My name is Sabine Louis and I am a student at Florida Atlantic University. I am currently majoring in Early Care and Education. This blog was created to help showcase what I have learned and share it with others. This blog was created for a Summer course in assistive technology.
Today I have added a video on my blog about the transition in special education. This is a very important step in the lives of our students with special needs after the completion of high school. In this video, I basically explain:
what the term transition means in special education
when the transition services are considered
an AT tool that can be helpful for students who start post secondary education
Behavior is exhibited by everyone and that includes teachers and students! Anything that we say or do is a behavior. All behavior is a form of communication. Students use behavior to try and tell us how they feel. Behavior has four functions and they are sensory, escape, attention, and tangibles. These four functions are usually abbreviated as the term S.E.A.T. We will encounter both good and bad behaviors in our classroom, so how can we identify which behavior is occurring? Further along this post, I will briefly describe the four functions of behavior.
What are the four main functions of behavior?
Sensory
This has to do with certain behaviors that feel good for the child. This sensory behavior can occur with anything that feels good, taste good, smells good, or looks good to them. The behavior can occur at anytime during the day and even when the child is alone. This behavior especially occurs when they are feeling anxious. This is the child in your classroom that chews on the back of their pencil because it makes them feel good.
Escape
This behavior is a very common one in many of our classroom. If we give students a task to complete and they do not want to do this activity. They will try to remove themselves or that activity away. Often times we may not realize it but this happens when the activity or task is too easy, hard, boring, or scary for that child. So as a result, the child tries to avoid or escape the activity or assignment. The child might walk away from their desk ignoring an un-preferred task to engage in a task that they prefer to do.
Attention
This behavior happens when children are seeking the attention of peers or an adult. This behavior can appear as either positive or negative attention seeking behavior. This happens because the child wants to interact socially with that person. For example, mom is speaking to you (the teacher) and the child starts trying to get their mother's attention. The child might start calling her non-stop or might even throw an item or toy across the room. The child is trying anything to get the mother's attention.
Tangibles
This behavior happens when the child wants something specific. It might be a specific toy, iPad or a preferred activity. So in order to have their way, they will misbehave in hopes of getting what they want. This child may complain, cry, and/or refuse to complete an assignment because they prefer to play on the iPad. They're hoping that they're complaining and/or crying will cause you to give them the iPad.
The video that I have added below will give you more insight on the four functions of behavior.
What is reinforcement?
A reinforcement is something that increases the likelihood that a behavior will continue. A reinforcement can increase a wanted or unwanted behavior. So this means that there are negative and positive reinforcements. Positive reinforcements can be verbal praises, stickers, treasure box and things of that sort. These are things that we give to the student after they have displayed the wanted or expected behavior. Those kinds of reinforcements can potentially encourage that one student to continue to behave and may even motivate the others to do the same. A negative reinforcement can also cause a behavior to reoccur in the future. Let's say for example, you have a student that has 15 minutes to play with a toy from home during their free choice time. Once the 15 minutes is over, we remove the toy from that child and they throw a tantrum. Despite the child having another tantrum, we still don't give them the toy back. So it is likely that this behavior will occur again. Taking away the toy has increased the tantrums, making this a negative reinforcement.
Assistive Technology that Supports Behavior
Boardmaker
Boardmaker is a great website for creating a visual schedule for your classroom. Visual schedules help students know exactly what is going to happen next in their day. This alone helps reduce unwanted behaviors. The Boardmaker website has a lot to offer but creating a visual schedule for your classroom is one of those things they offer. In the video below, you'll see a simple tutorial on how these picture cards for your visual schedule can be made on Boardmaker.
Pictello
With Pictello teachers can create social stories for students. This resource has text-to-speech with word highlighting and word predictions. You can also import pictures and video from your device to create your social stories. These stories can help students to know what behaviors is expected throughout the day. I have added a link at the bottom of this blog post that will take you straight to their website.
iPrompt
This app is used to create a visual schedule on any Apple device. You are able to create full schedules for the entire day and also make "first and then" prompts for a specific task. This helps the child to know what needs to be done first and then what will follow. The "first and then" prompts are a great guide for students. This is a great way to minimize unwanted behaviors. The app also allows you to upload pictures from your phone to add to your schedule.
