Technology tools for visual-spatial or motor control difficulties

In the previous post we discussed students who struggle with math facts; in this post I will address math applications for those with limited visual-spatial or motor control difficulties. Math requires a great deal of handwriting however some children are unable to perform these demands.  These difficulties can be minimized by using software programs.  MathPad is a talking worksheet program that enables students to perform arithmetic computation on a computer much like using a pencil and paper. (Dell, Newton, Petroff, 2012. Virtual Pencil is for students who struggle with writing This software features a tutorial which explains the problems to the student.  As soon as I read about these programs it brought to mind one of my students who is struggling with double digit subtraction.  I believe the MathPad program will assist him with difficulties.

MathPadä grades K-2 Students can do math directly on the computer
Award Winner: Technology and Learning Software of the Year

 Reference:

Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive technology in the classroom (2nd ed). Upper Saddle River, NJ: Pearson Education, Inc.

http://youtu.be/4ctaAR4gGMw

Education applications for automaticity/ math fact fluency

Automaticity of basic skills is defined as the fast, accurate and effortless processing of content information (Dell, Newton, Petroff, 2012). This involves visual and spatial organization, number sense, time, money and solving word problems.  Students with disabilities struggle with these abstract concepts because they have difficulty remembering and retrieving facts. Charts and calculators, which are low to medium technology help with the basics, giving students time to calculate the more complex problems. Software programs are also available for the practice of these basic facts; here are a few examples: FASTT math assists students in becoming fluent by measuring response time and generating customized activities (Dell, Newton, Petroff, 2012). Timez Attack focuses on multiplication facts from 2 to 12 times tables. Check out the website and see how much fun learning can be.

 Reference:

Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive technology in the classroom (2nd ed.)Upper Saddle River, NJ: Pearson Education, Inc.

Key Features in Selecting Educational Applications

           In a special education classroom the academic levels of the students vary and educators must provide each with the tools needed to meet their goals.  Several key features are recommended in selecting appropriate applications for students. Simplify screens so that visual presentation is clear. Consistency in menu placement makes it easier for students to access materials. Graphics along with text enable nonreaders to engage in important content.  Audio output allows auditory learners to understand content without the frustration of reading weaknesses. Accessibility of material either by a mouse or keyboard allows students to experience success. Pace or speed of expected responses along with appropriate feedback provides students with optimum applications. In selecting proper applications for students teachers must keep specific outcomes in mind then work backward. The final consider in this decision process is the student’s interest as they will want to spend more time learning if they are interested.


Reference:
Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive technology in the classroom (2nd ed). Upper Saddle River, NJ: Pearson Education, Inc.

Assistive Technology and Math

             Using computers as assistive technology in math lessons serves to present curriculum in an engaging way.  Traditional math lessons are presented by instruction alone, however with the use of computers as a tool to teach math, students with disabilities can build their confidence in this subject. The flexibility of the computer allows students with all levels to excel and then work up to the next level.  Students can practice math facts or other repetitious concepts in a fun and effective way.  The following posts will attempt to share various levels of assistive technologies and their use in mathematics.

           



Specific Approaches for Text to Speech Software

The webinar with Liz Persaud on Text to speech software addressed specific approaches that an educator can adjust in order for a student to have an effective reading lesson.  Two approaches that she touched on were controlling the rate of speed and the ability to modify or chunk the text. Students with disabilities find it necessary to slow down the rate of speed at which a passage is being read as well as chunk the reading in order to comprehend material.  The ability to format a tool bar so that a book report outline can be viewed and edited as the child reads the passage is a great asset to some of the text to speech programs.  This enables the reader to look for the needed information at his or her pace.  My son who is 17 happened to hear this webinar and commented that because he has trouble with comprehending passages this type of software would be great for him! 

 Reference: http://www.gatfl.gatech.edu/tflwiki/index.php?title=Webinar_Archives

 

Capturing Information

Students with disabilities have difficulties when it comes to note taking; however there is technology available to provide notes easily.  This technology is called a capturing device and it captures the notes on a specially designed whiteboard, records it and changes it into print or stores it for later.  The resource site Mimio.com provides teachers with various options to capture the information.  The technology ranges from glass whiteboard device to a mimeo view camera device.  All of these devices assist in providing students with a more diverse way to learn material.   The mimeo camera photographs an item say a fish tank and projects it onto the whiteboard in real time.

These devices can be used for all types of students but I especially like it for students who struggle with impulsivity and focus.  They can engage in a part of the lesson.   The mimeo products appear to be costly, as there is a whole section on the site about funding.  The site is user friendly and provides multiple webinars, seminars and tradeshows for professional training.

Reference: http://www.mimeo.com

Supporting Writing Goals

ReadWriteThink, a project of the International Reading Association, National Council of Teachers of English and the Verizon Foundation is a writing web resource can be used by educators, students and parents. This user-friendly site provides a multitude of resources that can be used to further the writing goals of a student with special needs as well as general education students from grades K-12. This Website provides classroom resources, professional development, videos and parent afterschool activities. It is set up with units, lessons and mini lessons that are easily accessible. There are also printables available and from what I can determine there is no charge for it. One writing tool that I came upon was the use of a Venn diagram. The student is provided with an interactive template that can be saved or printed. I also found a video section that discussed different ways to select books for in order to achieve certain benchmarks. This site will definitely be saved to my desktop.
reference: http://www.readwritethink.org