Technology and IEPS - Eye gaze

In the previous post we explored the basis for determining the need for assistive technology in an IEP.  In the following 5 posts, you will see some examples of types of technology that is available in order to meet these goals.

Annual Goal: Sarah will interact with others in the school environment in four out of five opportunities to indicate her preferences and needs using voice output devices and eye gaze strategies.

Because Sarah is unable to speak, the use of assistive equipment will utilize her strengths and help her to be more successful in the academic setting.  Her IEP goals state that she can choose which device or strategy that will allow her to interact in school environment. The voice output system along with eye gaze technology will enable her to communicate with her teachers and peers as well as be independent. Continued use will permit her to reach her IEP goals.

IEPS and Assistive Technology

Assistive technology provides students with disabilities with great benefits. Children without technology may experience a great deal of frustration. In order to provide a student with technology, needs must be determined and a process must take place.

Once a student has been assessed and the goals established a team meeting is called in order to develop an effective IEP.  Although there is no clear-cut way to decide what is needed, discussions take place about the goals and what assistive technology is needed in order to reach them. It is important for the team to be knowledgeable about the range of assistive technology options available for the student.  Because these assessments differ from state to state and district to district guidelines for considering assistive technology have been developed by the QIAT Consortium. The IEP must document that assistive technology is being used and for what reason. If it is determined that a student no longer needs assistive technology the reason must be documented also.                                                        


Reference: http://www.edtechpolicy.org/QIATMATRICES6.pdf

A New World for Carly

Autistic Girl Expresses Profound Intelligence







http://www.youtube.com/watch?v=F4XMlhCfp3Q




This video introduces the viewer to life inside an Autistic child. Carly when presented with a computer using a text to speech program, began to share her life.  She explained her difficulties as well as why autistic kids are so sensitive to sound.  This device has empowered her to become independent and to develop relationships with her family as well as friends.


For the first time Carly's dad really understands his daughter and is able to talk with her. He is truly overwhelmed with joy as he is watching his daughter become an individual. 




Educators have done research on the success of using iPads for nonverbal students.  This research funded by Autism Speaks states the importance of these devices in encouraging communication.


While watching this video I was struck by such strong emotions one of sadness for  her past life and one of joy for her future.

COOL IPad APS FOR KIDS

IPad apps for Autistic and Nonverbal Children are great resources for parents an educators as they explore the world of assistive technology.  The speaker shares many apps for the IPad  ranging from communication to writing to social stories.
If a child's disability  centers on  his/her ability to socialize there is a great AP called Sonic Pics. This allows the student to take pictures of a specific social situation and then narrate the pictures.  He can review and practice appropriate behaviors.   The Sound AP has a diverse variety of sounds.  One of our Autistic students thoroughly enjoys the sound of musical instruments.  I believe this would be a great motivator for his behavior.
These APs are user friendly, although some may be pricey.  Some of them can be loaded onto personal student devices so the skills can be transferred to the home environment.
I especially liked the speaker's statement of how the use of the IPad in the classroom draws general education students to the disabled students. 
http://www.youtube.com/watch?v=FGU1ELjS7bQ

AT Software for the Classroom

The purpose of this post is to provide the reader with a variety of software available  for assisting individuals with  disabilities in the classroom.

1. Word Prediction software is used for students who have  trouble with word recognition. Word prediction software is often used in the classroom to assist students who may have difficulty reading a test.

http://www.youtube.com/watch?v=F3YdTXAG8qY 

2. Talking word processing software- (TWP) are writing software programs that provide speech feedback as the student writes, echoing each letter as it is typed and each word as the spacebar is pressed.

This type of software applications are more likely to be used by people with learning disabilities, people with poor reading abilities, and ESL (English as Second Language). Alpha smart is commonly used in schools.

3. Naturally speaking voice recognition software.

Students who have difficultly with writing would benefit by using this software. Naturally speaking by Dragon is commonly used in a classroom

4. Scan and read software.

A Scanning and reading software begins with using a scanner to scan paper documents into a computer. The software will then translate it into digital format so it can be read. Individuals who have print disabilities  due to dyslexia, visual impairment, and learning difficulties benefit by using this software. In the classroom, a student could utilize this program when taking a test.

http://snow.idrc.ocad.ca/content/scanning-and-reading-software

        

5. Books on CD

Individuals who use books on CD often have poor eyesight or are unable to read. Books on CD are also beneficial for those who have processing difficulties. In the academic setting, students are able to listen to the text and then possibly use naturally speaking software to response to comprehension questions. Amazon.com has

a large selection of books on CD available.

