Assistive TechnologyAssistive TechnologyAll Day EverydayAll Day, Everyday

Greg O’ConnorGreg O ConnorTeacherEducation Services ManagerEducation Services Manager

Session Outline• Making Informed Decisions• A visually Supported EnvironmentA visually Supported Environment• Literacy

N• Numeracy• Transitions & Choice• Organisational Issues• Supporting Behaviour Management andSupporting Behaviour Management and

Personal Development

Making Informed decisions:Making Informed decisions: Baseline

Underutilised technology

Unaware staffAbandonment

lack of integrationlack of integration

into curriculum / programs

Inappropriate allocationPoor access

programs

SETT

Student / ClientS ude / C e

EnvironmentEnvironment

TasksTasks

ToolsToolsZabala, J. (2005).

SETTSETT StudentStudent

• What are the student’s current abilities?Wh t th t d t’ i l d ?• What are the student’s special needs?

• What are the functional areas of concern?

• What are the other students doing that gthis student needs to be able to do?

• What does the student need to be ableWhat does the student need to be able to do that is difficult or impossible to accomplish independently at this time?accomplish independently at this time?

Zabala, J. (2005).

SETTSETT EnvironmentEnvironment

• What activities take place in the environment?environment?

• Where will the student participate—classroom, home, community, therapy?classroom, home, community, therapy?

• What is the physical arrangement? • What activities do other students do that• What activities do other students do that

this student cannot currently participate in?

• What assistive technology does the student have access to or currently use?y

Zabala, J. (2005).

SETTSETT TasksTasks

•What specific tasks occur in the environments?

•What activities is the student expected to do?

•What does success look like?

Zabala, J. (2005).

SSSETTSETT ToolsTools

•Tools are devices and services—anything that is needed to help the student participate and benefit from.

•Tools are on a continuum from no/low to high-tech.

•Tools must be student centered and task oriented and•Tools must be student centered and task oriented and reflect the student’s current needs.

•Describe tool features that are needed rather than•Describe tool features that are needed rather than brand names.

•Identify skills the student needs to use the tool•Identify skills the student needs to use the tool. Consider the cognitive load required!

Wh t th t i i i t f t d t d•What are the training requirements for students and staff? Zabala, J. (2005).

SS

T l S l ti

SETTSETT ToolsTools

Tool SelectionIdentify what tools may address the tasks the student is experiencing difficulty withexperiencing difficulty with.

•Begin with no-/low tech strategies•Reinforces least restrictive options•Simple to use and acquireA t d b t d t f il t ff d th•Accepted by student, family, staff and others.

•Student may require a range of strategies for an individual taskindividual task.•Consider no/low-tech options as a back up for mid- or high-tech options.

Zabala, J. (2005).

I l i T h l i C tiInclusive Technologies Continuum

Inclusive Technologies are a ti f t l t t i d continuum of tools, strategies, and

services that match a person’s needs, biliti d t kabilities, and tasks.

Making books accessible

Books can also be made accessible in a frange of ways:

•page flufferspage fluffers•cardboard inserts•book stands•Bookworm from AbleNetBookworm from AbleNet•Electronic Page Turners

Assistive Technology ContinuumAccess to books – Low/Lite Tech solution.

Assistive Technology ContinuumAccess to books Low/Lite Tech solution.

Assistive Technology ContinuumAccess to books – Mid Tech solution.

Assistive Technology ContinuumAccess to books Mid Tech solution.

Book Worm by AbleNet

Assistive Technology ContinuumAccess to books – High Tech solution.

Assistive Technology ContinuumAccess to books High Tech solution.

Implications for Schools and Services• Assistive Technology paradox

Implications for Schools and Services

• Acceptance by student, school / program staff, specialists and family of AT tool , p yessential

• Follow up support and training for staff• Follow up support and training for staff and student / clientR i it SETT t l t ll• Revisit SETT process at least annually to review changing curriculum access

dneeds• Management plan requiredg p q

Building A Well balanced ProgramBuilding A Well-balanced Program Using Assistive TechnologyUsing Assistive Technology

Getting organised

Getting Organised A VisuallyGetting Organised – A Visually Supported Environment

• Visual supports give the student time to focus attention

pp

Visual supports give the student time to focus attention,work out the meaning, and keep the message visiblewhen the student needs to refer to it again.

• Visual supports enable communication to be morespecific and enco rage consistenc in e pectationsspecific and encourage consistency in expectations,procedures and routines across all the people involvedwith a studentwith a student.

Getting Organised A VisuallyGetting Organised – A Visually Supported Environment

• Visual supports can make life predictable helping the

pp

Visual supports can make life predictable, helping thestudent with autism track the daily routine and tasks.

