IEP Considerations Regarding Assistive Technology

In the next group of posts, I will discuss "AT and the Writing Process" after having recently explored topics regarding "Communication and Computer Access." Additionally, in the next postings I will discuss AT considerations in relation to communication, reading, and IEP needs. In this post, I will address IEP considerations regarding the use of assistive technology. As discussed previously, IDEA 2004 requires that assistive technology needs be considered during the IEP process (Dell, Newton, & Petroff, 2012).  AT can be included in the student's IEP as part of Special Education, related service, or as a supplemental aid or service.

When determining appropriate AT recommendations, a collaborative team of educators, including AT specialists, must consider the students academic strengths, needs, interests, tasks required,and the settings in which AT will be used. AT selection should be highly customized and closely aligned to the student's overall IEP goals.  Discussions about AT solutions should focus on what the student is unable to do because of his disabilities and which specific AT devices would reduce the barriers caused by those disabilities.  

After appropriate AT has been recommended and the student has been fully trained, an ongoing process of evaluation must take place to ensure that the student's needs have been met. Additionally, as the student's needs change or when the student moves to a new learning environment, AT must be reconsidered. Rethinking AT recommendations regularly will also ensure that the student benefits from any technological advances.

Research Regarding IPads and Communication for Autistic Students

As described in my previous post, individuals with autism can be severely impacted by their inability to communicate. Carly's life-changing experience in which an IPad finally allowed her to communicate to her family, demonstrates how essential communication is to all people. Accordingly, the TASH Resolution, outlined in Assistive Technology in the Classroom (Dell, Newton, & Petroff, 2012), states that communication is a basic human right. Communication is, in fact, the way that all other human rights are achieved.  

Prior to using the IPad, Carly's lack of communication combined with the overload to her senses from daily experiences caused her to have temper tantrums and other extreme behaviors. Because this link between inability to communicate and difficult behaviors has received focused attention for the last 25 years, students with autism are now taught communication skills. This training often includes augmentative communication systems like the IPad which proved to be so highly effective for Carly (Dell et al., 2012).

Research studies support the use for assistive communication devices for children with autism. A study in the Journal of the American Academy of Child & Adolescent Psychiatry titled, Communication Interventions for Minimally Verbal Children With Autism, found that
minimally verbal school-aged children can significantly increase spoken language with intervention that incorporates a speech generating device.

Please see complete article: http://www.jaacap.com/article/S0890-8567(14)00163-4/fulltext

Similarly, Vanderbilt University researcher, Ann Kaiser, discusses how IPad's can be the key pathway for expression for students with autism in the article, IPads Help Late-Speaking Children with Autism Develop Language. In addition to using the IPad to communicate, younger autistic students who are exposed the IPad have been found to increase their verbal communication skills.

Please see complete article: https://news.vanderbilt.edu/2013/11/12/ipads-autism-language/

Autistic Girl Expresses Profound Intelligence

The following link shows an ABC Medical Mysteries discussion of Carly,

 a severely autistic girl who has a communications breakthrough at age 11.

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

Carly, a twin, was pronounced severely autistic and mentally deficient as a young child.  Her father explains that learning that Carly would only achieve the developmental abilities of a 6 year old was like "getting kicked in the gut." Carly had delays in sitting and walking and doctors told her parents that early intervention would be critical.  Despite thousands of hours of therapy, Carly made very slow progress. Friends and family suggested that Carly's parents put her in a group home but Carly's father could not accept that option. Psychologists continued to classify Carly as autistic and mentally deficient. Despite the innate intelligence her parents saw in Carly's eyes, she continued to have tantrums and periods of ceaseless movement and rocking.

Then, at age 11, Carly used an IPad to type "hurt" then "help." Her parents, teachers, and doctors had no idea that she could communicate by writing or any idea about what she had been feeling. After her initial breakthrough, she resisted writing until her teachers and parents made her "work for it." Ultimately, she learned that communication gave her power over her environment. Without the IPad, Carly was locked into her own world. She eventually explained that no one knows what it feels like to be her and that people assume she is dumb because she can't talk. Carly wrote that people need to know her before they judge her and that she sees herself as a normal child trapped in her body.  

Carly's parents were very upset to realize that for many years they had talked about Carly in front of her. They asked her why she bangs her head and rocked and she is now able to communicate to them that her brain is overwhelmed by senses and banging and rocking help her to "put out the fire" of too many images to process. Her Ipad enabled her to share that she often feels like her body will "explode."

