Writing Without Pencils?Writing Without Pencils?

A review of Writing with Alternative Pencils

Kelly O. Clayton, MSEd, Special Education TeacherYnez Peterson, OTR/L, Assistive Technology Specialist

REACH Program/SECEP

VOTA Annual Conference 2007

Partner Assisted Strategies• Eye Pointing/Eye Gazing • Partner Assisted Scanning

Auditory ScanningVisual Scanning

• Are helpful for individuals who are unable to hold a pencil, point, or physically manipulate a keyboard.

Writing with Alternative Pencils!Writing with Alternative Pencils!

Activities fostering emergent literacy skills

Teaching emergent literacy skills

teaches Communication skills

Writing with Alternative Pencils!

• Developed by Karen Erickson, Ph. D and Gretchen Hanser, OTR

• Designed for students with significant disabilities, including deaf-blindness

• Provides opportunities to actively engage students in emergent writing and literacy-based activities

Six Alternative Pencils

1. Braille Alphabet Flip Chart2. Braille Alphabet IntelliKeys

Overlay3. Color Coded Eye Gaze Frame4. Print Alphabet Flip Chart5. Tactual Alphabet Intellikeys

Overlay6. Scanning Setups in IntelliTalk II

Alternative Pencil #4: Print Alphabet Flip ChartThe Alphabet Flip Chart is intended for students who have some vision, as well as significant motor difficulties. This light tech pencil is often used by students who are switch users and are unable to hold a pencil or physically manipulate a keyboard. This pencil is used with the support of a partner/helper and is accessed by the student through “partner assisted scanning.” The partner also records the student’s writing. Hearing is not required to use the Flip Chart. There are upper case and lower case versions.

Alternative Pencil #3: Color Coded Eye Gaze FrameThe color coded eye gaze frame is intended for students who have some degree of vision, as well as significant motor difficulties. It is often used by students who are switch users and are unable to hold a pencil or physically manipulate a keyboard. This pencil is used with a partner who interprets the student’s eye gazes and records their writing. Letters are organized in color coded groups.

• Can be used while side lying, sitting, standing, prone, and kneeling.

• Uses a “Smart Partner” who can read subtle cues and adjust interaction as needed.

Alternative Pencils

REACH Program Students’ Writing Samples

• Student SW09/07/06 E H M L O U R A A (asked to find these specific

letters)09/08/06 O T D U Y Y T L E A W O11/20/06 L L L S S R A O U L B M U L S11/22/06 L O S T L A R O L A S L S R A12/01/06 B R M E X/Y L A R O U

• Student AH10/27/06 M O M A M M U O M11/15/06 R A M L O H G K L O

• Student SA09/13/06 B M S S S O I10/20/06 O R B D A S U R O M11/15/06 B L K D A S U R A O 12/01/06 R B S U R O A S S R B M A F G

Emergent Literacy Development

• Typically developing children explore and play with books, sing, listen to stories, and scribble as building blocks for language and literacy development.

• Students with significant disabilities have fewer and qualitatively different emergent literacy experiences than their typically developing peers.

Making circles Writing her name

Typical Emergent Writingsamples

3 year old RD

3 year old RD

Typical Emergent Writingsamples

Emergent Writing Samples

SW:09/07/06 E H M L O U R A A 09/08/06 O T D U Y Y T L E A W O11/20/06 L L L S S R A O U L B M U L S11/22/06 L O S T L A R O L A S L S R A12/01/06 B R M E X/Y L A R O U

3 year old RD

Emergent Literacy Development

• Students with significant disabilities need to understand how print and symbols work and how they can be used as a means of communication.

• From using these devices, we have seen that if a student can demonstrate understanding to others, then improved communicative interactions will follow.

How can Occupational Therapists use these devices

with students? • Use as designed for emergent writing

activities• Use as a tool for assessing eye gaze

and scanning abilities for functional activities; observing behaviors that can be used for communication (assessing meaning)

• Use as a back up for high tech devices if device breaks or student is tired

References:

Linda J. Burkhart, (February 27, 2007). Partner-Assisted Communication Strategies for Children Who Face Multiple Challenges. www.lburkhart.com/hand_partner_assist.pdf

“Early literacy." BrainWonders & Sharing Books with Babies. [cited 30 January 2007]. www.zerotothree.org/Brainwonders/EarlyLiteracy/earlyliteracy.pdf

Erickson, K. A., & Hanser, G. (2004). Writing with alternative pencils [CD]. Chapel Hill, NC: Center for Literacy & Disability Studies, University of North Carolina. (Available from www.med.unc.edu/ahs/clds)

Hanser, G. (2006, March). Fostering emergent writing for children with significant disabilities: Writing with alternative pencils. AOTA, Technology Special Interest Section Quarterly, 16, 1-4.

Norfolk Public Schools AT Team (2001). “The IEP Team’s Handbook for Assistive Technology Considerations, (A Guide for Decision Making)”

Thanks for attending this session.

Contact info: peterson.ynez@secep.net