Technology changes very quickly. There are always new gadgets and apps that are being created to meet the students' needs.. As I set out on this journey to learn more about assistive technology, I wanted to learn about correctly documenting the technology in the Individualized Education Plans and the law as it pertains to assistive technology and the special education student. The third item I was hoping to learn about were devices for the specific needs of students. I really liked how the book that I was given Assistive Technology in the Classroom (2012) by Amy Dell, Deborah Newton and took the approach of recommending devices for the specific needs of students, not the specific disabilities.
I did learn everything I intended to learn from reading the textbook and the resources I was instructed to peruse. I am now more knowledgeable about IDEA and ADA. I also know where and how to find resources that can meet the needs of students. I will continue to refer back to this blog as a reference for my own instruction as I get to know more and more students.
The tools that are used to support students with special needs are the same in colleges as in schools, but the way the students get the technology and assistance are completely different. Here is a comparison:
Dell, Newton and Petroff (2012) in their book Assistive Technology in the classroom, dedicated a chapter to transition planning from high school to college. On page 324, the mention that 50.3% of college educated students with special needs children find gainful employment, compared to the 30.2% of non college graduates. For students with special needs to be able to attend college, they often need to be able to advocate for themselves and they also need resources that help them succeed. In college, reading and writing demands increase. Students also need to learn how to organize their time. Assistive technology is the solution for students with visual and auditory impairments, or learning challenges.
For the tools to be helpful, they should be:
1. easy to use
2. age appropriate
3. the student's own choice to use it
4. appropriate to the environment it is used in
5. easily accessible
6. able to offer training and maintenance
This resource offers seven downloadable sections on how assistive technology should be implemented. I did live in British Columbia for nine years and earned my undergraduate degrees in education while living there, so this resource really peaked my interest. The resources are extremely comprehensive and not necessarily for teachers who are looking for a light application of assistive technology resources.
The school system uses Individualized Education Plans (IEPs) to drive instruction in school but it is important to reinforce communication in the home and community environment. Dell, Newton and Petroff in their book Assistive Technology in the Classroom (2012) on page 293 point out that this requires family involvement, cultural acumen, and knowing where the student is active in the community. Home, school and community all require different types of communication demands. Families should also have the opportunity to learn the student's augmentative communication devices. On page 294 and 295 there are many useful tips for supporting families. Some important ones are:
1. keep it simple
2. give parents permission to expand the child's communication options on the device
3. teach family members to provide opportunities for communication and ample wait time
The Individualized Education Plans (IEPs) dictate what students need to learn and how they need to communicate. Augmentative communication needs to be a part of the student's individual program and must be carefully considered for every nonverbal student. The components need to be outlined in the IEP. Also, a student's academic goals and objectives should be created with the augmentative communication device in mind and it should be understood that his or her goals will be reached with the aid of this device. When a student uses an augmentative communication device, they should be taught to use it within and across the school day, according to Dell, Newton and Petroff (2012) in their book Assistive Technology in the Classroom on page 291. Another important note that must be mentioned is that the augmentative communication device isn't an IEP goal but rather a means with which to accomplish a goal - this distinction is very important. The last two items that must be considered in the IEP are:
1. the list of augmentative communication services provided by related services personell
2. a plan for who will service the equipment
I have focused a lot on engaging ways to support students learning but sometimes, too many supports can lead to a phenomenon called "learned helplessness". In chapter 12 of their book Assistive Technology in the Classroom (2012) Dell, Newton and Petroff suggest the following strategies on page 290: These authors note that this can occur after years of disempowerment. Providing students with a voice can give them power. Teachers have to help students become active participants in their environments.
build a daily expectation of communication through specific activities such as choosing the activity during recess, picking a book to read, or identifying where to eat lunch.
construct a brief daily report to parents that is communicated by the student
allow natural consequences to occur and procvide avenues for repair
provide choice making whenever possible that requires the student to use their augmentative communication system.
provide powerful phrases on the device for a students to reject or protest something
As I work through the plethora of resources that are available from publishers, I continue to gravitate toward what the IPad has to offer. There is nothing better than snuggling up to a great game in the IPad - the children can easily navigate through many of the activities and they are usually engaged because there are so many interesting apps that incorporate not only math content but also the child's interest.