Carly's parents have stopped looking at her as disabled and Carly now has an internet blog and is writing a novel. Carly's message that if people never give up, their inner voice will find its way out highlights the absolute necessity of all people to communicate. Clearly, for Carly, use of an IPad to communicate has been life-changing.

Integrating IPad Apps in the Classroom

In my previous blog post, I outlined the apps recommended by Lauren Meatty for use with autistic or nonverbal students. She explained  that when choosing apps, educators must consider the skill that is being taught. She discussed apps that focus on communication, writing, and motor skills and she explained that IPads can also be use as rewards and positive incentives.

I recognize the value and educational opportunity of IPads and would be very comfortable using them in the classroom.  In my current position at Cabrini's DRC, I believe that the communication apps for IPads could effective tools in providing text-to-speech for students with communication difficulties. In my previous position as a Title 1 Reading instructor, the Toy Story and library apps would have delighted an motivated my struggling elementary school readers. IPad would have also been a motivating incentive for my students as a reward for work well done. The Little Red Hen is a selection from IPad's "MeeGenius" children's library app.

IPad Apps for Autistic and Nonverbal Children

In the presentation linked below, Lauren Meatty of the Schwartz Center for Children in Massachusetts, describes a variety of IPad apps that offer effective educational tools for autistic and nonverbal students. Throughout the discussion, Ms. Meatty shows how IPads can be an excellent tool for children who are unable or unwilling to engage with other learning methods.

https://www.youtube.com/watch?v=FGU1ELjS7bQ

IPad Apps for students with limited mobility:

Magic Piano-This app enabled a young girl with spastic quadriplegia to gradually open her hands to manipulate a piano keyboard to play a song and vocalize. The IPad enabled this girl to operate something on her own for the first time.

Duck Duck Moose-This interactive app is for preschoolers and contains a variety of favorite children's songs like "The Wheels on the Bus," "Itsy Bitsy Spider," and "Old MacDonald." During the songs, students can make fun things happen on the screen with just the touch of one finger.

Music Program-This program helps teach students how to point and "sweep" on the IPad through the use of real musical instrument sounds which encourage them to explore to learn and hear more.

IPad Apps to facilitate and promote communication:

IPad-Ms. Meatty shares a story about a middle school student in  a wheelchair with limited communication ability.  The big communication box on her desk was unappealing because it made her so different from the other students.  When she started using the IPad, it was considered to be "cool" and it drew students to her rather than away from her.

Sign Language-This app is helpful for both students and parents as it offers a word bank of common words and shows a picture of an actual person signing the word.

Model Me Going Places-This app offers "social stories" of children going places like the barber shop as a way to explain what will happen in certain circumstances.

Yes/No-This app is appropriate for students aged 3 to 22 who need a way to say yes or no. You can program in additional choices like, milk or juice, stop or go. Words or pictures can be used for the choices.  This apps helps kids understand the concept of choice and communicate their own choices.

Sonic Pics-This app can be used to take your own pictures to make your own stories. Ms. Meatty described a living skills group taking a trip to the grocery store. After the students view the "social story" of a trip to the actual grocery store, they are better able to visit the store.

Speak It-This inexpensive app ($1.99) was recommended by a college student with a very quiet voice who couldn't be heard when she answered questions in class. She was an excellent typist and by using this app, she could type her answers and they would be spoken aloud for her.

Tap to Talk-This app is built into the IPad and it allows students to pick from two choices but it is not customizable. There is a more expensive program ($200) for children who really need a more in depth communication system.

Moms With Apps and Babies With Apps-Both have free Friday morning downloads for apps like Sonoflex which can be set with themes such as "About Me."

Animal Pictures, Real Instruments, Household Items-Ms. Meatty shared an example of 2 year old triplets. One was verbal, one had receptive language, and one was working on both. These interactive apps worked well with each of the triplets as they offer options for verbal and nonverbal response. 

Leonard the Furry Friend-Ms. Meatty described an intelligent 9 year old child who had suffered a brain tumor which significantly limited his speech. The student knew he sounded different and was reluctant to talk until he worked with the Leonard app in which Leonard repeats everything the child says.  This great form of play therapy prompted the boy to practice his speaking skills for an hour "with" Leonard.

Vocal Zoo-This app shows pictures of real animals and produces real animal sounds and can also show spellings of animal names.

IPad apps for writing:

Little Sky Writers-Ms. Meatty shared a story about an 8 year old student with Down Syndrome who did well at school but hated writing until she used an IPad. This app allows a student to follow letter formation with their fingers, then a stylus, then move into actual writing.

