Access to the Curriculum Through Technology

Georgia Department of EducationDivision for Special Education Supports

Georgia Project for Assistive Technology1870 Twin Towers EastAtlanta, Georgia 30334

Access to the Curriculum Through Technology

Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334

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Assistive Technology Device

§ Section 300.5 Assistive technology device.

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 the functional capabilities of a child with a disability.

The term does not include a medical device that is surgically implanted, or the replacement of such device.

(Authority 20 U.S.C. 1401(1))


Assistive Technology Resources

Assistive technology may be determined and acquired for your classroom and/or specific students through a variety of means:•Local Assistive Technology Team•Local administration•Consideration Process•Core Classroom Inventory•Assistive Technology Evaluation


Assistive Technology Resources

Georgia Project for Assistive Technology•www.gpat.org•2007-08 Professional Learning Course Schedule •GPAT section on Resource Board


Augmentative and Alternative Communication

Augmentative and Alternative Communication “Augmentative and alternate communication is an area ………. That attempts to compensate (either temporarily or permanently) for the impairment and disability patterns of individuals with severe expressive communication disorders (i.e., the severely speech-language and writing impaired).”

American Speech-Language Hearing Association, 1989


Who can benefit from Augmentative Communication?

• Non-verbal students

• Verbal, but unintelligible

• Verbal, but lacking functional language

• Minimally verbal


Who can benefit from Augmentative Communication?

Remember, research is clearly showing that exposure and use of AAC does NOT inhibit the development spoken language.

Withholding communication devices to “make” children talk is not supported by research.


Using Augmentative Communication

to Enhance Comprehension and Understanding


Visual Supports

Visual supports include symbols that provide concrete, visual information to students who have difficulty understanding information presented verbally.

Engineering the environment for augmentative communication supports visual information for our students throughout the day.


• Increased receptive and expressive communication• Comprehension across academic and daily living

skills• Active participation in curricular activities• Increased interaction with curricular materials• Routines• Transitions• Time management• Positive behavior • Learning

Benefits of Visual SupportsUse of visual supports enhances:


Using Augmentative Communication to Support Access

to the Curriculum


Symbol Types

• There are a variety of symbol types

• Combination of symbol types may be used

• Always use symbol representation with voice output devices!


BoardmakerMayer-Johnson


Augmentative Communication

Augmentative Communication Devices


Augmentative Communication

Let’s not limit our students to one mode of communication!

Picture Boards

Sign Language

Voice Output Devices


Single Location – Single Message Systems

BIGmack CommunicatorAbleNet, Inc.

• State a repeated line of story• Recite Pledge of Allegiance• Ask questions of others• Tell someone to “stop

counting”• State a pattern• Identify item on map

From Jessie and Toni’s 50+ Ways to Use a Single-Message AAC Device to Access the Curriculum


Single Location – Single Message Systems

BIGmack CommunicatorAbleNet, Inc.

• One hit order in a restaurant• Giving a compliment• Attention (come here, look at

mine)• Stating lunch menu for the day• Sing Happy Birthday• Cheer for school team• Instruct “turn the page” during

a story From: 101+ IDEAS FOR USING THE BIG

MAC OR OTHER SINGLEMESSAGE VOICE OUTPUT

COMMUNICATION AIDS


Single Location-Sequential Message Systems

LITTLE Step-by-Step AbleNet, Inc.

• Read from a story, chapter book, newspaper….

• Ask questions about a story• Ask survey questions of others• Interview• Counting (forward/backward)• 1-1 correspondence• Count tally marks from survey• State items is pattern• Explain steps in experiment• TimelinesJessie & Toni’s 101 Ways to Use a Sequential

Message AAC Device to Access the Curriculum


Single Location-Sequential Message Systems

LITTLE Step-by-Step AbleNet, Inc.

• Recite days of week/ months• Take attendance• Giving book report• Telling a joke• Providing personal information• Checking out library book• Directions from place to place• Recite alphabet• Giving spelling words to class• ComplainingAdaptivation’s: 100 Ways to use Sequential

Messaging with the Sequencer & VoicePal Max


Single Level – Multi-Message Systems

iTalk2 CommunicatorAbleNet

• Two repeated lines in a story (You’re not big enough, Hey, you want to fight)

• Describing attributes (hot/cold, liquid/solid, big/little, girl/boy, mean/nice, more/less)

• Order: first/last• Answer questions about two

story characters• Patterns


Multi-Level – Multi-Message Systems

Tech SeriesAMDi

• Detailed story plot vocabulary• Requests – more, read it again,

stop, slow down• Numbers• Math equations• Vocabulary & definitions• Spelling• Sequencing (Pledge, Life Cycle,

Water Cycle• Surveys with social

vocabulary/comments


Strategies for Enhancing Communication Success


• Pay close attention to access of devices for more physically challenged students. Remember, switches will plug into many of these devices for alternate access.

Strategies for SuccessAugmentative Communication


• Provide the most appropriate augmentative communication system(s) to meet the individual student needs.

• Provide access to the system(s) in all environments and activities as needed.

• Select appropriate vocabulary to support communication and participation.



• Teach communication system use within the context of highly motivating curricular activities. Avoid drill and practice.

• Use modeling to demonstrate appropriate use communication systems for curricular interaction and to teach symbol location and use.

• Implement strategies such as Aided Language Stimulation/Natural Aided Language Stimulation.



Tools for Physical Access


Tools for Physical Access

For our students with severe physical disabilities, access is the most critical piece of the puzzle. Without the appropriate selection of tools and then the provision of those tools for physical access we leave our students with severe physical disabilities with extremely limited means of independence, participation and communication.


Switches

Switches come in a variety of sizes, shapes, and activation modes (pressing, pulling, swiping, twitching, sipping, puffing, rolling…..). Switches may be ordered commercially or custom made. Occupational and Physical Therapists are invaluable resources for switch selection and placement.


Switches

Big Red SwitchAbleNet

Leaf SwitchEnabling Devices

http://www.four51.com/CStore/ProductVariant.asp?CatId=20836&PFId=47853


Switches

Wobble SwitchEnabling Devices

Grip SwitchEnabling Devices


Strategies for SuccessSwitch Use

Gretchen Hanser MS, OTR/L and Deanna K. Wagner MS/CCC-SLP are well known assistive technology specialists who have extensive experience in working with students with disabilities who have access issues and augmentative communication needs. In order to build switch skills they recommend that the student has:

• at least 20 opportunities to practice during one activity

• a daily routine that provides at least 200 switch hits per day

• a large selection of motor training activities to minimize the boredom factor.


Tools for Computer Access


Tools for Computer Access

Assistive technology devices support access to the standard classroom computer.

When classroom computers are adapted, they become powerful tools to access the curriculum.


Tools for Computer AccessStandard Computer Keyboard Adaptations

Zoom CapsKeyboard Labels

Moisture Guard

Keyguard

http://store1.yimg.com/I/sightconnection_1745_10718941


Tools for Computer AccessAlternative Keyboards

IntelliKeys Keyboard

Big Keys Keyboard


Tools for Computer AccessStandard Mouse Alternatives

Touch Window

Touch Monitor



TrackballJoystick



Switch Interface Boxes

Switches

Computer + Switch Interface Box + Switch + Switch Accessible Software = Computer Access


Software Designed for Switch UseCause & Effect

Scanning

www.rjcooper.comwww.hsj.comwww.softtouch.comwww.judylynn.comwww.marblesoft.comwww.attainment.comwww.donjohnston.com


Software for the Curriculum

• Switching on Science: Earth (SoftTouch)

• Switching on Science: Habitats (SoftTouch)

• Switching on Science: Solar System (SoftTouch)

• Switching on American History (SoftTouch)

http://www.bright-start.com/index.asp?PageAction=VIEWPROD&ProdID=410



• Simply Science Animals Volume 1 (Slater Software)

• Simply Science Animals Volume 2 (Slater Software)

• Simply Science Energy Volume 1 (Slater Software)



Don Johnston Start to Finish Literacy Starters


Software for Authoring

Writing With Symbols 2000


Software for Authoring

PixWriter


What’s New?

• AbleNet Adapted Weekly Reader (www.ablenetinc.com)

• Exploring Science Through Symbols and Words Series (www.attainmentcompany.com)

• Access Science and American History (www.attainmentcompany.com)

Georgia Department of EducationDivision for Special Education Supports

Georgia Project for Assistive Technology1870 Twin Towers EastAtlanta, Georgia 30334

Contact Information

[email protected]

404-463-3597 (phone)

404-651-6457 (fax)

Access to the Curriculum Through Technology

Documents

Transcript of Access to the Curriculum Through Technology