As you all may know, this up coming school year is going to be a new experience for all of us. This is the first time we're experiencing a distance learning model for the beginning of school year. This is not going to be easy at the beginning but I am here to support you in any way I can. There will be certain math skills that we will be working on together as a class. These math skills are what they call standards. You are welcome to access all of the standards for Kindergarten along with the many parent resources they have available on the cpalms.org website. To help us have an idea of some of the math skills we will be working on this school year in Kindergarten. I have listed 5 math standards along with a link that can help your child practice these skills at home. You are welcome to share in the comment section below how your child felt while using these math supports. I'd love to hear from you!
5 Kindergarten Math Standards &
Interactive Learning Resources
MAFS.K.CC.1.3 Read and write numerals from 0-20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects)
The link that I am adding at the bottom will help set the foundational knowledge in addressing the standard that is stated above. This tool is called "Five Frame". It has four different games using a Five Frame. They are given 4 different objects to choose from. They have circles, bugs, stars, or apples. Using one of those items they will be challenged to figure out:
How many items or empty squares there are
Drag a certain number of items to the frame
Determine how many items are needed to fill a five frame
Drag items to complete an addition question.
There is also the option to randomize the game. This is a great game for learning basic number facts.
MAFS.KG.1.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid).
The link that I have added at the bottom will take you straight to the "Shape Tool" page. On this website your child will be able to create any geometric shape they want. The shapes that will be found in this tool are: square, triangle, trapezoid, hexagons and rhombus (also known as a diamond). They will be able to color, enlarge, shrink, reflect, slice, and glue the shapes together to create the geometric design of their choice.
MAFS.K.CC.3.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number objects in another group, e.g., by using matching and counting strategies.
Which number is greater: 5 or 2? Students will be expected to know the answers to questions like this one. I encourage you to try comparing the quantity of objects at home to help support your child with this math skill. There are also great games online that your child can play to help support them as they learn this math skill. I find "Starfall" to be a great learning support website. This is a website you can access from home. There are also other math games that can be found on this same website. I've added the link below and please feel free to explore this website to it's full extent.
MAFS.K.OA.1.2 Solve addition and subtraction word problems 1, and add and subtract within 10, e.g., by using objects or drawing to represent the problem (students are not required to independently read the word problems.)
Children in kindergarten are expected to know how to solve an addition or subtraction word problem. We know that in kindergarten many of out little ones don't quit know how to read yet, so reading the word problem is not expected. The link that I am going to add at the bottom is a great virtual manipulative that will help your child work on this specific skill while they are at home. This interactive game is called "Ten Frame" and while using any of the four different objects, the game will ask your child a series of questions based on the mode they chose. I've added the link at the bottom.
MAFS.K.MD.1.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/ "less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller or shorter.
To help support your child with this math skill, I have added a link at the bottom that will take you straight to a website called IXL. This website has many great learning resources that can support your child's learning at home. However, the link that I have at the bottom is going to take you straight to the interactive game called "Long and Short." Your child will be able to practice recognizing the difference between the two. This game does increase in difficulty as they play, so it will definitely give them a fun challenge.
The process of writing is not easy for all students. When students are given an assignment that requires writing they may quickly become discouraged before they even get a chance to start the assignment. Students who for example, have severe Dyslexia will need an assistive technology tool that can support them in this aspect. Co-Writer Universal is one of the many great tools that offer speech-to-text and much more to help our students do their best writing. I have added a video at the bottom to give you a little more information on this great tool.
Pros and Cons of Co-Writer Universal
Pros
Co-Writer Universal works on several platforms like Google Chrome, iPad, Microsoft Edge, and just about anywhere online.
This tool has speech-to-text. Speech-to-text allows students to use their voice to write. This is a great tool for our students who have difficulty with spelling.
Word Prediction is another great feature that this tool has. On any standard device as we type a message or email, the device is able to predict the spelling of the words we are trying to spell. Co-Writer Universal will not only do that but it also gives suggestions for words that are spelled incorrectly. It gives you suggestions based on the context of your writing. For example, if a students types in "wut" or "wen", it will offer the correct spelling for the words. So the words "what" and "when" will appear.
