ReadWriteThink.org is a wonderful resource for educators, parents, and anyone interested in inspiring children to strengthen their writing skills. ReadWriteThink.org is a site that I will keep at the ready as I begin to teach. There are so many wonderful writing exercises available that to pick just one was very difficult. However, I decided to write about their Theme Poems activity. This particular student interactive is available online and as a mobile app.
It works great for students ranging from Kindergarten to 5th grade.
As I continue my research into the seemingly endless possibilities of the iPad, I came across one of the many, many, many iPad assisted literacy apps. The One Minute Reader app is one that caught my eye. Taking the perspective of a parent, I would definitely use this app with my child. First of all there's the price: free. That always works for me. Generally, you get what you paid for. But as this video shows, this assisted literacy app seems to be a winner. Geared towards struggling readers, it's used to increase fluency, vocabulary, and comprehension. It does this by using methods that include modeling, motivation, repetition.
The adaptable nature of iPads for use in Special Education has been written and spoken about at length since it's first introduction in 2010. One of my favorite adaptations is as an audiobook player. I personally use audiobooks on my iPad mini and I love it. But enough about me, who does this benefit educationally? Students with disabilities ranging from blindness or low-vision problems to students with limited vocabularies. But it's the entertainment-like qualities of audiobooks that sucks students in. By this I mean, the narrator of the audiobooks. Taking on the perspective of the student, which I am actually, a good audiobook will always have a great narrator who uses his or her voice, or range of voices to be honest, to bring the words to life. A great example would be Jim Dale, who narrated the American version of the Harry Potter series. Here's an example:
This multi-sensory literacy app for the iPad has many things going for it. Let me begin with the introductory voice-over that begins when the app is started. The voice-over simply says, "Your mission is to become a Space Pilot by Spell Trekking through each planet."
(Begins at 1:24, Click on link please video would not embed)
With that very effective voice-over, I'm already hooked on this app. Keep in mind that I'm approaching this through the eyes of my students. Other positive aspects of this iPad app include: 1. Cost effective - It costs only $1.99 2. Colorful & fun graphics 3. Immediately draws in children 4. Progress is gradual with plenty of repetition and review of work. From a parental perspective, this app not only delivers on the education side but the cost effectiveness of the app definitely makes this a must-have.
The included link down below describes Predictable 2.0, a text-to-speech app from TherapyBox, an England-based educational software company. Predictable 2.0 was created for both the iPad and iPhone.
As the video host goes about describing the software, I was impressed by the use of emoticons in this app. Emoticons, for those of you not in the know, is the representation of facial expressions on a computer/tablet/smartphone by using a combination of alpha-numeric characters. For students to be able to just touch the emoticon that mirrors their mood was something I found amusing and important.
From a student perspective, this app would be a great way for them to communicate with their peers, families, and of course, teachers.
Parents would be hard-pressed not to have this app at home. To be able to communicate with their children would be welcomed. What may not be so welcome however is the cost which may prove prohibitive to some families. For the record, Predictable 2.0 costs $159.99.
Teachers, and I include myself, would love this app in their classrooms. It is easy to use and comes with great word-of-mouth from other teachers and especially students.
I was really taken aback by this video. Usually, I can see or read something, process it, and then write or talk about it. After watching Carly's story, I had to sit down for about an hour and gather my thoughts.
There were so many questions that I had, most of them having to do with the failure of her therapists, family and friends, to do something as simple as placing a laptop/keyboard/iPad i.e. ANYTHING, in front of her to see, just to see, if she could communicate.
My anger quickly dissipated when I put myself in her family's shoes. Having an autistic child, to be quite honest, is something that I cannot fathom. Would I be as strong as her parents? I don't know. But I can say that she is a remarkable young lady.
