assistive technology in the classroom. session 8 assistive technology in action

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  • Assistive Technologyin the Classroom

  • Session 8Assistive Technology in Action

  • Presentation AgendaIntroductionDiana Kindergarten student with quadriplegia Meagan Grade 1 student with cerebral palsyAaron Grade 3 student with Down syndromeSamuel Grade 6 student with cerebral palsyNick Grade 7 student with FASDIlyaz Grade 9 student with visual impairmentRebecca Grade 10 student with LD

  • Introduction Think about thisWhat are the important concepts to remember when implementing AT with students?

  • DianaKindergarten student with quadriplegia Limited facial movements onlyRequires constant physical support Can communicate verballyLiteracy focus in her educational programSchedule includesReading, writing and mathematics activities

  • Dianas AT SolutionLaptop with Sip and Puff mouse controlOnscreen keyboard / literacy and math software

  • MeaganGrade 1 student with CP basically non-verbalSevere physical challenges gross and fine motor issuesCan reliably hit a 1 target when askedNeeds to be able to communicateSchedule includesCircle time, All About Me theme, Buddy Reading, Centre Time

  • Meagans AT SolutionBoardmaker for low tech AAC system

  • Aaron Grade 3 student with Down syndromeKnows the alphabet and 30 Dolch wordsInterested in books but not able to handwriteLaboured and non-conventional size, spacingGap between Aaron and peers is growingSchedule includesMorning Meeting, Dragon theme, Math (basic computation), Science Growing unit

  • Aarons AT Solution Clicker 5 to support reading and writing

  • Samuel Grade 6 student with cerebral palsyHas fine motor control difficultiesDifficulties with handwritingCompleting Grade 6 academic programSchedule includes assignments inSocial StudiesScienceLanguage Arts

  • Samuels AT Solution Fusion

  • Nick Grade 7 student with FASD and LDGrade 2 writing / Grade 3 reading levelVery distracted, few reading or writing strategiesStrength is auditory processingSchedule includesLA (poetry Belonging)Math (Fractions)Computer class (website analysis)Social Studies (Ancient Rome)

  • Nicks AT Solution SOLO to support reading / writing in content areas

    Learn more about SOLO

  • Break Time!

  • IlyazGrade 9 student with ASD and visual impairmentNo vision at allDistracted by speech outputDifficulty with auditory processingDifficulty with organizationModified program

  • Ilyazs AT SolutionPacMate for file storage and braille displayPacMate connected to laptop

    See another student use her braille notetakers

  • RebeccaGrade 10 student with Learning DisabilitiesDifficulty completing writing assignmentsDifficulty remembering content of what she readsGrades much lower than would be expectedGood verbal abilitySchedule includesEnglish (individual novels)Science (Cellular structure)History (Canadians who made a difference)

  • Rebeccas AT SolutionKurzweil 3000 to support writing and reading

  • Session ActivityThink back to the beginning of the session presentation when you considered the important concepts when implementing assistive technology with students one of the most important is matching technology features to student need. On the chart in your session handout, summarize the needs of the various students you met here and what technology features the team selected to meet those needs.

  • Discussion ForumYour final discussion task is to design an Educational Assistants AT ToolkitThe AT Toolkit should contain what you think are the essential tools that no EA should be withoutSpecific technologiesResourcesExamplesDiscuss what you would put in the toolkit with your groupReport back to the whole group

  • Session Summary ActivityLink to Session 8 Summary ActivitySession 8 Summary ActivityWill be emailed to you after this session!

  • *Welcome to the final session for Assistive Technology in the Classroom.

    *In this final Session 8 presentation, we will bring together all that youve learned in previous sessions and will meet a number of students who are successfully using assistive technology to learn, participate and communicate in their classrooms. We are also going to look at several of your student AT implementation plans and discuss how they came together over the previous sessions.*During this presentation, you will be reminded of some of the key issues and strategies when implementing any assistive technology with students. Several students will be presented so you can see how their needs have been matched with a technology solution which helps them reach their potential and complete their educational programs successfully. *From the last seven sessions, you should have a sense of the important concepts when implementing assistive technology with students. Think back not only to the specific technologies discussed to support students participation, communication and learning in the classroom, but the more general steps needed for successful implementation of any assistive technology. Take some time to jot down what you think is important.

    NOTE TO INSTRUCTOR: Provide task specific chat area for participants to comment and contribute.*Now you are going to meet a number of students who are or who have used assistive technology successfully in their educational programs.

    The first student is Diana she is a Kindergarten student who, as a result of a car accident, has a severed spinal cord. This accident left her significantly physically disabled. She has quadriplegia with the ability to make limited facial movements only. She requires constant physical care during the day as she is on a ventilator. Happily, she can communicate verbally and, although her voice is quiet, most people can understand her communication with little difficulty.

    Dianas team recognized right away that she needed some way to access an academic program. She is also very interested in completing the same activities as her non-disabled peers. Her educational program, even in Kindergarten, focuses on reading, writing and math activities so she requires a technology solution that will help her develop in these main areas.

    NOTE TO INSTRUCTOR: Put up poll with four possible AT solutions for Diana and ask participants to vote on which one they think would support her best (solution on next slide must be one of the choices). Discuss poll results before moving to the next slide.*Her team put a laptop in place for her but had to set up alternate access to that laptop. She controls the mouse with a sip and puff mouse called the Tash Integra Mouse. She can control the mouse with lip pressure and breath control or sipping and puffing. She can use her mouse to click buttons on accessible books or to write using an onscreen keyboard in her case she uses an onscreen keyboard called Screen Doors. By moving the mouse around and clicking or hovering over the letter she wants, she is able to send that letter to a word processor. Her team also uses Classroom Suite 4 and Boardmaker Plus to create reading, writing and math activities for her to complete. She uses her computer about 75% of the time during her school day and is so happy to be able to complete the same type of activities as her peers.

    If you would like to learn more about Diana, click the link at the bottom of this slide.*Now Id like to introduce Meagan. She is a Grade 1 student with cerebral palsy who has a number of significant physical challenges with both gross and fine motor issues. She is also non-verbal. As part of her overall physical assessment, her team has found that she can reliably hit a 1 inch target when asked. During her school day, Meagan is involved in many of the classroom activities including Circle Time, when the students discuss the date, the weather, and the daily schedule. Her class is also working on an All About Me theme integrating Language Arts, Math and Fine Arts activities. Several times a week, Grade 6 students come down for Buddy Reading and also to help students during Centre time blocks of time when the Grade 1 students can explore various centres around the classroom.

    As there are many times during the school day when Meagan has communication opportunities with peers, with older students and with adults, her team has identified the need for her to communicate as a priority.

    NOTE TO INSTRUCTOR: Put up poll with four possible AT solutions for Diana and ask participants to vote on which one they think would support her best (solution on next slide must be one of the choices). Discuss poll results before moving to the next slide.*Her team implemented a low tech AAC system for her using the Meyer-Johnson software program Boardmaker. Using this software, Meagans team created a number of communication boards containing messages appropriate for the various classroom activities. She has a board for Centre Time which contains symbols to help her communicate during the date and weather discussions. She is asked questions just like the other students and points to her choice symbol to respond. Her team also creates activity boards specific to the books she reads with her Grade 6 buddy. Using these boards, her team is able to ascertain her level of reading and listening comprehension. Meagan keeps her laminated boards in a series of binders which are readily available and can be added to as needed. Her team knows this is just the first component of her AAC system and expect she will require a high tech system in the near future. Her success with this low tech system, however, is a good indication of future success with more complex technology solutions.

    Through this solution, Meagan is able to communicate her thoughts and ideas throughout

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