Techmatrix.org is a great tool that can help with searching for assistive technology and programs for Math, Reading and other subject areas. As the screen shot shows, the advanced search options can lead anyone in the right direction whether it is price, content area or anything else that is the most important factor for determining the suitability of a product.
In their book Assistive Technology in the Classroom, Dell, Newton and Petroff (2012) quote that "The National Mathematics Advisory Panel (2008) states, "Understanding core concepts is a necessary component of proficiency with arithmetic and is needed to transfer previously learned procedures to solve novel problems" (p.130) They further state that students need automaticity, fluency and conceptual understanding to be able to solve complex mathematical problems.
Students with disabilities often face problems with writing numbers, aligning digits, and creating visual representations. Their work may look like this:
this is an ideal program for students who have good mouse control
but are less effective with paper and pencil. The draw back is that to
show their work, the students need to use the text box or drawing tools -
there isn't a built in component for this. (included in the MS Office
Bundle)
this is a more high end program that allows users to solve equations
not just write them. This allows students with disabilities to
participate in advanced Math classes.
Reaching automaticity with important information is essential according to Dell, Newton and Petroff in their book Assistive Technology in the Classroom (2012). In chapter five, they recommend several tools that can help students reach mastery and automaticity in understanding math concepts. The National Mathematics Advisory Council (2008) outlined some benchmarks for students, but reaching them is very difficult for many students. Here are some tools that can help reinforce math concepts. Low and high tech tools can also compensate for working memory weaknesses, freeing up the students to attack more complex problems - the calculator is just one of these tools - here are some more:
MathPad Plus:
http://www.intellitools.com/mathpad.html
This is an excellent tool for students who struggle with visual spacial and handwriting difficulties. Dell, Newton and Petroff (2012) note that Math Pad Plus " is a talking math worksheet program that enables students to perform arithmetic computations with whole numbers on the computer in much teh same way they would using pencil and paper". (p. 126)
FASTT Math:
This is an intervention program that supports students in acquiring math fluency. The program assesses students, then provides customized lessons that are specific to a student's need. Teachers can also monitor student progress through this program.
Math can be just as challenging as reading, for students with learning difficulties and other special needs. The more advanced the concepts become, the more abstract thinking that is required. Once some students move away from concrete manipulatives, it becomes more challenging for them. So, there are applications that can help support students' needs but there are some important considerations that must be addressed when selecting these tools.
Here are eight main considerations from Assistive Technology in the Classroom by Amy Dell, Deborah Newton and Jerry Petroff:
1. Simplified screens and instructions - too many graphics can be distracting and take away from salient information.
2. Consistent placement of menus and control features - energy and concentration can be devoted to the content of the activity
3. Graphics along with text to support nonreaders and early readers - picture cues provide scaffolding
4. Audio input - frequent and relevant feedback and audible instructions can helpful for auditory learners or nonreaders
5. Accessibility by a variety of methods - keyboard, mouse or with alternate computer access
6. Ability to set pace and level of difficulty - students should be able to adjust the speed with which they have to respond so they can demonstrate mastery of concepts
7. Appropriate and unambiguous feedback - should be clear and unambiguous
8. Easy error correction - should be stimulating and rewarding not lead to confusion
Assistive technology can break down the barriers that impede learning. When it comes to math, assistive technology is ideal for helping "students master needed skills because they can be customized to meet individual needs, provide sufficient repetition, and systematically present materials (Dell, Newton, Petroff p. 118). In their book, Assistive Technology in the Classroom, Dell, Newton and Petroff dedicate an entire chapter to educational applications that focus on Math. They mention automaticity and fluency as the one of the main goals of using technology for teaching Math. Many of the programs they mention are set up in a systematic manner that allow for logical way to acquire skills and master each substep in an engaging manner. Subsequent posts will focus on Chapter 5 in more detail.