Looking at Carly's story through the patina of the Medical Model of Disability, I can say that it seems to best fit in this category. I fully recognize that statement is easy for me to say as abled-bodied person. However, within the Autistic community many would argue that the Social Model of Disability is the proper categorization for people with Autism. This particular model asserts that it is society's treatment of people with Autism that creates barriers, negativity, and outright derision of people with Autism. I can only say that each student I have the pleasure of working with and for, will be treated as an equal.
"There's something about this little box that just brings kids in." - Lauren Meatty
The video posted above is such a treasure trove of information. Lauren Meatty, the current Director Of The Regional Consultation Program at the Schwartz Center for Children, provides us with a very information-filled presentation on using iPads with autistic and nonverbal children.
She begins by speaking about a young girl with Spastic Quadriplegia and how her family tried in vain to find THE
device that would allow her to come alive; to communicate with the outside world.
That device was the iPad. When Meatty first used the iPad with the child the results were very positive. Almost immediately it caught this young girl's attention and just as quickly she began to interact with the device.
To hear Meatty speak so effusively about the iPad, one could surmise that it is the perfect device for special education. No doubt the positive aspects of the iPad such as size, cost, adaptability, and the availability of educational apps far outweigh the negative aspects. That supposition should be accepted along with the notion that one device cannot be a cure-all for every student. Also, depending on the district you're in iPads for every special ed student may be cost prohibitive. Meatty herself highlights this fact by stating that one program that she is very fond of, Proloquo2Go, costs $200.
However, when I carefully weigh the good and the bad, I have determined that the iPad will most certainly play a large role in my classroom. I am fortunate to have my own iPad and I've downloaded some apps to see exactly what they are capable of providing my future students.
In her presentation, Meatty is very succinct at pointing out the apps that have worked for her. Among them:
Cut The Rope: Helps teach finger isolation and motor skills.
Elmo's Monster Maker: Teaches children about the human body.
Duck Duck Moose: Allows students to interact with popular early childhood songs.
The aforementioned Proloquo2Go: A very customizable app that allows users to select a voice to speak for them. They also have the option of programming the user's voice.
If there's any piece of assistive technology device that could dethrone the all-mighty desktop computer, it could very well be the electronic touch tablet. What makes this device such an educational juggernaut in special education? Like many other types of AT it is very adaptable to students with disabilities that include the auditory and visual fields. It is also appeals to students that are attracted to the kinesthetic aspect of the device. Any talk about electronic touch tablets has to include the most popular touch tablet on the market, the iPad. Even though the iPad has its competitors, this device has proven to be the favorite of every school I've had the pleasure to observe and volunteer in. The adaptability of the iPad via the educational apps available for download make it an immensely valuable tool. As I've mentioned in a comment on a classmate's blog post, I've put an iPad in a newly arrived Mexican immigrant student's hands and without any word from me, that child is swiping, opening and using apps in minutes. It is quite a sight to behold. And the age in which you can get student's using an iPad can start as young as kindergarten as this video will attest.
As an older grad student, I hate to begin stories with 'I remember when,' but I remember when I learned to type. It wasn't in elementary school like today's kids. It was in 12th grade. All things considered, it was one of the most useful skills I could have learned to prepare me for life. Imagine having to go through college and high school using the 'hunt and peck' method?
I find it quite amazing that typing is taught in elementary schools. Of course it makes sense with the proliferation of computers in elementary classrooms, but it still makes me smile to see all these little hands and fingers deftly making their way across the keyboard. In our readings we've learned about how typing skills enables students to increase their word count, decrease spelling errors and expand their vocabulary. It makes me wonder if my elementary and middle school writing would have increased in both output and academic content. Enough about the past let's look at UltraKey, one of the most successful Typing To Learn programs out there now.
This is another type of assistive technology which I have yet to see firsthand. That being said, I look forward to the day when I can 'play around' with all types of AT to familiarize myself with their capabilities. These devices are for students who have speech difficulties by way of birth or injury. A student's ability to communicate with peers as well as their teacher is paramount for success in school.Not to mention their ability to communicate with the world at large. One such device is Vantage Lite.