Cons
If you are a parent or educator, Co-Writer will cost you $4.99 a month plus tax. So that means it cost about $60 dollars plus tax for the year. So if you find it to beneficially you'd have to keep paying for it every month in order to keep it.
When using Chrome the word prediction window will print on your document if you forget to move it off to the side.
Overall Co-Writer Universal is a great form of assistive technology tool for the classroom. This tool not only helps students with Dyslexia or any other disability but it is also beneficially for all students in your classroom. I am currently teaching in a pre-kindergarten classroom and of course my students are not ready to read or write sentence down on paper. Yet, this tool can still be very useful in my classroom! You may be asking, how?
Well, my pre-kindergarten students still have their ability to think and create great stories! So in my classroom we have a Smartboard and iPads. We create stories together as a whole group and sometimes they also tell stories on their own. They usually draw the pictures and I write down all of their words on paper for them. With this tool my students would be able to dictate their stories to the Smartboard or iPad and watch them appear on the screen. This alone would enhance their print knowledge and vocabulary. They would also see that their words have value. This would also build their confidence and encourage them to write and tell more stories.
Everything we do in our daily lives requires the use of communication. How can we help our students who have difficulties with communication due to a disability? Augmentative and alternative communication systems which is better know as AAC is used to help students who have severe communication disorders. Theses communication disorders include severe Autism Spectrum Disorder, Cerebral palsy, severe head injuries, Parkinson's disease and much more. The use of AAC provides your students who are non-verbal with a voice and a chance to really participate in the learning that happens in your classroom. The video at the bottom will give you more details on AAC and how it benefits our students who need it.
Different Types of AAC Devices
Low Tech : Visual Schedules
A visual schedule is a set of pictures that communicate a series of activities or the daily schedules. Visual schedules are very useful with students who have Autism. To create a visual schedule you can use pictures or photographs. You can use this visual schedule to help your student know what is coming next in the daily routine or to follow a simple task such as hand washing. I have added a video at the bottom that will give you more insight on the benefits of a visual schedule.
Mid Tech : iTalk2 with Levels
This a voice recording devices that allows you to record the sound of your voice to give your students options. This device gives you two buttons for two options. The iTalk2 allows you to pre-record choices to use throughout the day. They're great for assisting with for example, yes and no choices. The student can also use this device during snack time. When you have two choices available such as chips or cookie. This gives them the freedom to respond using this device. This is also helpful when they're trying to make choices between an activity. The tabs have a plastic covering that you can remove to place a picture of what the choices represent. I have added a video at the bottom that will give you an overview on this product and how to use it.
High Tech : TouchChat HD- AAC with WordPower
Let me start by saying that this is an app. The TouchChat is an app that you can purchase and download from the App Store on which ever device you choose to use. This app is compatible with any iPad or iPhone device. It has a wide range of vocabulary words that are useful throughout the entire day. This gives the student the ability to express themselves and their wants. The student is able to create full sentences and/or phrases describing what they'd like to eat, play, or even places they'd like to go. Before a students is able to fully master the use of this app, they will need some training on how to maneuver the app. So this means that as the teacher you will also have to get familiar with this app before bringing it into your classroom.
Additional Resources
Augmentative and Alternative Communication (AAC) By ASHA
Any student with a disability such as a visual impairment, hearing impairment, or deaf-blindness has a form of sensory impairment. Deaf-blindness is a combination of both hearing and visual impairment, this can also be addressed as a dual sensory impairment. The Florida Department of Education website has great resources and information that can help you gain a better understanding of these students. The link that I am going to place at the bottom will take you directly to a publication that will give you more insight on students with sensory impairments. This publication also includes resources that you can use and also share with the families of your students. I saved this publication for myself as a direct resource for my classroom. You will also be able to print this document if you are interested in having a copy at hand for your own classroom. Here is the title of the publication and the direct link:
Florida's Educational Opportunities for Students with Sensory Impairments
At the bottom I have listed a few tools that can be helpful to your students with sensory impairments. These tools can be easily incorporated into your classroom. These devices are easy to use and will help increase your student's independence within your classroom.