There is a continuum for the quality of assistive technology text to speech software for reading; the price differs based on the quality as well. The biggest issue that most students have is the type of voice and the level of robotic cadence that it uses to read the text. The more robotic the voice is, the more difficult it is to comprehend the passage it is reading; fluency aids comprehension.
Shonda Golden (AT Specialist from Fulton County Schools) presents an excellent presentation about the potential uses for Bookshare and text readers. Her presentation is a useful guide for special educators and reading specialists on how Assistive Technology can enhance children's reading and writing experiences.
The first useful distinction is that text readers and screen readers are different. Text readers are for students with reading disabilities who need support with reading a document or an application. Screen readers are for visually impaired students and these programs read everything on the monitor.
This presentation focused on Bookshare.org, which is a free service for K - 12 students and institutions that qualify based on their disability. The great thing about Bookshare is not only its price tag, but the fact that the digital resources that is has usually aren't found on other sites and it also has text readers (Don Johnson - Read Aloud Bookshare edition and Humanware's Victor Reader Soft Bookshare Edition) that can be downloaded for free.
Ms. Golden also went into detail about other text reading software like Kurzweil. Kurweil and programs like it are great, not only because of the higher quality of voices (Acapella - usually with names that start with a "V" but Heather and Ryan are also fine) but also because these programs have pre made outline guides that can convert into book reports and other useful projects. These programs are great alternatives to pricey programs like WYNN and Kurzweil.
Communication is an essential part of being human - it is what makes us human. The ability to use language to express our needs helps us survive. For people with Autism, this is a challenge but assistive technology can be a life saver. Humans can also communicate in written form. However, this form of communication can be even more difficult for people than oral communication; Ginger is just one of the tools that can augment written communication.
Ginger software is created to improve English writing. It is an easy to download extension for Androids and Web Browsers. Users can also purchase the program through the company and download it through the disk. The cost is free for the basic version. Based on the PCAdvisor, it is ideal for for users who want to avoid errors in their day to day written interactions. They also praise this product because it doesn't require MSWord, works in most important applications/browsers, PCAdvisor's reviewers gave this software 3.5/5 stars. The software doesn't offer deep semantic corrections, the pan takes up 100% of the monitor's width, the font size is large and cannot be made smaller. In my opinion, since it doesn't have popups, ads or overwhelm the computer with other automatic downloads despite its free status, I would give it more stars.
This software is very useful when working with children not only because of its cost, but because it can support students with catching most of their errors. The software is intuitive and learns the user's words, therefore it can work with the student in creating written assignments of any length. The great part is that if it is part of a student's computer, it can edit personal messages as well, helping to avoid embarrassing mistakes among peers.
Write out loud is text to speech software. CoWriter takes Write: Out Loud a step further and incorporates editing and text prediction as well. So, Write: Out Loud is for students who are physically unable to type, or cannot keyboard well. This is a simple to learn program and training can take place in as little as 30 minutes. Don Johnson created this program for students who: are reluctant to write, show moderate grammar and spelling challenges or write better with auditory support. This program is between $50 - $100 depending on the number of computers it is installed on. Don Johnson, the manufacturer of Write: Out Loud, has provided research based studies that support the use of this product. It is user friendly and inexpensive. It can also follow students into their college years, where the demands for written expression are even greater than they have experienced in schools.
The American Psychiatric Association (http://www.psychiatry.org/autism) in the DSM IV defines Autism as:
"Autism
Spectrum Disorders* are a range of complex developmental disorders that
can cause problems with thinking, feeling, language, and the ability to
relate to others. They are neurological disorders, which means they
affect the functioning of the brain. How autism disorders affect a
person and the severity of symptoms are different in each person."
"Students with Autism may have:
http://www.psychiatry.org/autism
Communication problems – difficulty using or understanding language. Some children with autism focus their attention and conversation on a few topics, some frequently repeat phrases, and some have very limited speech."
The Autism Society of America (http://www.autism-society.org/living-with-autism/treatment-options/approaches-to-communication.html) recommends the identification of the specific area of communication that may be weak. Speech pathologists are trained to be identify the specific areas of need and they can not only remediate within clinical or school settings, they can also provide suggestions for parents to use in the home. Communication involves complex skills that allow people to ask questions, tell stories and have conversations and most importantly, communicate their needs. The Autism Society published a brief guide with suggestions for how to address communication needs. Some ways that teachers address the students is through this guide, that addresses how "Neurotypicals can Communicate with Individuals on the Autism Spectrum."I especially like the suggestion about using idioms. Many people on the spectrum are concrete thinkers, and idioms are really challenging.
Some tools that have been seen as helpful are:
Break Cards: These are great because at times a person with Autism may know they need a break but will not be able to express that without having a negative behavior. The person may seem agitated or confused - keeping the cards in close proximity and prompting the person to use them may be a great way to avoid negative behaviors.
Choice Cards: Everyone likes to be given a choice. For people who cannot communicate their needs and negotiate for themselves, this is especially important. So, they can select from predetermined possibilities that are perhaps held together by a word ring and readily accessible.
Past Event Cards: These cards can help with meaningful communication, recalling past events and can be very personally meaningful for the child and their families. It can help with telling stories and bonding as well as recalling information if the student has a weakness in their memory.
IDEA 2004 requires IEP teams to consider the assistive technology needs of all
children with disabilities. (20 U.S.C. 1414(d)(3)(B)(v))
The IEP team makes decisions about assistive technology devices and services
based on your child’s unique needs so that he can be more confident and
independent. The law requires schools to use assistive technology devices and
services "to maximize accessibility for children with disabilities."
(20 U.S.C. 1400(c)(5)(H))
If the IEP team determines that your child needs assistive technology devices
and services, the school district is responsible for providing these and cannot
use lack of availability or cost as an excuse.
Note: Assistive technology is not a substitute for teaching your child to read
and write.
This piece of legislation requires all special educators and Individualized
Education Teams to consider the child's need for assistive technology. It
doesn't have a to be a high tech. device, just a tool that may help the child
gain easier or more efficient access to the curriculum.
IDEA (2004) mandates that the use of
Assistive Technology be a consideration for all students with Individualized
Education Plans (IEPs). Sample goals that address students' needs for the use
of Assistive Technology can vary in many ways but they have to have basic
components. Here are some examples from the Wisconsin
Assistive Technology Initiative and CITE.
Example
1:
Present Level of Academic Achievement and Functional Performance:
Johnny uses his right hand to write and to physically position his left arm and
hand. He has difficulty managing papers as he writes. He collects and utilizes
a lap tray, incline board, non-slip mat and modified clipboard but often waits
for staff to set up modifications.
Annual Goal: Johnny will initiate the set-up of his writing station 80% of
the time given a chart of needed materials for each task.
Benefit: Lap trays are considered a low tech. tool, but it can be a very
useful one. The boards have clips that hold the student's paper in place,
freeing up their hand for other tasks. The boards also help with hand and wrist
positioning.
Example 2:
Present Level of Academic Achievement and
Functional
Performance: Eric participates in regular education programs for his academic
subjects. His hand strength is limited and he fatigues quickly when doing any
handwriting task. Civics and English homework are a particular problem because
of lengthy assignments and reports that need to be completed.
Annual Goal: Eric will use a computer or portable word processor to complete
100% of his assignments in 10th grade English and Civics classes.
Benefit: Alpha smarts are a fairly low budget portable word processing tool.
They are ideal for whole classroom use and school to home transport. These
keyboards are durable. One draw back, however is that they have a small screen,
therefore it is difficult to correct entire paragraphs or essays on it. It is challenging
to scroll through an entire document on the screen since the user can only see
a few lines at a time. However, they are great for typing work and then the
written work can easily be transmitted to a
computer.
