Assistive technology for a variety of disabilities Barbaralyn Harden, M.S., C.C.C.-SLP Cat...
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Transcript of Assistive technology for a variety of disabilities Barbaralyn Harden, M.S., C.C.C.-SLP Cat...
Assistive technology fora variety of disabilities
Barbaralyn Harden, M.S., C.C.C.-SLPCat McGovern-Zlotek, M.S., OTR
What Is Assistive Technology?
“...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 individuals with
disabilities.” (IDEA)
•Just about anything which would assist individuals with a disability
•All student’s having an identified disability must be considered for assistive
technology needs.
Assistive Technology DeterminingAdaptations or Accommodations
• Physical access adaptations• Cognitive accommodations• Vision & hearing support• Communication support• Curriculum accommodations &
modifications• Literacy and Math support
– Testing accommodations
• Organizational supports
Adaptive Switches
• Provides physical or cognitive accommodation
• Various designs for use with any intentional physical action
• Provides access to toys, augmentative communication devices, computer technology, & Environmental control (lights, appliances, entire home, phone)
Simple supports for cognitive & organization issues
Picture or Text Schedules
Planners
Stop Watches or Timers
Visual Timers
High tech supports for cognitive & organization issues
Voice Organizers
Smart phonesBeepers and
countdown timers
PDA’s
Full function watches
Simple academic supports
• “Cards”: Wait card, social rules card, activity cards, turn taking card, all done, first: then
• Magnetic poetry and cookie sheet • File Folder Activities• Blocks for words
Software for academic supports
– Talking Word processor– Writing with Symbols or
Boardmaker symbolator– Kidspiration/Inspiration– Word processor with spell
checking– Word prediction– Organizers – electronic
notebooks & planners– Learning Games
Kidspiration
CoWriter
Kurzweil 3000
Simpler supports for reading
Mono Highlighter
Larger Font
Highlighter Pen with flags
Reading Pen
Highlighter Tape
Line magnifiers, rulersAssists for visual tracking
Low tech supports for writing
• Pencil Grip • Slant Board• Holding a bead in writing
hand• Raised line paper• Ruler taped to writing
surface• No slip writing surface
Software Tools for Literacy Support
• Basic word processor w/spell check
• Concept mapping (Inspiration)
• Word prediction software
• Speech recognition software
• Interactive books and video
• Digital organizers/notebooks (One Note, Evernote)
• NIMAS / BookShare digital books– Scanner with optical character recognition
– e-text, e-books
Head Mouse
Voice Recognition
SipNPuff Switch
Alternative keyboards
Assistive technologies for physical disabilities
Adapted Device Access: Keyboard & Mouse Emulation
o o - - oo - - - - - - oo - o- - o o
Morse code
input
On-screen keyboards
Speech recognition
Joysticks
Switches
Head Pointers
Mouth Sticks
Adapted keyboards
Supports for cognitive, vision or hearing Impairments
TTY
Braille e-book reader &Embosser
Apps - specially designed for individuals with hearing or vision impairment
Dedicated Speech Generating Devices (SGD’s):
• Speech output may be digitized (digitally recorded) or synthesized (electronically generated from text).
• Messages are assigned to keys to which picture or word labels can be attached.
• The user selects a message to be spoken either by direct selection or through scanning.
• Message duration ranges from 1 second to a minute or more.
eye point board
Non-speech generating devices
PODDPODD
Speech Generating Devices (SGD’s)Light Tech
•Limited memory•Limited keys or message pads•Low expense•Usually based on “one key = one phrase based message”
GoTalk 20
Communication Builder
Intermediate SGD’s
• Somewhat larger memory (often handles more than 100 word vocabulary)
• Multiple key display (usually 32 or less with levels)• Usually does not have text to speech• May be a device a child “grows through” on the way to
developing skills for a more sophisticated system
High Tech SGD’s
My Tobii Eye-gaze
Dynavox
Prentke Romich Eco and Essence Series
Non-dedicated Devices
• Computer platforms– Through software can do most tasks presented,
including communication
• AAC devices over computer platforms– AAC is top software, but can also get to
computer based software (writing, Internet, etc)
• iPad, iPod Touch, smart phones– With apps can do all tasks presented & then
some!
iPad, THE Game Changer:Why?
• Light weight and portable• Quick immediate access• Ease of access to apps, music, videos,
games, work tools and Internet• Consistent methodology across programs• Responsive, expandable touch screen• Wide range of apps and low pricing• It’s a toy & a tool!
iPad Access Options:
Limited!• Works with touch and onscreen keyboard
– Not mouse driven cursor, but touch capacitor
• Alternate blue tooth keyboards – full size and mini’s, no expanded keyboards
• Switch access – limited, program specific
• Assists – Assistive touch, voice over, magnify, enlarged text/visuals
• Apps - Word prediction, handwriting,
voice recognition, recording
iPad: What can it DO?
• Cause and effect • Interactive music and books• Learning games• References• Organizational supports, visual schedules• Parents supports• Communication• Writing AND reading supports• Internet
AIDED STIMULATION is a process in which the Facilitator points out picture symbols on the child's communication display in conjunction with his/her ongoing verbal language stimulation. The type of communication display employed by the child is irrelevant to the process.
Goossens', C. & Elder, P. October 1988, SEACCGoossens', C. & Elder, P. October 1988, SEACC
Modeling communication
Create Opportunities
Speaking partner tend to control the interactions by taking more turns, talking more per turn, initiating most of the topics of conversation, and asking questions frequently.
Students who use augmentative communication systems typically have few opportunities to communicate. They take fewer turns. They seldom initiate interactions. Instead, they typically occupy a respondent role replying to their partner’s questions with yes/no responses or single word replies.
Janice Light (1990)
SETT: An Evaluation &Implementation Strategy
S - Student
E - Environment
T - Task
T - Tools
Remember…Remember…
If you are creative, it is likely you can do what you want
… you may just need a little adaptation
How to contact us
Barbaralyn Harden, M.S., C.C.C.-SLP
Cat McGovern-Zlotek, M.S., OTR
CDRC-Eugene
Contacts: