room that will best accommodate you. Travel A deposit of one night’s room rate plus tax is required Cancellation Policy Minneapolis-St. Paul International Airport (MSP) has to reserve a guest room for the Closing The Gap Cancellations must be received in writing by Closing one airfield and two terminal buildings - Terminal Conference. The Gap on or before October 1, 2012. There will be a 1-Lindbergh and Terminal 2-Humphrey. Numerous $75 cancellation fee for each one-day preconference commercial passenger airlines service the airport. CONFERENCE SITE HOTEL DoubleTree by Hilton Hotel Bloomington workshop, each one-day conference registration, or Conference goers are encouraged to choose the air- each exhibit hall only registration; a $125 cancella- line that best meets their needs and budget. 7800 Normandale Blvd. tion fee for each three-day conference registration. For detailed airport information, please visit www. Bloomington, MN 55439 Replacements are welcome and must be submitted mspairport.com/ Phone: 952-835-7800; Fax: 952-893-8419 in writing. For those interested in flying Delta, Closing The Gap $149 - single occupancy No refunds after October 1, 2012. Unpaid balances $169 - triple occupancy has arranged for them to offer discounted conference $159 - double occupancy $179 - quad occupancy are due in full. rates. For the lowest possible air fares, in the Unit- (South Tower.) Scholarships ed States and Canada, call Delta at 800-328-1111, (Plus applicable state and local taxes.) Monday through Friday, 7:30 am - 7:30 pm Central A limited number of scholarships are available for Complimentary Internet in all guest rooms Daylight Time and reference the Closing The Gap Complimentary airport shuttle service persons with disabilities or parents/guardians of chil- Conference, I.D. code NM8QH. dren with disabilities. These scholarships cover reg- istration fees for the conference only (Wednesday - Accessible Transportation CONFERENCE OVERFLOW HOTEL Friday), and do not cover preconference workshops, Hotel Sofitel(a one-block walk from the DoubleTree) To arrange for accessible transportation while visit- food, lodging or travel. Scholarships are awarded ing the Minneapolis area, have your ADA certifying on a first come, first served basis and one time only 5601 W. 78th St. agency fax your certification information along with Bloomington, MN 55439 per person. Persons that have previously received a the address where you will be staying and dates you scholarship from Closing The Gap are not eligible. Phone: 952-835-1900; Fax: 952-895-0545 plan on being in Minneapolis to 651-602-1660 four $159 - single, double, triple or quad occupancy To apply, complete a conference registration form, weeks prior to your arrival date. Riders must be ADA indicating your scholarship request. Submit the form certified in the state in which they live. For questions (Plus applicable state and local taxes.) Complimentary Internet in all guest rooms and attach a letter describing your/your child’s dis- regarding certification, call Jim Nieman at 651-602- ability and telling us why you would like to attend the 1665. If you are not ADA certified, call Airport Taxi Cancellation policy for both hotels: Guest rooms conference. at 612-331-8294 (special assistance provided if re- may be cancelled up to two weeks prior to arrival Applicants will receive written notification of accep- quested). with no cancellation penalty and your total deposit tance or denial. refunded to you. Any guest room cancelled less than two weeks prior to arrival will be subject to forfeiture of the entire deposit. 2012 Closing The Gap Conference Registration Form
First Name______Last Name______
Mailing Address (home/work - please circle one) ______
City ______State / Country______Zip Code / Postal Code______
Daytime Phone______Fax______E-mail ______
Employer______Occupation______
Is this your first time attending? Yes No If no, most recent year attended ______How did you hear about the conference? ______
*SPECIAL SERVICES MS DOS text file Macintosh text file (Text file will be e-mailed.) Sign interpreter *For persons with disabilities only – must be requested by September 1, 2012.
Conference - Wednesday, Thursday, Friday, October 17-19, 2012 Includes Preview of Exhibits – Tuesday, October 16, 5:30 pm - 8:00 pm On or Before July 1 - September 7 - September 28- Registration Received June 30 September 6 September 27 Onsite Standard Rate $425 $455 $495 $525 Group Discount - 5 or more Groups 5+ Deduct $30 Groups 5+ Deduct $30 Groups 5+ Deduct $30 Groups 5+ Deduct $30 Group Discount - 8 or more Groups 8+ Deduct $50 Groups 8+ Deduct $50 Groups 8+ Deduct $50 Groups 8+ Deduct $50 All group registrations must be received at the same time. Parent Rate (A letter describing your child’s disability must accompany registration) $275 Full-time Student Rate (Proof of full-time student status must accompany registration) $275 Presenter Rate (Presentation title: ) $325 $______ Exhibitor Rate (Company name and booth number: ) $325
Single-Day and Exhibit Hall Only Registration Price Thursday Only - October 18 $275 Friday Only - October 19 $125 $______ Exhibit Hall Only - Tuesday evening through Friday, October 16-19 $175
CONFERENCE SCHOLARSHIP (See page 37 for complete information.) $______$0.00 I am applying for a conference scholarship. A letter describing your/your child’s disability and telling us why you would like to attend the conference must be included.