Example 3:
Present Level of Academic Achievement and
Functional Performance:
Becky is learning to read and is anxious to complete writing assignments with
her peers. She is not able to produce handwritten material due to severe
spastic quadriplegia. Becky is interested in using the computer and has been
introduced to it. The staff has helped Becky experiment with several switches
in a variety of locations. She seems to be most accurate using a switch mounted
next to her head.
Annual Goal: Becky will use a single switch mounted on a switch-mounting arm
positioned to the right side of her head and scanning software to access the
computer 9 out of 10 times for a variety of educational assignments.
Benefit: Products like this mean the difference between a student being able to
perform a task or doing nothing much at all. It is made for students like Becky
who have severe spastic quadriplegia and the computer is most often programmed
to not register brief movements or small touches. The arm is usually positioned
on the dominant side of the student so that they can easily access the
equipment.
Example 4:
Present Level of Academic Achievement and
Functional Performance:
Andy
uses a variety of sounds, gestures, signs, and picture/symbols to communicate
with his family. He is very social and enjoys parallel play. Andy does not
communicate vocally in the classroom, but does use some gestures. At school
Andy will sign, but only with prompts.
Annual Goal: Andy will increase expressive language production by using a
variety of communication methods in the classroom, including sign language,
gestures, communication boards, pictures, and simple voice output devices
during four out of five opportunities.
Benefit: Communication boards make communication possible for students who
otherwise wouldn't have any other means to communicate with their teachers,
peers and friends. They are usually a low tech solution but can become high
tech., depending on the complexity of the visuals the person needs to
communicate. Sometimes students need multiple communication boards depending on
their specific and general needs.
Example 5:
Present Level of Academic Achievement and
Functional Performance:
Michael
is in the second grade classroom for most of the school day. He is interested
in the material being presented by the teacher and wants to participate. He has
a full time paraprofessional who assists him. He has difficulty being an active
participant in academics because he uses a voice output AAC device and frequently
does not have the “right” answer. The teacher is concerned at the amount of
time it currently takes while Michael struggles to answer questions. The
teacher is interested in finding ways for Michael to more actively participate.
Annual Goal: Michael will use eye gaze and prerecorded messages to respond to appropriately
phrased questions in four subject area classes, mathematics, reading, science
and social studies in three out of five opportunities.
Benefit: Prerecorded devices are a fairly low budget speech tool. The can be
created specific to the student's need. Just as communication boards are also
created for a student's specific and general need. This would help a child
express his or her needs or respond to questions. Some higher tech. devices can
be used not only from touch but through visual scanning, making them perfect
for people who cannot use their hands.
As a follow up from my last post, here are some examples of other Assistive Technology Devices.
Word Prediction Software: WordQ
WordQ is a program that can be used to support students in their writing endeavors. This program is $200, which means it is more expensive than most schools
are willing to pay. However, it is also cheaper than other programs
like Dragon. Having said that, it is also different from Dragon. To use
this program, the student has to be able to write, not dictate. WordQ
is a tool that supports and enhances students' writing, not writes for
them. That means, the students have to have some ability to write and
recognize the words the program is suggesting. This program isn't for
the student who is severely disabled. For the right student, it can be a very powerful tool since it allows for independent writing - complete with checking for spelling, grammar, and punctuation. It also includes spoken feedback and the program gets to know the writer's style and frequently used words. It also has a clear voice reader that supports the writer with editing and proofreading. WordQ is compatible with many popular websites like Facebook and Twitter. It supports the user by reading the webpages and then helping to write messages. I can see how this program can be very useful as an additional support for students who need minimal support to write independently.
