Assistive Technology for Students for Low Incidence Disabilities in Inclusive Settings
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Transcript of Assistive Technology for Students for Low Incidence Disabilities in Inclusive Settings
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Assistive Technology for Students for Low Incidence Disabilities in Inclusive
Settings
Beth Poss, M.A., CCC/SLPSpeech/Language PathologistInterACT Team Montgomery County Public [email protected]
Del.icio.us—tags as MCIE
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Goals for Students in Any Setting
Active Participation Communication Access to General Education Curriculum
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Technology as a means to reach a goal
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Low Tech
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Mid tech
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High Tech
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Answer
When possible use a voice output device to give students a voice and respond just like other students
Present low tech pictures representing answer choices to student on eye gaze board or velcro board
Use a Step by Step to answer – Record a single answer or a series of answers on a Step by Step and gives
to the student to activate. Use a Go Talk 20, TechSpeak or TechTalk with an overlay prepared
with Boardmaker symbols representing answer choices Dynamic Display devices with core or content specific vocabulary that
they can navigate to independently
*Tip: Allow student enough wait time to respond and use prompt hierarchy as appropriate
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Choose
Use a display of items or pictures—can be presented using low to high tech
Direct the student’s attention to each choice, “Look at the first choice right here. Now look at the 2cnd choice, etc” Make sure the student has looked at all options.
Build choice making into as many activities as possible across the day
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Color
Allow a student with significant physical disability to participate in a coloring activity by directing a peer or adult to color using a voice output device
Provide adapted access to markers, crayons, paints, etc Use a Step-by-Step to record a series of directions—”First color the
flower blue. Then color the stem green. Then make the sun yellow.” Use a TechTalk or other display to allow the student to make a choice
of colors from a color based overlay. Use switch adapted digital camera to take a picture of what is being
represented in a drawing Provide directions by independently navigating to appropriate
vocabulary on dynamic display device Use computer software (Intellitools Classroom Suite provides switch
accessible paint tools) to produce artwork
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Comment
Student uses their voice output device to make a comment that can be repeated throughout an activity
Program Step-by-Step to say a single comment “Cool” or a series of comments, such as “ Awesome!”, “No way”, “Check it out!”
Keep a Step-by-Step ready to go with an “I have something to say” symbol on it and program it throughout the day with interesting comments
Use Comments overlay on TechTalk Include a general comment as core vocabulary on a Go Talk 20 Plus Use dynamic display core vocabulary to generate comments*Tip: When verbally prompting a student to communicate using their voice output
device use language such as “Tell us something about…” rather than “Hit the switch”
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Count
Use a number line as a low tech tool for counting, where the student uses his finger to indicate each number counted
The student uses a Step-by-Step to participate in counting activities
Program a Step-by-Step with numbers 1-10, step counting (2’s, 5’s, 10’s, etc).
Look for a variety of counting opportunities throughout the day—number of students in a group, number of books read, number of dollars/coins needed to pay, etc
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Cook
Use Powerlink to run electric mixer or blender
Use Step-by-Step to have student read each step of a recipe
Provide sequenced steps of recipes on other voice output devices
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Get
The student uses voice output device to direct peers or adults in the process of getting something they need or want--create carrier phrase such as:– “Could you get it for me?’– “I need my….”
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Glue
Use PCS on an Etran for actions “glue”, “color”, “cut” The student uses a Step-by-Step to participate in
gluing activities with a peer helper “I need to put glue on this—please help me” Create a sequence of messages in a color cut and
paste activity Use higher end voice output devices to provide
directions
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Read
Create or use PCS adapted books Use a Step-by-Step to record pages of a book for
student to “read” independently or with a peer Use Listening Center with books on tape or CD—use
Powerlink to allow switch to control Use computer with text to speech (Intellitools
Classroom Suite, Clicker 5, Online Stories --One More Story, Starfall.com, PowerPoint)
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Report
Student will use a Step-by-Step to give a report on an activity, science experiment, etc
Program the Step-by-Step to go with a set of pictures, objects, etc so that the student can give a sequence of information
Use sequence of symbols on mid tech device Student, independently or with support can generate a
PowerPoint Slide Show and narrate with PowerTalk Student can generate a report using high tech device,
Intellitools Classroom Suite, or Clicker 5 then save and present
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Write
Adapted writing tools (fat pencils, grips, etc) Use of AlphaSmart Keyboard Student will engage in writing activities using
Intellitools Classroom Suite or Clicker 5 on the computer.
Use Intellikeys with an overlay or switch(es) to scan through a selection of words and phrases.
Can be scaffolded to be made simpler or more complex depending on the needs of the student
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Range of Supports for Communication and Access
Devices and Software often available in MCPS
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