Preconference Workshops - Monday and Tuesday, October 15-16, 2012 Price (Includes Preview of Exhibits – Tuesday, October 16, 5:30 pm - 8:00 pm) PC-1 Two-day PODD Workshop, Monday and Tuesday, October 15-16 $490 Monday, October 15 1st Choice PC-______2nd Choice PC-______$275 Tuesday, October 16 1st Choice PC-______2nd Choice PC-______$275 $______ BUNDLED PRICING! Monday and Tuesday Bundle ($60 savings) $490 Participants in PC-8 and PC-15 MUST bring their own computer. MATERIAL FEE(s), IF APPLICABLE (The materials fee equals the cost of the materials provided.) PC-1 - $15 materials fee PC-6 - $20 materials fee PC-10 - $10 materials fee $______PC-3 - $20 materials fee PC-9 - $30 materials fee PC-12 - $20 materials fee
ACADEMIC CREDIT (See page 31 for complete information and requirements.) $______ One Semester Credit $150 Two Semester Credits $300 Three Semester Credits $450 SUBSCRIPTION - AN ADDITIONAL NON-CONFERENCE OPTION Archived Webinars now included as part of any online subscription! FREE 2-day trial available at www.closingthegap.com One-year online subscription – $110 One-year print subscription – $39 (In the US) Combination Subscription $______ One-year online full-time student subscription – $50 $55 (To Canada) One-year print and online subscription – $125 (US and Canada only) ($______) RETURN DISCOUNT - $30 (Not applicable after June 30, 2012)
$______TOTAL AMOUNT (Payment or purchase order must accompany registration.) payment information My check # for $ ______is enclosed. Please Charge to my Visa MasterCard Card Number ______-______-______-______Exp Date: ______Cardholder Address:______Please bill my agency or school district PO # ______(Purchase order must accompany registration.)
Mail or fax form with payment or purchase order to: Closing The Gap, P.O. Box 68, Cancellations must be received in writing by Closing The Gap on or before October 1, Henderson, MN 56044; Fax 507-248-3810. Or register online at:
Single-Day and Exhibit Hall Only Registration Price Thursday Only - October 18 $275 Intel® Reader Friday Only - October 19 $125 The Intel® Reader is changing the lives of people with reading-based learning Exhibit Hall Only - Tuesday evening through Friday, October 16-19 $175 disabilities such as dyslexia, low vision, or blindness. This extraordinary mobile device takes a picture of printed text and converts it to the spoken word. Based on extensive assistive technology research, the Intel Reader is making printed text accessible to children and adults, so they can participate fully and excel.
Consider making the Intel Reader part of your education strategy. Students using the Intel Reader increased reading comprehension test scores by up to 23 percent.1
ACADEMIC CREDIT (See page 31 for complete information and requirements.) Learn more at One Semester Credit $150 Two Semester Credits $300 Three Semester Credits $450 www.careinnovations.com/reader
RETURN DISCOUNT - $30 (Not applicable after June 30, 2012)
payment information My check # for $ ______is enclosed. 1. Evaluation of the Effects of the Intel® Reader on Improving the Reading Performance of Adolescents with Learning Please Charge to my Visa MasterCard Card Number ______-______-______-______Disabilities, SRI International, November, 2010. Exp Date: ______Cardholder Address:______The Intel Reader should not be relied on as the sole means of reading when a reading inconsistency or misreading of written text might put a person at risk for personal injury or economic harm. The Intel Reader is not intended for reading data that is primarily mathematical, scientific, or financial. Please bill my agency or school district PO # ______(Purchase order must accompany registration.) Copyright © 2011 Intel-GE Care Innovations, LLC. All rights reserved. QuietCare is a registered trademark of Intel-GE Care Innovations, LLC. Intel and the Intel 2 corporate logo are trademarks of Intel Corporation in the United States and other countries, used under license. GE and the GE Monogram are trademarks of General Electric Company in the United States and other countries, used under license. *All other third-party trademarks are the properties of their respective owners. Any use of the trademarks of Intel-GE Care Innovations, LLC (and its related companies) is prohibited without express written permission. Getting Better and Better Turn your iPad into a GoTalk®! GoTalk NOW is a full featured, easy-to-use AAC app ideal for the beginner and experienced communicator.
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Previous Home Back Page ID Jump To Core Next Page Vocabulary Page Sharing and backup Icons and Images Share Communication Books $79.99 via WiFi. Back up to a computer, Use free Imagine Symbols, Dropbox account, PDF, or in-app Internet search, or your the Cloud. own photos. SymbolStix and Widgit Symbols available as Communication Pages in-app purchases. Scene Communication Page Choose Standard, Express, Image Editing or NOW Scene Pages. Combine multiple images in a Button Actions single location. Crop, scale, and Choose recorded audio, text-to- rotate images with your fingers. speech, music player, video, Scanning or jump-to actions. Provides auditory and visual scanning by rows and columns, with single or double switch Introducing access. NOW also offers a unique A new light self-scanning feature. version of GoTalk NOW for you to try out—FREE! Download it to see how www.AttainmentCompany.com user-friendly yet 1-800-327-4269 powerful NOW is.