Roger Touchscreen Mic by Phonak
This is a tool that can be used within your classroom to help make the material you teach in your classroom more accessible for students who are deaf or hard- of - hearing. This tool is a small microphone that goes around the teachers neck on a lanyard. The touchscreen microphone helps amplify or increase the sound of your voice as you are teaching. The best part about this device is the automatic connection it makes to any assistive hearing devices your students may be wearing. I've added a video at the bottom to give you an idea as to how wonderful this tool can be for your classroom.
Williams Sound Personal FM Listening System
This tool can be used to increase the sound of the teacher's voice for students with a hearing impairment. It comes with two parts: a transmitter and a receiver. When using this device both the student and the teacher have to be on the same channel. The transmitter comes with a microphone that has to be worn by the teacher and a headset for the student. I've added a video at the bottom that will give you more information on the usage of this tool within your classroom.
OrCam Read or OrCam MyEye 2.0
The OrCam Read is a type of assistive listening device. This tool can be used to assist a student who wants to be able to read a text. This device takes a picture of the document or screen and reads it out loud for the student. It does not require an internet connection to work and it also has a port for headphones. The OrCam MyEye 2.0 also reads the material to the students but it also allows them to be able to recognize the teacher and their fellow classmates. Both of these devices give the student more independence. It is up to you to choose the one that you think will work best within your classroom environment. I've added a great video that shares the experience of a middle student named Dylan who has really benefited from the usage of this device. He shared his experience on the Steve Harvey show in 2017.
How can we best select technology for students with disabilities?
There is so much technology to choose from. We are surrounded by it wherever we go. When it comes down to the classroom we want to choose the best form of technology that can help our students with disabilities. We want to take into consideration what the child's needs and abilities are. When choosing a form of technology we want to make sure that it is going to be a good fit for that student. We want to also take into consideration the child's limitations.
iPad's for example, are usually a popular choice because they can easily fit into any classroom environment and they are customizable. There are so many great aspects to the use of an iPad such as the weight, size, audio, audio record, text and images. Selma Powell listed a few steps that can be helpful when choosing apps on an iPad for your students with or without disabilities. They are listed below.
1. Identify learning objective
2. Select targeted Apps
3. Select standards to align with the Apps
4. Identify limitations and essential features
5. Choosing an App
6. Identify unique learning needs of student with disabilities
What is the process that the Dell text uses to describe selection of Assistive Technology?
What are the steps?
The Dell's text gave us seven elements that are essential when making decisions on assistive technology and assessment. The seven elements are as follows:
1. Use the team approach
It is important to have the input of everyone who will be working with this child when selecting a form of assistive technology. The student and his/her family should also have a say in the choice of assistive technology.
2. Focus on the student's needs and abilities.
When assessing a form of assistive technology for a student it should always be student centered. We want to make sure that the assistive technology will meet the students individual needs.
3. Examination of the specific tasks to be completed.
Once we have considered the needs, interest, and strength of the student, then we will examine the tasks that the student needs to be able to complete. We will examine the task to its full extent, which means we will be looking at all the necessary steps needed to accomplish the task.
4. Consideration of relevant environmental issues
We should consider the environment in which the student will need the device to function. If the child is engaging in learning at home, then a need for a device at home should considered.
5. Trail use of assistive technology tools
This is when we allow the student to experiment with the technology. It would be most beneficial for the child to do this in their natural environment.
6. Providing necessary supports
Technical support should always be available to help with maintenance issues or any problems that may arise with the device. It would be helpful for teachers and educational team to get trainings on the use of the device so that they can provide support in this area when a problem arises.
7. Viewing assessment as an ongoing process
We should be periodically reexamining the students characteristics, environments, and tasks to be completed because things may change over time. The student's needs may change overtime and that device may become inadequate. So it is very important to view the assessment process as ongoing.
Here are some resources that can be used to help with the selection of Assistive Technology
Student Inventory for Technology Supports (SIFTS) from Ohio Center for Autism and Low-Incidence