6. Multisensory Educational Software

Is the process of teaching a students while accessing all of their senses.  Not only will a student learn math the old-fashioned way, but they will participate in on-line games and multimedia instruction tailor made to suite their academic needs.  This software allows the educator to use one program while satisfying the needs of many.

7. Adapted keyboards

Keyboards are adapted for the purpose of accommodating individuals with physical  and visual disabilities.  The keyboards can be altered by using an overlay to change the layout

8.  Portable word processor

Also called a portable keyboard can be used by a student who struggles with writing  for note taking in any venue.  Word processing programs can be loaded on to the portable keyboard.  The Quick PAD  is one type of keyboard that is used in the classroom.

http://www.quickpad.com/

9. Assisted Literacy Software.

I found a program called CALS developed by the Rotary Club in order to help struggling  readers increase their ability and to read and comprehend. This is an excellent program for students to build their self confidence.

10. Voice output Communication Device

Is used by individuals who unable to speak or whose speech is unintelligible. The primary purpose is for communication. This device would contribute to success for a student who is non-verbal, but who have the ability to read.  Dynavox is the leading producer of Augmentative and Alternative communication devises.

11. Type to learn software to teach keyboarding skills

This software is utilized by educators in order to teach proper typing.  Currently my school district uses the Mavis Beacon software.  This programs utilizes games and tutorials for the purpose of learning to type.  Students work at their own pace and receive scores for each exercise immediately

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12. Electronic touch tablet.

More commonly know as a tablet or IPad. This technology can be used by a diverse group of students both with and without disabilities.  Students can access applications from speaking to research.  Our class is currently using them for research on explorers. 

 

Tutorial on Alpha Smart- This is a great introduction for someone interested in purchasing the Alpha smart is an assistive technology device.  It is an easy was to take notes in school on a software writing program.  The Alpha smart enables an  individual to have five different documents accessible at the same time.  It is a light weight and inexpensive to buy.  The really good thing about it is there is no email, no Facebook or no distractions.  This device can be hooked up to a USB port and transferred to a computer for storage.

ASSISTIVE TECHNOLOGY MODULES

The UDL guideline for this site is 5, Providing options for expression and communication. 

Appropriate guidelines like  ASNAT and SETT  can be used to assess a student for the purpose of using AT. These guidelines direct the educator through the process. Although I would be part of a team of individuals while assessing, it is necessary for me to understand the whole process in order to be an advocate for my student.

In my classroom, there is a non-verbal student who uses assistive technology for speech. He uses the Ipad with a text to speech program.  After reading and listening to this module it is my opinion that the IEP team should re-assess him. Although much time is spent teaching and assisting him, he appears to be frustrated.

Automatic Speech Recognition (ASR) is an effective computer program that can be used for individuals who cannot use a keyboard.  The case study on Kevin Leonard was eye opening for me as he is able to effectively have a career with his use of the ASR program Dragon naturally speaking Some of my students struggle with processing information then writing. The Dragon Software would be a great resource in my room.

Computer Access

Computer assistive technology like keyboards can be adapted and customized to fit individual needs that will enable students to be successful. This post addresses UDL guideline 4.2 to optimize access to tools and assistive technologies.

Alternative Keyboards-

EXPANDED- Covers large surface area, students need accurate keystrokes, students have poor fine motor skills, enable hand/foot typing

MINI- Covers smaller surface area; students have motor impairments, neuromuscular disorder, spinal muscular atrophy, restricted ROM

CUSTOMIZE – Can be configured to meet student individual needs; limited tasks or commands, standard overlay modifications

ONE-HANDED- Use of full keyboard, student needs good finger dexterity; student has the use of only one hand

ON-SCREEN –image of keyboard on the monitor students position the mouse on the keyboard; students do not have motor skills necessary for keyboard

         Besides alternative keyboards mouse emulators are available for students with physical disabilities. The user does not have to type in, memorize computer commands, or use a mouse pointer; instead the student can use their most controlled movements.

Trackballs- A ball is housed in a stationary base and can be rotated; student has limited ROM and good fine motor.

Joysticks- Game joystick converted into mouse little movement; student with limited control of fingers and hands.

Head-pointing-monitor tracks student head movement from signal on a wearable device; students cannot use their hands for a mouse.

Eye-Gaze- The movement of a student’s eyes direct the mouse; student with no reliable muscle movement.

              This blog is meant to provide the reader with the various keyboard and mouse systems that are available through assistive technology for use by students with disabilities