DOCUMENT RESUME ED 433 654 EC 307 399 AUTHOR Hutinger, Patricia L.; Johanson, Joyce; Robinson, Linda; Schneider, Carol TITLE Building InterACTTive Futures. INSTITUTION Western Illinois Univ., Macomb. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC. Early Education Program for Children with Disabilities. PUB DATE 1998-00-00 NOTE 169p.; ACTT = "Activating Children Through Technology." CONTRACT H024D20044 AVAILABLE FROM Macomb Projects 1998, 27 Horrabin Hall, 1 University Circle, Western Illinois University, Macomb, IL 61455; Tel: 309-298-1634; Web site: http://www.mprojects.wiu.edu PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Assistive Devices (for Disabled); Computer Software; *Computer Uses in Education; *Curriculum Development; *Disabilities; *Early Intervention; *Educational Environment; Family Involvement; Input Output Devices; *Learning Activities; Preschool Education; Resource Materials; Severe Disabilities ABSTRACT This curriculum guide presents a comprehensive approach to using technology with children. Chapter 1 presents the curriculum's philosophy and identifies benefits and applications of technology for young children. Chapter 2 looks at the learning environment (including preschool environments, birth to three environments, and environments for children with severe disabilities) and offers guidelines for purchasing and using computer equipment. Chapter 3 is on family participation and offers suggestions for children ages birth to 3,3 to 5, and with severe disabilities, as well as suggestions for conducting a family computer workshop. Chapter 4 is on technology assessment, while chapter 5 focuses on switches and switch adaptations. A potpourri of curriculum activities is described in chapter 6, organized around specific software packages. Procedures for customizing activities are contained in chapter 7, including adaptations for children with motor, visual, or auditory impairment. The appendix contains resource information on software, adaptive equipment, off-computer materials, technology-related organizations, and World Wide Web sites.(Contains an index.) (DB) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** BUILDING INTERACTTIVE FUTURES 25 jut* 1", t, ****010..110.xo ,,....wa rn, Patricia Hutinger, Joyce Johanson, Linda Robinson and Carol Schneider U.S. DEPARTMENT OF Of Itce of Educational ResearchEDUCATION and tmorovernent EDU-RONAL RESOURCES INFORMATION CENTER (ERIC) his document has beenreproduced as received from the personor organization originating it. Minor changes have heenmade to improve reproduction quality. Points of view oropinions stated in this document do not necessarily represent official OERI positionor policy. Building InterACTTive Futures by Patricia L. Hutinger, Joyce Johanson, Linda Robinson, and Carol Schneider ©Macomb Projects 1998 27 Horrabin Hall1 University Circle Western Illinois University Macomb, IL 61455 309/298-1634 www.inprojects.win.edu Acknowledgments The authors gratefully acknowledge the contributions of the following people: Macomb Projects' staff members Marisa Beard, Carol Bell, Amy Betz, Letha Clark, Nancy Heuer, Judy Potter, and Clare Terry who read, edited, typed, suggested ideas, and offered encouragement as Building InterACTTive Futures was developed. Early childhood teachers, support staff, and families from 47 Activating Children Through Technology (ACTT) replication sites who have used technology with young children over the past 10 years. They have been the source of many of the curriculum ideas written here. Their children have been the inspiration. Trademarks Building InterACT7'ive Futures contains references to a variety of products. To avoid distracting the reader, the trademark and registered trademark symbols have been omitted from the text. Adaptive Firmware CardTM is a trademark of Don Johnston, Inc. Apple®, Style Writer, and ImageWriter® are registered trademarks of Apple Computer, Inc. Discover:BoardTM is a trademark of Don Johnston, Inc. Discover:Kenx® and Ke:nx are registered trademarks of Don Johnston, Inc. Discover:SwitchTM is a trademark of Don Johnston, Inc. Dycem is a registered trademark of Dycem Echo® Speech Synthesizer is a registered trademark of Street Electronics Corporation IntelliKeys® is a registered trademark of IntelliTools, Inc. Key LargoTM is a trademark of Don Johnston, Inc. kidDrawTM is a trademark of kidBoard, Inc. Muppet Learning KeysTM is a trademark of Sunburst Communications Tempo is a registered trademark of Guilford Mills TouchWindow® is a registered trademark of Edmark® Corporation Turbo Mouse® and Kensington® are registered trademarks