Resources: http://www.boundlessat.com/WordQ, http://www.goqsoftware.com/
Talking Word Processor Software: Kurzewil 3000
http://www.kurzweiledu.com/default.html
Kurzweil 3000 is a program that is designed to support students with reading, writing, study skills and test taking skills. The company allows the public to download a free trial of the program to see if it would meet their needs: http://www.kurzweiledu.com/products/k3000-win.html. This to me shows that they are very comfortable with their product, which from my experience with it, they should be. It is a great tool for the right student. The right student to use this program has a Specific Learning Disability: "including dyslexia, dysgraphia, other learning disabilities,
and English Language Learners (ELL) in the school and the workplace" .http://www.kurzweiledu.com/products/k3000-features-standalone.html
Some of the features that must be highlighted are that the program has: text to speech capabilities in seven languages (perfect for English Language Learners), it reads digital text out loud, provides support through sticky notes and highlighters. The program also has graphic organizers, word prediction and direct access to Bookshare.org, which is a very useful organization for people who struggle with reading.
"WYNN is the innovative literacy solution that uses Universal Design for
Learning (UDL) principles to enhance success or individuals with reading
challenges and writing difficulties." (http://www.quantumrlv.com.au/learning-disabilities/cognitive-learning-disability-software/wynn-reader-literacy-software.html)
Wynn Reader is a very intricate and expensive tool. It can cost up to $700 or more, depending on the add ons that are bought for the program. It has the capability to scan text into digital format then read it to the user. Some of the features that must be highlighted are: simultaneously highlighting text while reading it (this aids comprehension) and a fairly life like voice for the reader. Freedom Scientific offers a free trial of Wynn - it can be downloaded from their website.
Books on CD:
Books on CD are great for long car rides but they have other benefits for use in the classroom. Books on CDs are great for students who find reading a book on a specific level challenging but can comprehend the content of the book if it is read to them. Listening to the books will allow students to keep learning while they are learning to read. It will also allow a struggling reader to have access to the same books his/her peers are reading. Reading along with books has also been proven to have benefits for reading fluency and speed.
Books on CD are available for rent from: www.scribd.com/, www.audible.com as well as Amazon - booksource.com is also another good resource for getting books on CDs.
Multisensory Educational Software: Earobics
http://www.earobics.com/solutions/software.php
Earobics is a solution for students from Pre K to 3rd grade who struggle with reading. The interactive software provides solutions in the critical areas of reading. Students can manipulate and interact with the software in a fun and engaging way, while building foundational skills for literacy. The program is self adjusting and takes the students' ability into account. The program is also available in 10 languages which is ideal for English Language Learners.
Students with physical disabilities, weak muscle control, or unreliable motor movements may not have the capability to use a regular keyboard and a mouse; these students benefit from adapted hardware to meet their needs. Specific parts of the keyboard can be raised or lowered.to meet the user's needs. For example, people with tremors benefit from keyboards where they have to lower their finger into a crevasse, others benefit from keyboards that require fewer numbers of keystrokes since they may tire easily. These devices can be expensive to create if they are individualized but others can be purchased for a reasonable price.
Bookshare.org is an online library of digital resources for people with
learning disabilities, visual disabilities, and physical disabilities. It
operates under a special clause that allows the company to create
digital versions of copyrighted books. Users can send the company their text books or any book the company doesn't already have in their system, ahead of time, and they will make it into a digital format or Braille format. Users can become members in a variety of ways but their disability must be verified by a professional. The reason users find this organization so useful is because having the text in a digital format allows them to make text larger if they can't see it, use a device to manipulate the contrast between text and background, and along with many other reasons, have the text read to them.
Portable Word Processor:
Alphasmarts are a type of portable word processor that is easy to use and very durable. Students can type their work on the keypad and their work can easily be downloaded to a computer for further editing. The problem with these is that students can see only two lines of their writing at a time. So, if they want to look back at an essay or add an idea, it is very difficult to do unless the student downloads their work to a computer. On the other hand, they are very good for typing notes during class, especially if a student doesn't need to download the notes until later and will not need to edit the notes for submission. The full size keyboard is great for student use. These devices can be dropped and are very durable and cost efficient.