Doodle Buddy-This app allows students to draw with their finger and create their own picture cards at holidays.

Games-Games appropriate for a variety of ages such as a puzzle game can enable students to play a game on the IPad that they may not be able to play physically.

Elmo's Monster Maker-This app teaches body parts.

Sesame Street Restaurant Game and Maze Game-Students actually have to lift the IPad and use hand/eye coordination to play these games.

IPad apps with games:

Shapes-This app teaches students to correctly identify shapes.

Food Game with Monkey-This interactive game is good for students with a short attention span as the activities keep changing.

Laugh Out Loud-An app version similar to the old "Simon Says" game which teaches students to follow directions.

Angry Birds-This app can build geometry and physics skills in older students.

Cut the Rope-This app focuses on logic skills in older students.

IPad apps with books:

Toy Story-This app shows a movie version of Toy Story with words on each page. The student must swipe to turn the page and the pages also turn into coloring pages.

Dr. Seuss Sam I Am-A variety of apps allow teachers or parents to download libraries for children to view. 

Electronic Touch Tablets

What are Electronic Touch Tablets?

Tablet computers are thin, flat, and mobile. They have touchscreen displays which are usually in color and are equipped with sensors, rechargeable batteries, and processing components.  The touchscreen display uses the finger or stylus to replace the mouse, track pad, or keyboard used with laptop computers. They usually have on-screen virtual keyboards for typing and inputting commands.

What types of disabilities and learner characteristics are best supported by Electronic Touch Tablets?

*Students with motor impairments

*Students with executive functioning issues

*Students with autism

*Students with ADHD

*Non-verbal students

*Students with Down Syndrome

What is a brand of Electronic Touch Tablet that is generally found in schools and that would be appropriate for Cabrini University students?

Apple's IPad would be useful for Cabrini's DRC students.

Electronic Touch Tablet picture and video example:

http://www.apple.com/ipad-pro/

Electronic Touch Tablet tutorial information:

The IPad is designed to provide "incredible capability without complexity."  It offers an intuitive, user-friendly way to capture, edit, design, and produce work.  The IPad offers a variety of useful apps and is small and easily portable.

Type to Learn Software

What is Type to Learn Software?

Type to Learn Software is designed to teach students keyboarding and typing skills.

What types of disabilities and learner characteristics are best supported by Type to Learn Software?

*Students with dysgraphia

*Students with poor eye/hand coordination
*Students with speech impairments or who are autistic and non-verbal who need to type to use voice output communication devices

What is a brand of Type to Learn Software that is generally found in schools and that would be appropriate for Cabrini University students?

Sunburst Technologies "Type to Learn 4" which has programs for learners in grades K to 12. Cabrini DRC students who lack keyboarding skills could benefit from the programs designed for high school students.

Type to Learn Software picture and video example:

https://www.youtube.com/watch?v=_YmJgLnxTCo&feature=youtu.be

Type to Learn Software tutorial information:

Keyboarding proficiency is critical for all students and is often especially important for students with various learning disabilities involving writing.  Type to Learn has an engaging format with leveled lessons, built in reinforcement, and skills assessment. UDL features are incorporated such as closed captioning, text-to-speech, and enhanced font size.

Voice Output Communication Devices

What are Voice Output Communication Devices?

Voice Output Communication Devices are electronic augmentative and alternative communication systems used to supplement or replace speech or writing to allow people with disabilities to verbally communicate their needs.

What types of disabilities and learner characteristics are best supported by Voice Output Communication Devices?

*Students with severe speech impairments

*Non verbal students with autism

What is a brand of Voice Output Communication Device that is generally found in schools and that would be appropriate for Cabrini University students?

Allora Voice Output Device by Talk to Me Technologies

Voice Output Communication Device picture and video example:

https://www.youtube.com/watch?v=6c3OOmKPyHQ

Voice Output Communication Device tutorial information:

The Allora Voice Output device allows students with speech impairments or students who are non-verbal to communicate their thoughts by typing messages into the device.  Students can store and save a multitude of standard messages in addition to communicating any of their thoughts.  Non-verbal students are able to be much more independent with this device. This voice output communication device is consistent with the goals of the TASH resolution that I discussed in an earlier post because it supports the right of all people to have a means of communication.

Assisted Literacy Software

What is Assisted Literacy Software?