As you can see in the photo, the adaptability of Vantage Lite not only resides in the software/pictures/symbols it uses but it even extends to the color of the device itself. Here is a 2-year old using Vantage Lite.
Assistive literacy software has grown in leaps and measures ever since the computer became a staple of the modern day classroom. Students who struggle with the many aspects of reading including; phonemic awareness, decoding and comprehension benefit greatly from this type of software. One of the most widely used programs is CALS which stands for Computer-Assisted Literacy Solution which students like because it's online, easier and more helpful. Here is a video on CALS.
Time to fess up. I used to own a portable word processor. It was a behemoth and it looked like this.
Look at those graphics! Hope you like green, cause that's all there was. And yes, this word processor was as heavy as it looked. Imagine my surprise when I came across portable word processors in our reading. I thought these things were long forgotten relics of our past. With the advent of the laptop, I didn't think there was a need for word processors until I realized that you have to take into consideration the cost factor. So here they are still in use although they look much different and are of course adapted to suit the needs of students with limited fine motor skills, reading and writing limitations and even for those who have poor penmanship. Modern day word processors like the very popular AlphaSmart look like this.
Adapted keyboards are one the most versatile types of Assistive Technology. This type of AT helps students with limited fine motor skills, cognitive disabilities, and vision impairments, to name a few. My first introduction to the adapted keyboard was in an office setting. You may have seen them as well. The keyboard was angled from preventing, and helping users that had already developed, carpel tunnel syndrome.
Of course the adaptability of these keyboards differs significantly in the special education realm. These types of keyboards look much different depending on how they are modified.
Here's a video of one of the biggest Assistive Technology companies in adapted keyboards, Chester Creek Technology.
Multi-sensory learning is the type of learning that involves the processing of stimuli through two or more senses (visual, auditory, tactile etc) Multi-sensory educational software allows students to learn using more than one of their senses. This kind of software is especially useful for auditory learners, visual learners, kinesthetic learners and learners with ADHD. A fine example of this type of program is Powerdot Multiplication. As the name suggests, it is used to teach mathematics.
This next piece should be prefaced by stating that this type of AT has changed over the years. From books on tape to books on CD, and finally to one of the most popular forms the audiobook. This type of AT has been traditionally used for ELL students and students with learning disabilities and/or impairments. It is also effective on struggling readers and non-readers. The effectiveness comes from the fact that you could use audiobooks to do the following: 1. Provide a read-aloud model 2. Capture the intended spirit of the stories due to the wonderful narration skills of the readers 3. Teach critical listening 4. Introduce students to books above their current reading level
The list can go on and on. Would I use this in my own classroom? Absolutely. I use a form of audiobook now to study for this class. I record myself reading the assigned chapters into my iPhone and then I play it back as I commute to and from work. That's essentially an audiobook. It helps me retain the information during the initial reading and the consequent playbacks. Learning Ally is one of the most respected companies offering audiobooks today. An example of Learning Ally's work
Scan and read systems are a great option for students with visual impairments and/or learning disabilities. I have not had any personal experience with this particular AT but after reading and researching, it is something that I hope to use in my classroom. I learned that there are 2 types of scan/read systems. One is specifically geared towards people who are visually impaired or blind. The other is aimed at students with learning disabilities. Scan and read systems combine the use of a scanner, character recognition software, and speech output to read aloud printed text. It combines this with a visually-enhanced display on either a computer monitor or SmartBoard. One of the best scan and read system is the Kurzweil 3000. Here is a great example of it in use in a middle school setting. Kurzweil 3000
This type of software allows users to speak into a computer via microphone and have their words dictated. The uniqueness of this type of technology is that it avoids use of the keyboard altogether. This is an ideal AT for students who have very limited or no use of their arms and hands. However, it should be pointed out that this type of application does involve a little more work on behalf of the students. For example, when students write using this AT they need to; speak any punctuation used; check their words on the computer monitor for accuracy; make corrections to any mistakes; all while keeping focused on their next sentence. It does seem to be harder than I had initially thought. From the research that I conducted, the Dragon Naturally Speaking software seems to be the most widely used and heralded program out today.
