Final Blog Post
This AT class taught me a lot in a short period of time. One of the first things I learned in the course was AT services need to be considered for all students, no matter what their disability category is. Before this class, I taught of AT as just being high tech devices. However, I learned that AT is defined in the federal law as ” any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized that is used to increase, maintain, or improve functional capabilities of a child with a disability. ” The IDEA law also talks about AT services which is ” any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.” AT can be as simple as pencil grip, and as high tech as an Ipad or smart phone device. AT also is on a continuum of low-tech, mid-tech, and high-tech devices. Throughout the course, we discussed many different devices to help support writing, reading, organization, math, and communication. For a more detailed list of resources I learned about, please visit my resources list on my blog post. I think one of the most important things this class taught me was that it is important to stay informed on AT because it can benefit so many different students, including students without disabilities. I also learned not to underestimate the power of AT to open up doors for students who could not interact with the world around them otherwise. It was great to hear the success stories of people who used AT to help them succeed inside and outside of a school environment through viewing a conference put on by students with disabilities. I also enjoyed reading the success stories of people who used AAC devices. Overall, I know I will use many of the things I learned in this class in my future classroom.
Vocabulary Strip Task 12. 1
I would use this vocabulary strip with either middle school students or high school students. This vocabulary strip could be used in a Life Skills class setting because it helps with recipe vocabulary. This could help students who are preparing for transition because reading a recipe is an independent living skills. Students who may need help understanding recipe vocabulary include those with intellectual disabilities, learning disabilities, or even emotional disorders. This could help these students by giving him a tool with pictures that help show what common recipe vocabulary means. In following the strawberry jam recipe, they could look at this vocabulary strip when he do not understand what a step in the recipe means.
Adapt This
This is a link to our powerpoint on our project:
This Adapt This Project taught me about different ways to adapt activities. The first thing we adapted was a flashlight, by using a switch to turn it on. We also used a sequencer to record a set of classroom rules. I think this would be helpful for a student who is non verbal and needs a reminder of what the teacher expects in class. I also like the medley because you are able to record a series of messages. Overall, this project taught me that many things can be adapted to the meet the needs of a student with a physical disability or a non verbal student.
AT Youtube Video
Check out this video for the App explanation:
http://www.youtube.com/watch?v=OUowXjXEkG8
Check out this video about my experience with Speak for Me:
http://www.youtube.com/watch?v=Pn3IHZba7VI
In my previous video, I showed you the Speak for Me App on the Ipad. It seemed to work well when I was experimenting with the Ipad in my kitchen. However, I did not realize it did not work without a wireless network. I discovered this when I went out to use the app at the mall. I was in a shoe store with my mom and the only thing the app would speak for me was “hi.” It was frustrating to not have the ability to talk and on top of that, my app would not work. I resorted to typing messages and showing people my screen. The first task I completed was in DSW, a shoe store. I tried to interact with my mom while she was trying to find shoes for a business trip. She kept getting with impatient with how slowly I would respond to her. I also was frustrated very shortly after starting this exercise and was annoyed with my app not working. She also walked away from me, which made me feel ignored. This made me feel empathy for those cannot verbalize because I believe often times they probably feel ignored by those around them. When I asked the women at the counter to hold to shoes, she also assumed I could not hear. My second stop was a café in the mall to buy a smoothie. I noticed that people were giving me funny looks. This man, however, did not assume I was deaf. This experience taught me to be thankful everyday for the ability to verbalize without needing an app or some other device to speak for me. I also developed a new level of empathy for people who need communication devices. I also learned that even though IPADS are great tools you need to research the app in depth before going out and using it. This exercise also showed me that high tech AT is not always better than low tech AT. Sometimes a simple pencil and paper or a picture board does a better job than a free app does.
Journal of special education technology journal
The first article I read was about how technology can enhance the lives of people on the Autism Spectrum. It discusses how people with Autism struggle with communication, reading complex cues, and social interactions with other people. The article then specifically addresses the areas people with Autism struggle with and how specific tools can help with those difficulties. In the area of communication, people with Autism can benefit from Augmentative and Alternative Communication. The article references BoardMaker and other communication aides that we talked about in class, such as the low tech visual schedule. I appreciated how the article talked about low-tech and high tech- options. Communication is referenced as the “core deficit” for people with ASD. Technology opens up doors for people in the area of communication because it makes communication possible for people who can barely speak. Success stories are also incorporated into the article to show how AT benefits real people. In addition, the author discusses how tangible objects can help with difficulty with complex cues. The Internet and social media, virtual reality, and virtual communities were cited as ways to work on social skills and interacting for people with ASD.
Reference:
Casfeiro, J., (2012) Technology supports for people with autism spectrum disorders. Journal of Special Education Technology 27, 65-76.
The second article I read was about the use of vocabulary in direct vocabulary instruction. The article starts by talking about we are living in a technology age, where the use of technology is very prevalent and important. It also stresses the importance of vocabulary development in the development of literacy skills. A research study was conducted to figure out the effectiveness of vocabulary instruction on 30 3-4 year old, at-risk preschool children. This study was looked at in two instructional settings. The first setting was with normal vocabulary direct instruction,and the second setting was using vocabulary instruction with animation and digital articles. According to the results, these children made equal progress in both instructional settings.