Assisted software programs provide a variety of  literacy benefits including text-to-speech, digital text read aloud, reference sources, language translations, highlighters, vocabulary study guides, graphic organizers, writing templates, word prediction, and spell checker.

What types of disabilities and learner characteristics are best supported by this Assisted Literacy Software?

*Students with dyslexia

*Students with dysgraphia

*ELL students

*Blind or visually impaired students

What is a brand of Assisted Literacy Software that is generally found in schools and that would be appropriate for Cabrini University students?

Kurzweil Education's Kurzweil 3000-Firefly

Assistive Literacy Software picture and video example:

https://www.kurzweiledu.com/experience-kurzweil/video-library/video-firefly-overview.html

Assistive Literacy Software tutorial information:

Kurzweil Solutions allows college students with learning disabilities to learn and succeed with their peers. Students achieve success independently and at their own pace. This software helps college students transition successfully from high school to college and navigate the less structured environment in which there are often fewer supports than there were in high school. This tutorial describes Firefly as "the ultimate UDL solution" and invites the watcher to "catch the buzz."

Portable Word Processors

What are Portable Word Processors?

Portable word processors allow students with a variety of writing difficulties take their own notes. Portable word processors are relatively inexpensive and have full sized keyboards and basic editing features.

What types of disabilities and learner characteristics are best supported by Portable Word Processors?

*Students with learning disabilities

*Students with language disabilities

*Students with ADHD

*Students who are deaf

*Students with physical difficulties which make writing difficult

*Students with poor fine motor skills

*Students with dysgraphia who have illegible handwriting

*Students with autism

What is a brand of Portable Word Processor that is generally found in schools and that would be appropriate for Cabrini University students?

The Neo 2 by Renaissance Learning, Inc. would be appropriate for use by Cabrini students with the characteristics outlined above. Many of Cabrini's DRC students are eligible for peer note-taking services due to a variety of learning disabilities.  The Neo 2 would provide an alternative note taking option for these students which would be more durable and less likely to break than a laptop computer.  The Neo 2 can be connected to a printer to print information and can also be connected to a computer to download files for editing.

Portable Word Processor picture:

Adapted Keyboards

What are Adapted Keyboards?
Many students with disabilities are unable to use standard keyboards.  Adapted or alternative keyboards make computers accessible to almost every student. There are four main types of adapted keyboards: expanded keyboards, mini-keyboards, one-handed keyboards, and on-screen keyboards.

What types of disabilities and learner characteristics are best supported by Adapted Keyboards?
*Expanded keyboards-enlarged keyboards benefit students with poor fine motor control
*Mini-keyboards-smaller keyboards help students with motor impairments such as muscular dystrophy
*One-handed keyboards-designed to serve students who only have the use of one hand
*On-screen keyboards-placing an image of the keyboard on the computer monitor allows students who lack motor skills to access the keyboard by using a mouse

What is a brand of Adapted Keyboards that is generally found in schools and that would be appropriate for Cabrini University students?

There are many options for purchasing enlarged keyboards.  In our testing center, Cabrini's DRC offers an enlarged keyboard on one of the desktop computers which looks similar to the image below. Currently, there is one DRC student who requires the use of an enlarged keyboard because of vision impairment.  This student uses our enlarged keyboard for homework and essays in addition to test taking.

Adapted Keyboards picture:

Multisensory Educational Software

What is Multisensory Educational Software?
Multisensory educational software programs offer learning activities that engage multiple senses by including visual, auditory, kinesthetic, and tactile elements in the learning process.  Ideally, multisensory software can capitalize on the learner's main sensory learning pathway while building learning capacities in the less dominant senses.  It has been shown that by using multiple senses when learning, information processing is facilitated.

What types of disabilities and learner characteristics are best supported by multisensory educational software?
*Students with dyslexia
*Students with dyscalculia
*Students with ADHD

What is a brand of multisensory educational software that is generally found in schools and that would be appropriate for Cabrini University students?

ModuMath software would benefit Cabrini students with math struggles including dyscalculia as well as students with reading difficulties who prefer verbal (vs. written) instruction.

Multisensory educational software picture and video example:

For Algebra problems involving linear equations and graphs:

http://modumath.org/onlineVideo/preview/alg11_mov/index.html

Multisensory educational software tutorial information:

Cabrini DRC students can struggle with math classes.  ModuMath  for Algebra offers a multisensory learning experience that draws upon visual and auditory senses to provide a much more sensory based presentation. Students can see and hear how the work is done, repeat lessons, and adjust the learning pace to suit their own needs.