Talking Word Processor Software is aimed at students with learning & writing difficulties. This includes beginning readers, people with visual disabilities, and ELL learners. The way it works is rather unique. This software provides auditory feedback as the student writes. It echoes the letters as the student types them. It also repeats the entirety of the text once the student is finished. This type of software benefits students who like to have their words repeated to them. Not only does it read the student's words but outside text can be inserted imported and read back to the students. The software can be adapted by the student to change the rate and volume of the speech as well as the voice reading to them. One popular application of this type of software is Intellitalk.
way to improve student's writing! Word prediction software, or WPS from now on is best used with students who have writing difficulties. These students tend to have physical limitations and/or mental delays. The software works just as it's described, it predicts words for students giving them a list of choices for which to complete their thoughts. This software is adaptable in the sense that it allows you to create custom dictionaries. These custom dictionaries can be tailored to include specific terminology for a particular writing prompt. One of the most popular brands of Word Prediction Software is Word Q. Here is a video of Word Q in use!
One of the most valuable pieces of information I learned started at the very outset of this module when Instructor Tom Reuss said in his introductory video that even if you failed at using ASR in the past, you would be well advised to make another attempt. Given the fact that advances in technology occur rather quickly, whatever problems ailed you during your previous attempt at ASR may no longer exist. Automatic Speech Recognition has too much potential for students to be given up on so easily.
I also learned that ASR benefits a rather wide range of students, including those with physical and mechanical struggles as well as students who don't have these disabilities who are concerned with increasing typing speed and accuracy.
Even students with speech difficulties are encouraged to try ASR, as mentioned previously, technological limitations that exist today can be gone tomorrow. ASR software is updated in such an inconsistent matter that it would be wise for teachers to check in again from time to time to see if the problem remains.
I have seen ASR in action and I cannot see wanting or needing to avoid this AT for my students benefit.
This module introduced me not only to the concept of how we must consider AT in the IEP Process but also to the lovely Morgen seen here. I mention her because I liked how this video allowed us to hear the point of view from a student who requires the use of AT. She made some very salient points about her likes and dislikes about Co-Writer, the particular writing AT she uses. I learned the distinction between Assistive Technology and Assistive Technology services. There are differences. For example it lists examples (I love examples) of AT services such as: 1. Resource teacher will instruct on computer functions for 20 minutes daily. 2. Tech coordinator will be available for computer problems per request. 3. Physical therapist will consult for 30 minutes weekly on power wheelchair training.
As a teacher, knowing the difference between the two will help alleviate any uncertainty on my part. To further dissuade any misconceptions, my teaching will benefit from avoiding some errant decision making by referring to the list of common errors. These errors/misconceptions include: 1. AT is considered for students with severe disabilities only. 2. No one on the IEP team is knowledgeable regarding AT. 3. If AT is not needed, IEP team fails to document the basis of its decisions.
I think it's safe to say that I am the only student in my class who has yet to earn their certification. Although I have 2 1/2 years of instructional support (volunteer-based, yay) experience, much of what I have encountered in this class thus far has been new knowledge to me. I've been fortunate enough to have worked with ELL students and general ed students but I have only 10 hours of working in a special ed environment.
It's for that very reason that I find the process of AT Assessment so interesting. Here is a road map of sorts that will help me achieve my destination: helping my students with learning disabilities succeed.
What I learned from this module is that students needs should be looked at BEFORE AT selection can begin. This is of the utmost importance because you can have the most up to date technology at your disposal but it wouldn't do you any good if it's not what's best for a particular student.
I also learned that AT Assessment is a team effort. Choosing, implementing, and monitoring the results of AT requires more than one person. If that person is the teacher, her or she may be already overwhelmed with their required duties.
For myself, I can use this module as a blueprint of sorts to help me traverse the difficult task of selecting the AT that's best for my students.