Reference:
Beck, A. , Stoner, J., Dennis, M. & Parette, H. ( 2011) The use of instructional technology in direct vocabulary instruction. Journal of Special Education Technology 26, 35-44.
Final QIAT Blog
This list serv has taught me about AT and I have benefited from reading the conversations of the AT community. One of the interesting posts that I read was a post a teacher wrote about a student who is having a hard time raising his hand. She was looking for a switch activated system, which would light up when he raised his hand. Someone responded to the teacher and said that she may want to try a battery interrupter with a clip-on flashlight. She said you could mount the switch switch to a chair or a desk. Someone else pointed out this topic was previously brought up and suggested she search the archives.
I think this blog was relevant to me as a teacher because I may have students who need alternatives to raising their hand. This conversation got me thinking about possible alternatives I would use. I like the idea of using a battery interrupter and a switch. I also want to search the archives, to read more about this topic.
QIAT Video
I viewed the video on the QIAT Indicators by Joy Zabala. Before viewing this video, I thought QIAT was simply a list serv. However, QIAT is much more than that. QIAT stands for Quality Indicators for Assistive Technology. The rationale behind QIAT is it is an approach to assure quality of services. It also is a tool to increase consistency of services. QIAT is also a tool to support implementation and IDEA and other legal mandates.
Joy talked about the different indicators of QIAT. In the consideration of AT needs section, I learned that the need for AT services and devices always needs to be tied to IEP goals and objectives. I also learned that is a common mistake for the IEP team to only consider AT for students with severe disabilities. In the assessment indicators section, I learned that AT assessments are required to be completed within “reasonable timelines.” The AT assessments also need to be completed in the student’s customary environment. The indicators for including AT also emphasized the need for AT to contribute to “measurable and observable outcomes”, as outlined in the IEP. I will hold onto these documents to use for future reference in my classroom. They will help remind me of the various things I will need to consider in evaluating the need for AT. They will also help remind me of common errors that are made, which will help me in avoiding those errors in my classroom.
Augmentative Communication User Success Stories
The first success story I read was about a boy named Benjamin Wohl. Benjamin is five years old and was born with Arnold-Chirari malformation. They operated on Benjamin to fix this when he was a toddler, however the surgery still left Benjamin with autistic characteristics. Benjamin can not vocalize much at all. In fact, he cannot feed himself. He also has poor motor skills and low muscle tone. Before obtaining his AAC device, Benjamin had no hope of being in the mainstream classroom. Benjamin was given his PRC Vantage plus device in 2008 to test out. He recently switched to a 84 vocabulary sequenced system. This article says that before receiving his device, Benjamin “had a few signs and used facial expressions, smiling, and some vocalizations.” With the Vantage device, Benjamin has been producing more vocalizations and has been able to communicate better with those around him. During the day, he uses his device to communicate needs such as needing a snack during feeding time. He is also able to work his device independently more than before when he had to have hand on hand to operate the device. This story really shows how AAC devices can open up doors for people with severe disabilities. Benjamin is able to communicate his needs and to have more control over his environment in a way he could not without the use of his device.
Link to Benjamin’s Story: http://www.prentrom.com/success/benjamin-wohl
The use of AAC technology has also opened up opportunities for Maddie Chan, a fifteen year old girl with cerebral palsy. Maddie goes to school in Chandler, Arizona and is in a self-contained special education classroom. She is described as outgoing and affectionate. Maddie is unable to speak and struggles with fine motor skill and a moderate cognitive disability. She also has physical limitations, which prevent her from being independent.
Maddie uses the Spring Board Lite for her AAC device. Before the device, she communicated with gestures and screamed when she felt overwhelmed by noise. Now, she uses the device to say “I don’t like it.” She now uses some single word phrases, two word phrases, and occasionally three word phrases with her device. She also uses her device to talk about herself and to communicate her needs. Maddie likes to interact with people and this device has helped increase her ability to interact. Like Benjamin’s AAC device, her device has dramatically improved her quality of life.
Link to Maddie’s story: http://www.prentrom.com/success/maddie-chan
Makayla Stormer
This success story gave less detail on Makayla’s story. The article talks about how Makayla used the PRC 40 for 40 program. The one thing that jumped out at me about this story was the fact that Makayla no longer needs to use her device. It says she is now using her voice and her own words. The story talks about how this would not be possible without receiving this device. This is a common theme from all of the success stories I read. AAC devices truly make things that seemed impossible before possible for the student.
Link for Makayla’s story: http://www.prentrom.com/success/makayla-stormer
The last success story I read was about a 12 year old named Destani, who has Muscular Dystrophy. Destani uses an AAC device and is non-ambulatory. She is in 7th grade and has a “can do spirit.” According to her speech therapist, Destani is motivated and has personal goals for herself. Even though Destani still struggles to communicate, her device gives her more of a voice and a greater ability to communicate. AAC devices give people a voice, who otherwise would not have much of a voice.
Link to Destani’s Story: http://www.prentrom.com/success/meet-destani
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