Voice Output Communication Device: DynaVox
Never Say Never -- Adam's DynaVox Device Success Story
DynaVox is one type of communication device. This product is ideal for
"individuals that have limited or no speech due to a variety of causes
including stroke, autism, CP, ALS or traumatic injury."
(www.dynavoxtech.com). This a product that can give voice to people who
cannot speak for themselves. It gives people power over their
environment. In my opinion, that is priceless.
Type to Learn Software to teach keyboarding skills:
There are many versions of free and for profit software that claim to teach users to type. They work to a point but the user has to have basic skill sets to be able to follow along with the instructions. The user has to know his/her letters and must have the physical ability to perform the tasks. S/he also must be able to see and hear as well as be able to respond quickly enough to the prompts to follow along with the programs and to make progress. It is, however, very important to learn to type since we do live in a digital age; at the very least, people benefit from knowing where they keys are so they can quickly one finger type on an iPad's touch screen.
Electronic touch tablet:
There are many tablets on the market now. However, the iPad continues to be the most popular and most expensive. The applications that are created for this device make it an incredibly powerful tool for education. They are easy to use and as long as the user has the ability to one finger tap and swipe, they can use the device. There are programs for anything, review, instruction and fun. Although there are many application available, they aren't all wonderful, therefore searching for reviews before downloading or trying the free versions of more costly applications is a good way to proceed.
Assistive technology devices range from high tech. to no tech. at all - there is a continuum. They are becoming increasingly abundant and Special Education laws mandate the consideration of using the devices for all students students with IEPs.
Atomic Learning (http://www.atomiclearning.com/dns10pc) has a wide range of training options available for Assistive Technology devices. I worked through the training for Dragon Naturally Speaking. The training was easy the follow and the best part is that it is broken into manageable chunks. I was interested in certain components, therefore I could click only on the parts I wanted to learn more about.
Dragon Naturally Speaking is a speech recognition software that allows the user to dictate anything into the program just through the sound of their voice. It can be used to type any document that one would create using a keyboard. The text can be manipulated and revised. The user can even dictate into a recorder when they are away from their computer and then download it at a later time. Dragon can also be used to surf the Internet through the sound of the user's voice. There are recognition errors until the program is fully trained to the sound of the user's voice. This is a powerful tool for older students and adults who struggle with reading. It gives them the freedom to express their ideas on paper. However, the program takes some time to get used to and it isn't good for younger students whose voice is still changing.
This is a powerful video on the power of Assistive Technology:
Carly said, "One day your inner voice can come out. Mine did."
My last post was about applications for the iPad . There are many apps. out there; some are amazing, some are not. With so many new tools available for the IPad, it is increasingly becoming a powerful tool for education. I set out to explore teacher and parent blog as well as other document to get insight about the users' perspectives.
Children's Perspectives:
Can fulfill dreams and hopes which are the same as the able bodied world's.
Can live independently and lead active lives.
I Pads are flexible and portable
Even with physical disabilities they are easy to use - touch and swipe directly on surface
Parents' Perspectives:
Their child can lead a normal life and join the working world.
Child can communicate with world, order in a restaurant and advocate their own needs
The use of IPads helps parents become more engaged with school - http://www2.hull.ac.uk/ifl/ipadresearchinschools.aspx
Teachers' Perspectives
IPad applications are often customizable to a specific student.
Provides students a choice in communication - e-mail, messaging or speaking. It can even amplify a student's voice.
If students all have one, then it helps to eliminate the digital divide.
IPads are easily damaged, difficult to monitor who has which one and replacement/insurance costs are great.
Using IPads requires paradigm shift in how to teach.
Resources:
Dispelling the myths: http://depts.washington.edu/enables/myths/myths_aac_people.htm
iPad Be Nimble, iPad Be Quick: http://www.edutopia.org/blogs/ipad-be-nimble-be-quick-matt-levinson
A Principal's Perspective: Preparing to Distribute Student iPads?