• A visually supported timetable provides a framework fortalking about change.

BoardmakerBoardmaker

Augmentative ResourcesAugmentative Resources

Stretch and Reflect

What visual strategies do I use?

Arrival

Talking Symbols Notepad

BIGmack Communicator

Communicate: SymWriter

Single Message CommunicationSingle Message Communication Devices

• Talking Symbols Notepad g y p

• GoTalk One

• Personal Talker• Personal Talker

Single Message CommunicationSingle Message Communication Devices• BIGmack CommunicatorDevices

• LITTLEmack Communicator

101+ Ideas for Using the BIGmack

http://tinyurl.com/c85he9

High Technology Devices

Literacy

Reading and Writing Tools

Clicker 5Clicker 5

ChooseIt! Maker 2

• Picture Matching• Question and Answer• Odd One Out• Odd One Out• Developing listening skills

http://www.spectronicsinoz.com/product/22607/popuphttp://www.spectronicsinoz.com/product/22607/popup

Reading Tools• Kurzweil 3000

t tHELP R d & W it• textHELP Read & Write• WordQ / SpeakQ• ClaroRead• Read:OutLoud SOLORead:OutLoud SOLO

Reading Tools• Classmate Reader

Writing Tools

Text to Symbol

Word Prediction to support upperWord Prediction to support upper primary and junior secondaryp y j y

• Clicker 5 with PenfriendClicker 5 with Penfriend

W d P di ti t tWord Prediction to support secondary and post secondarysecondary and post secondary students• Co:Writer

K il 3000• Kurzweil 3000• ClaroRead• WordQ• TextHELP Read & Write

Word Prediction provides:• Supportive writing strategies for

emergent writers and English as a Secondemergent writers and English as a Second Language usersF t d t ith h i l di biliti th i• For students with physical disabilities – their pen and paper, reducing the number of key t k i dstrokes required

• For students with intellectual disabilities – an adapted learning environment that maximises learning

Word Prediction Comparison Chart

• http://www.spectronicsinoz.com/article/word-prediction-software comparison chartsoftware-comparison-chart

Access

Access

Access

• Switch Adapted Mouse

• Switch Interface• Switch Interface

Inclusive MP3 Player

• Simply plug in a USB stick or SD card t i i MP3 fil d it hcontaining your MP3 files and switch users

can play, pause and skip forwards or backwards through tracks.

Access

• Paint & Swirl

• All-Turn-It Spinner• All-Turn-It Spinner

• Switch Adapted Battery-Operated Scissors

• Battery Device Adapters

SwitchIt! Maker 2

Stretch & Reflect

How could assistive technologies support the inclusion of all students insupport the inclusion of all students in literacy activities in your classroom?

Activity transition

Time TimerTime Timer

Time Timers

With or without Audible bells

Choice

Choice

Talking Symbols Notepad

Instructional LanguageInstructional LanguageTen steps to assisting comprehension and Ten steps to assisting comprehension and

enhancing participation:

1. Simplify your language

2 Express one idea at a time 2. Express one idea at a time

3. Use direct and specific languagep g g

4. Don’t use questions to give instructions

5. Use pauses and leave plenty of silences

Taken from Louise Ulliana, 2002

Instructional LanguageInstructional LanguageTen steps to assisting comprehension and Ten steps to assisting comprehension and

enhancing participation (continued):

6. Use a normal voice with normal volume

7 Use positive statements7. Use positive statements

8. Give time for a responsep

9. Give specific choices

10. Avoid teaching temporal terms as early comprehension goalsp g

Taken from Louise Ulliana, 2002

Instructional LanguageInstructional LanguageReflect on your classroom communication. Am I?•Using clear, concise, concrete instructions and questions•Being direct and explicit, and avoiding indirect languageg p , g g g•Avoiding idioms, sarcasm, nicknames and words with double meaningsdouble meanings•Being consistent with language forms used

•USING VISUAL SUPPORTS

Numeracy

Organisational issues• Copyright

Organisational issues• Copyright• Digital Security• Accession

Maintenance and Upgrades• Maintenance and Upgrades• Technical support• Training

R i it SETT• Revisit SETT

Behaviour support

Social Stories• Is a tool for helping people to control or redirect

behaviourbehaviour• Identifies the consequence of the behaviour• Acts as a visual reminder - content is important • Use consistent language across changing g g g g

communication partners• Remind Rehearse ReviewRemind, Rehearse, Review

Social Stories

Social Stories

Personal Development

www.hiyah.nety

Personal Development

Before you go.........

What is my next goal in relation to ?assistive technology?

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