of Kensington Microware Limited Unicorn Expanded KeyboardTM is a trademark of IntelliTools, Inc. Velcro is a registered trademark of Velcro Industries Disclaimer This work was developed by ACTT Outreach: Activating Children Through Technology, PR#H024D20044, funded by the United States Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Early Education Program for Children with Disabilities. The content, however, does not necessarily reflect the position of the United States Department of Education, and no official endorsement of these materials should be inferred. References to commercial products, trade names, or manufacturers do not constitute endorsement by the United States Department of Education. Building InterACTTive Futures TABLE OF CONTENTS CHAPTER ONE 4 CURRICULUM PHILOSOPHY 4 Why We Use Computers 5 Benefits and Applications of Technology for Young Children 7 How to Use the Curriculum 11 CHAPTER TWO 14 THE LEARNING ENVIRONMENT 14 Learning Environments 15 Preschool Environments 15 Birth to Three Environments 20 Environments for Children with Severe Disabilities 22 Computer Equipment 23 Using Older Technology 23 Purchasing Hardware 24 Printers 25 Purchasing Software 26 Problem Solving Strategies and Teaching Techniques 27 CHAPTER THREE 32 FAMILY PARTICIPATION 32 Families And Technology 33 Birth to Three 35 Three to Five 36 Severe Disabilities 39 The Family Computer Workshop 40 Setting Up a Computer Workshop 40 Family Computer Workshops 43 Through Parents' Eyes: Technology Issues for Young Children 44 CHAPTER FOUR 47 TECHNOLOGY ASSESSMENT 47 Assessing Young Children's Technology Needs 48 Technology Assessment Team Members 48 Technology Assessment Procedures 49 CHAPTER FIVE 53 SWITCHES 53 Why a Switch? 54 Switch Applications 55 Switch Adaptations 56 Making a Customized Switch Holder for a Large Round Switch 57 CHAPTER SIX 60 A POTPOURRI OF ACTIVITIES 60 Introduction to Activities 61 Curriculum Icons 61 Learning Cycle Levels 61 Other Icons 62 Adult Technology Levels 63 A Villa Villakulla Day 64 An Interactive Field Trip 67 Bonding with Fripples: A Switch Activity 70 Caterpillars - Butterflies, Tadpoles- Frogs 72 Controlling Familiar Sounds with a Switch 74 Creating A Fripple Shop 76 Drawing 79 Drawing in the ArtSpace Studio 81 Exploring Art with ArtSpace 83 Five Little Ducks 85 2 Building InterACTTive Futures Forgetful 87 Fripple Fun 89 Frog & Fly Switch Activity 91 Making Choices With IntelliKeys 93 Music and Sounds With a Switch 96 My Dog 98 Post Office 100 Self Portraits- My Story 102 Snack Choices Using a TouchWindow 104 Sounds Around Me 106 Spending Time with Grandma 108 Story Time with Friends 110 Taking the Doggy Home Switch Activity 113 The Return of Boz 115 "Today Is" with the Touch Tablet 117 CHAPTER SEVEN 121 CUSTOMIZED CURRICULUM ACTIVITIES 121 Overlay for ArtSpace 122 "Today Is" Overlay with the Touch Tablet 124 Just Grandma and Me 125 Levels of Touch Tablet Use 125 Communication Overlay 127 Story Time 128 Creating An IntelliPics Overlay 129 Adaptations 131 Motor Impairment 131 Auditory Impairment 131 Visual Impairment 132 CHAPTER EIGHT 134 CREATIVE CORNER 135 Communication Apron 135 Computer Cover 136 Bean Bags 139 Personalized T-Shirts 139 Communication Notebooks 140 APPENDIX 141 Levels of Switch Progression 142 Computer Peripherals 146 Technology Assistance Projects 147 Software Publisher Resource List 151 Suggested Software for Young Children 154 CD-ROM Titles for Early Childhood 156 Computer Terminology 158 Capturing and Printing Images 162 INDEX 163 5 3 Building InterACTTive Futures Chapter One Curriculum Philosophy and Format BESTCOPY r-,VA84,BLE 7 Building InterACTTive Futures Why We Use Computers I I I Technology provides the means by which all children can interact within their environment. Adaptive equipment and activities can assist young children with disabilitiesin establishing independent behavior and functioning to their full potential. Building InterACTTive Futures is based on the belief that computers and related adaptations provide children with tools to encourage autonomous behavior in ways that cannot be matched by other materials and experiences. Assistive technology provides families and earlychildhood staff ways to encouragechildren themselves to act, in effect to 'head learned helplessness off at the pass' as children grow older. The positive impact of technology on the lives of individuals with disabilities and their families and communities was recognized in the passage and reauthorization of the Technology Related Assistance to Individuals with Disabilities Act, P.L. 103-218, and the Individuals with Disabilities